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Exploring language learners’ self-generated goals : Does self-concordance affect engagement and resilience?

Henry, Alastair LU ; Thorsen, Cecilia and Uztosun, Mehmet Sercan (2023) In System 112.
Abstract

Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrating the mediating roles of goal effort and goal progress (Vasalampi et al., 2009), these variables were included in the study design. Participants were 41 teacher education students on a university program in Turkey. Data was collected on four occasions over two semesters. Analyses were... (More)

Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrating the mediating roles of goal effort and goal progress (Vasalampi et al., 2009), these variables were included in the study design. Participants were 41 teacher education students on a university program in Turkey. Data was collected on four occasions over two semesters. Analyses were carried out using path modelling. Results showed that starting the program with self-concordant goals had positive effects on engagement and resilience later in the year. Effects of self-concordance were mediated by goal effort and goal progress. For engagement, a direct effect of self-concordance was also found. Findings point to an important relationship between the quality of language learners’ goals and L2 learning behaviours. Further, the study highlights the value of idiographic methods in goal-focused research.

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author
; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Academic buoyancy, Engagement, Goal effort, Goal progress, Idiographic methods, L2 goals, Self-concordance
in
System
volume
112
article number
102971
publisher
Elsevier
external identifiers
  • scopus:85144308142
ISSN
0346-251X
DOI
10.1016/j.system.2022.102971
language
English
LU publication?
yes
id
4947bf2a-15e9-4da2-8bdf-732c74bb2fe8
date added to LUP
2023-02-02 10:43:31
date last changed
2023-02-02 10:43:31
@article{4947bf2a-15e9-4da2-8bdf-732c74bb2fe8,
  abstract     = {{<p>Despite the importance that goals have for language learning (Lee &amp; Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrating the mediating roles of goal effort and goal progress (Vasalampi et al., 2009), these variables were included in the study design. Participants were 41 teacher education students on a university program in Turkey. Data was collected on four occasions over two semesters. Analyses were carried out using path modelling. Results showed that starting the program with self-concordant goals had positive effects on engagement and resilience later in the year. Effects of self-concordance were mediated by goal effort and goal progress. For engagement, a direct effect of self-concordance was also found. Findings point to an important relationship between the quality of language learners’ goals and L2 learning behaviours. Further, the study highlights the value of idiographic methods in goal-focused research.</p>}},
  author       = {{Henry, Alastair and Thorsen, Cecilia and Uztosun, Mehmet Sercan}},
  issn         = {{0346-251X}},
  keywords     = {{Academic buoyancy; Engagement; Goal effort; Goal progress; Idiographic methods; L2 goals; Self-concordance}},
  language     = {{eng}},
  publisher    = {{Elsevier}},
  series       = {{System}},
  title        = {{Exploring language learners’ self-generated goals : Does self-concordance affect engagement and resilience?}},
  url          = {{http://dx.doi.org/10.1016/j.system.2022.102971}},
  doi          = {{10.1016/j.system.2022.102971}},
  volume       = {{112}},
  year         = {{2023}},
}