Exploring English Learning Motivation Based on Self-Determination Theory of First-Year Chinese Students at Yunnan University of Finance and Economics
Keywords:
Self-Determination Theory, English learning motivation, Autonomy, Competence, Relatedness, Gender differenceAbstract
This study, grounded in Self-Determination Theory (SDT), investigates the English learning motivation of first-year students at Yunnan University of Finance and Economics (YUFE). SDT emphasizes the importance of autonomy, competence, and relatedness in fostering student motivation. A survey was conducted to explore English learning motivation among first-year Chinese students at Yunnan University of Finance and Economics, based on SDT. The study aimed to (1) explore the level of English learning motivation based on SDT among first-year Chinese students at Yunnan University of Finance and Economics and (2) investigate whether there is a significant difference in English learning motivation based on SDT between male and female first-year Chinese students at Yunnan University of Finance and Economics. A total of 341 first-year students participated in the study, and their motivation levels were assessed through a structured questionnaire based on the SDT framework. The results revealed that, on average, students demonstrated a high level of motivation towards learning English (M = 3.64, SD = 0.78), with relatedness scoring the highest (M = 3.72, SD = 0.75), followed by autonomy (M = 3.60, SD = 0.78) and competence (M = 3.60, SD = 0.81). The findings suggest that students value social interactions and peer relationships in their English learning, while also showing moderate independence and confidence in their abilities. Additionally, an independent samples t-test was conducted to examine gender differences in motivation. The findings revealed a statistically significant difference in overall English learning motivation between male and female students (p < 0.05), with female students (M = 3.66, SD = 0.78) scored higher than male students (M = 3.52, SD = 0.77). Significant gender differences were also found in autonomy (p = 0.001), competence (p = 0.019), and relatedness (p = 0.006), with female students scored higher in all dimensions. Female students demonstrated greater confidence, self-regulation, and engagement in social learning activities, while male students may require additional support to enhance their motivation and autonomy.
These findings contribute to a better understanding of English learning motivation among Chinese university students and provide implications for educators to develop targeted instructional strategies that enhance motivation through autonomy support, competence-building activities, and interactive learning environments. Educators should incorporate collaborative learning strategies, such as group discussions and peer feedback, to foster a sense of relatedness and engagement, particularly for male students.
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