The impact of parental involvement, social support, and peer relationships on L2 learning motivation: A mixed-methods study of Chinese university EFL students

IF 2.1 4区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL
Zikai Guo , Chen Chen , Ruifang Guo
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引用次数: 0

Abstract

This mixed-methods study investigated the impact of parental involvement, social support, and peer relationships on L2 learning motivation among Chinese university students learning English as a foreign language (EFL). Quantitative data from 326 students and qualitative data from semi-structured interviews with 20 students were analyzed. Hierarchical regression analyses revealed that parental involvement significantly predicted all three components of L2 motivation: ideal L2 self, ought-to L2 self, and L2 learning experience. Peer relationships also positively predicted ideal L2 self and L2 learning experience. While social support was not a significant predictor in the quantitative analyses, the analysis of the qualitative data revealed its nuanced role, with students emphasizing the importance of diverse sources of support, including peers, teachers, mentors, and online communities, in fostering a sense of belonging and enhancing motivation. The study highlights the complex interplay of familial and social influences on L2 motivation, offering valuable insights for educators and parents in supporting EFL learners.
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来源期刊
Acta Psychologica
Acta Psychologica PSYCHOLOGY, EXPERIMENTAL-
CiteScore
3.00
自引率
5.60%
发文量
274
审稿时长
36 weeks
期刊介绍: Acta Psychologica publishes original articles and extended reviews on selected books in any area of experimental psychology. The focus of the Journal is on empirical studies and evaluative review articles that increase the theoretical understanding of human capabilities.
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