Editorial & Ejournals Today: Forerunners of the Unrealized Potential of the Digital Medium
Abstract
This study uses the foreign language classroom to examine students' beliefs about learning, perceptions of goal attainment, and motivation to continue language study. Survey and interview results indicated students’ attributions for success and failure and their expectations for certain subjects’ learnability played a role in the relationship between goal attainment and volition. It appears that over-effaciousness negatively affected student motivation. For other students who felt they were "bad at languages," their negative beliefs increased their motivation to study. Suggestions for how these results apply to other disciplines and interventions for increasing student motivation are offered.Downloads
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Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.