Analysis of the factors influencing foreign language learning motivation in Chinese students above matriculation level
DOI:
https://doi.org/10.33910/Keywords:
foreign language learning motivation, confidence expectation, intrinsic interest, task value, educational assistance, goal-driven factor, emotion attributionAbstract
Introduction. As friendship between Russia and China becomes stronger, more and more Chinese students come to Russia to study. Given a high demand for ‘foreign language + professional’ multidisciplinary international talents from all over the world, it is highly useful to obtain information about the factors influencing foreign language learning motivation among Chinese students above matriculation level. This paper examines the factors influencing such motivation in Chinese students above matriculation level from the perspective of educational psychology.
Materials and Methods. In order to gather empirical data, we designed, distributed, and collected a questionnaire containing 10 dimensions and 30 question items based on core variables. The valid questionnaire data were imported into SPSS 16.0 statistical software. We strictly followed the principal component analysis (PCA) steps and used SPSS for factor extraction, rotation, and interpretation, revealing the main influencing factors behind the observed variables.
Results. We found it appropriate to single out six factors influencing foreign language learning motivation among Chinese students above matriculation level. They were renamed as confidence expectation, intrinsic interest, task value, educational assistance, goal-driven, and emotional attribution factors. The study concluded that six dimensions significantly affect foreign language learning motivation among Chinese students above matriculation level.
Conclusion. Overall, six factors are more generalizable than ten factors, and the total variance explained is 67.718 %, so it is more appropriate to extract six factors. The study employed quantitative research methods to enrich the knowledge about the factors influencing Chinese students’ foreign language learning motivation, expand the scope of the research group, and provide new ideas for a more in-depth discussion of Chinese students’ foreign language learning motivation.
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