• Login
    View Item 
    •   Home
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    •   Home
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of TUScholarShareCommunitiesDateAuthorsTitlesSubjectsGenresThis CollectionDateAuthorsTitlesSubjectsGenres

    My Account

    LoginRegister

    Help

    AboutPeoplePoliciesHelp for DepositorsData DepositFAQs

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    SCHOOL BELONGING AND L2 MOTIVATION OF FIRST-YEAR STUDENTS AT FOUR JAPANESE UNIVERSITIES

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    Fukuda_temple_0225E_14207.pdf
    Size:
    3.407Mb
    Format:
    PDF
    Download
    Genre
    Thesis/Dissertation
    Date
    2020
    Author
    Fukuda, Tetsuya cc
    Advisor
    Sick, James
    Committee member
    Beglar, David
    Churchill, Eton, 1964-
    Kikuchi, Keita
    Department
    Teaching & Learning
    Subject
    Educational Psychology
    Psychology
    Linguistics
    L2 Motivation
    School Belonging
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/330
    
    Metadata
    Show full item record
    DOI
    http://dx.doi.org/10.34944/dspace/314
    Abstract
    In this study, I explore the dynamic relationships between how students feel about their school, school belonging, and to what extent they feel motivated to study a second language, L2 motivation. School belonging, which has rarely been studied in the field of applied linguistics, is widely discussed in educational psychology, and its relationship with academic achievement has been examined. However, the relationship between school belonging and L2 motivation has hardly been investigated. The first purpose of this study is to fill this gap by verifying the existence of a sense of school belonging as a psychological factor among first-year Japanese university students in an English as a foreign language context, and then to investigate its relationship with L2 motivation. I employ a convergent mixed method design in which the quantitative and qualitative analyses were conducted at the same time. Quantitative data were collected through surveys from 540 first-year students in four Japanese universities, including higher- and lower-ranked universities. The qualitative data were collected through self-reflection from 176 students, comments from 413 students, and interviews with 11 students. The interviewees were selected based on their willingness to participate. The quantitative data and qualitative data were collected three times in 2018 and 2019: the first time in May and June 2018, the second time in September and October 2018, and the third time in January and February 2019. Validity evidence for the surveys was gathered through a pilot study. In the main study, school belonging was verified as one large factor mainly using Rasch analysis. The general relationship between school belonging and motivation to learn English and the changes of those relationships over the course of the year were assessed by calculating the responses to the questions with structural equation modeling (SEM). Details of students’ feelings toward their school and their connections to English learning motivation were investigated through analyses of the qualitative data. The quantitative results showed that a sense of school belonging that varies among first-year Japanese university students exists and that the relationship between school belonging and L2 motivation and their changes over the course of the year can be explained in a model in which individual differences in school belonging and L2 motivation and their changes are explained. The qualitative results support the finding that school belonging and L2 motivation are related to each other and also show that students change their school belonging and L2 motivation dynamically for a variety of reasons. Students can change their perceptions of school and language learning from positive to negative or negative to positive, and their changes can be uneven when looked at through the lens of sub-components of these constructs. By merging quantitative results and qualitative results, differences were found between the two types of data analyses. School was found to predict changes in school belonging and L2 motivation in the quantitative analyses, while different types of students, such as those who have positive school belonging and negative L2 motivation and those who have negative school belonging and positive L2 motivation were found in the same school in the qualitative analyses. Moreover, concepts of school belonging and L2 motivation were validated as hypothesized in the quantitative analyses, while unexpected ideas, such as belonging to multiple groups and loss of L2 motivation due to technological developments, were revealed by the result of the qualitative analyses. These results imply that fostering school belonging among university students can lead to studying English harder.
    ADA compliance
    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
    Collections
    Theses and Dissertations

    entitlement

     
    DSpace software (copyright © 2002 - 2023)  DuraSpace
    Temple University Libraries | 1900 N. 13th Street | Philadelphia, PA 19122
    (215) 204-8212 | scholarshare@temple.edu
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.