International Journal of Applied Linguistics, Год журнала: 2025, Номер unknown
Опубликована: Март 3, 2025
ABSTRACT This study explores the predictive effects of motivational beliefs related to self‐competence and values language learning on engagement multilingual students in translation classroom. represents a pioneering effort integrate two established motivation theories, which contain conceptually similar variables but different propositions: situated expectancy‐value theory (SEVT) control‐value achievement emotions (CVT). A prospective design was employed collect data from group course, with two‐month interval between measurement predictor (i.e., expectancy for success task values) dependent variable students’ classroom engagement). Results structural equation modeling favor propositions SEVT model over CVT model. The showed that anxiety significantly predicted its three sub‐components, whereas interest value did not impact or sub‐components. In contrast, attainment emotional sub‐component. provides refined insights into distinct multilinguals who traverse across languages regular basis. Implications research instructional practices are considered.
Язык: Английский