The Associations of Parental Support with First-Grade Primary School L2 Chinese Learners’ Ideal Selves, Motivation, Engagement, and Reading Test Performance in Hong Kong: A Person-Centered Approach

Zhu, Xinhua; Chan, Shui Duen; Yao, Yuan

doi:10.1080/10409289.2022.2139544

Cited by 9 publications

(6 citation statements)

References 41 publications

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“…Kim's (2009) study had shown a relationship between ideal L2 self and motivated behavior at younger ages (grades 3 to 6) for students learning English in Korea. Furthermore, Zhu et al's (2023) research discovered a positive association between the ideal L2 self and motivation among non-Chinese speaking primary school students in Hong Kong.…”

Section: The Motivational Systemmentioning

confidence: 96%

“…While some posit challenges in defining this ideal for adolescents, recent studies question such views. Although there might be challenges in establishing a stable image of their ideal self at this age, some of the recent studies (Kim, 2009;Wong, 2018;Zhu et al, 2023) suggested that the concept of the ideal L2 self can be particularly influential during adolescence. Kim's (2009) study had shown a relationship between ideal L2 self and motivated behavior at younger ages (grades 3 to 6) for students learning English in Korea.…”

Section: The Motivational Systemmentioning

confidence: 99%

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Students’ motivation to learn English: the importance of external influence on the ideal L2 self

Ishida,

Manalo,

Sekiyama

2024

Front. Educ.

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IntroductionThe ideal second/foreign language (L2) self, a concept in second-language acquisition theory, is a learner’s future vision about their language ability. Research on the ideal L2 self is important for finding ways to improve motivation for learning a new language, foreign language teaching strategies, and personalization of instruction for individuals with different backgrounds and aspirations. The present study aimed to better understand the factors that might influence the ideal L2 self among Japanese elementary school students. While there have been numerous studies about the ideal L2 self in English language learning, few have focused on elementary school students’ motivation to learn English.MethodsData were collected from 225 4th- and 6th-grade elementary school students in Japan. The data were analyzed by performing t-tests and a hierarchical linear regression to understand the relationships between the pertinent variables and the ideal L2 self.ResultsThe analysis results revealed three characteristics of the relationship between elementary school students’ English language skills and their ideal L2 selves. First, the results of the t-test suggested that international travel and English cram school experiences were differentiating factors for the ideal L2 self, suggesting that the groups of participants with and without those factors (experiences) had significantly different ideal L2 selves. Second, the experience of living abroad was not a significant differentiating factor for the ideal L2 self. Third, the results of the regression analysis suggested that school, home, and foreign media influences are significant contributors to the formation of the ideal L2 self. These factors may therefore subsume international travel and English cram school experiences.DiscussionBy understanding the factors that contribute to the ideal L2 self, educators and policymakers can strive to establish a more effective environment to improve students’ motivation to learn English.

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Section: The Motivational Systemmentioning

confidence: 96%

Section: The Motivational Systemmentioning

confidence: 99%

Students’ motivation to learn English: the importance of external influence on the ideal L2 self

Ishida,

Manalo,

Sekiyama

2024

Front. Educ.

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“…Several scholarly investigations have examined the association between the L2MSS and other learner-internal and external factors, such as anxiety ( Papi, 2010 ), willingness to communicate ( Lee and Lee, 2020 ), engagement ( Zhu et al, 2022 ), L2 achievement ( Moskovsky et al, 2016 ) and learning style ( Kim and Kim, 2014 ). Research by Magid (2009) revealed distinctions in the conceptualization of the ideal L2 self between middle school and college students.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The present study reviewed the relevant studies on parental involvement in general education and educational psychology, from which the research in language education also gained affordance and insights. Positive parental support and investment have been shown to enhance students’ learning motivation, attitudes, and behaviors (e.g., Epstein et al, 2002 ; Pomerantz et al, 2007 ; Fan and Williams, 2010 ; Kong and Wang, 2021 ; Zhu et al, 2022 ; Wang and Liu, 2024 ). In a review of prior literature, Gonzalez-DeHass et al (2005) concluded that parental engagement and participation positively impact students’ motivational constructs, such as self-regulation, intrinsic and extrinsic motivation, and mastery goals.…”

Section: Literature Reviewmentioning

confidence: 99%

“… Boonk et al (2022) concluded that parental involvement variables (parent–child discussions about education and parents’ expectations) had a positive impact on children’s motivation. Zhu et al (2022) highlighted the importance of parental support in young L2 learners’ learning, suggesting that parents should spend time reading with their children to increase the learners’ motivation, learning engagement, and academic performance.…”

Section: Literature Reviewmentioning

confidence: 99%

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Relationship between learners’ L2 Motivational Self System and parental investment behavior in learners’ English learning

Zhang,

Lu,

Liu

2024

Front. Psychol.

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Students’ motivation and learning behavior are significantly impacted by parents’ participation and investment. It has been demonstrated that parental investment behavior could exert a direct effect on students’ L2 Motivational Self System (L2MSS) mediated by parental investment belief. Nevertheless, the relationship between components of parental investment behavior and students’ language learning motivation remains a topic necessitating further scholarly investigation. In response to this gap, we conducted a quantitative study involving a survey of 900 high school students to explore the relationship between students’ English learning motivation, as conceptualized by the L2 Motivational Self System and parental investment behavior based on a four-component model. The findings in this study indicated that high school students exhibited moderate levels of L2MSS and relatively low levels of parental investment behavior. Moreover, students’ L2MSS was found to have a significant positive correlation with the global parental investment behavior, with parental emotional investment behavior emerging as a positive predictor of high school students’ L2MSS. These results underscore the importance of parental provision of sufficient economic, relationship, knowledge, and emotional support in cultivating a nurturing and supportive familial context conducive to the development of students’ positive future selves.

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Chinese Migrant Children’s Parental Involvement Profiles and Associations with Their Reading Comprehension in Secondary School: A Latent Profile Analysis

Lin,

Qian

2024

Asia-Pacific Edu Res

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The Associations of Parental Support with First-Grade Primary School L2 Chinese Learners’ Ideal Selves, Motivation, Engagement, and Reading Test Performance in Hong Kong: A Person-Centered Approach

Cited by 9 publications

References 41 publications

Students’ motivation to learn English: the importance of external influence on the ideal L2 self

Students’ motivation to learn English: the importance of external influence on the ideal L2 self

Relationship between learners’ L2 Motivational Self System and parental investment behavior in learners’ English learning

Chinese Migrant Children’s Parental Involvement Profiles and Associations with Their Reading Comprehension in Secondary School: A Latent Profile Analysis

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