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The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

Attitudes, Motivation, and Second Language Learning: A Meta–Analysis of Studies Conducted by Gardner and Associates

Masgoret, A.–M., Gardner, R. C.·2003·Language Learning
DOI 10.1111/1467-9922.00212
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Abstract

This meta–analysis investigates the relationship of second language achievement to five attitude/motivation variables from Gardner's socioeducational model: integrativeness, attitudes toward the learning situation, motivation, integrative orientation, and instrumental orientation. These relationships were examined in studies conducted by Gardner and associates using the Attitude/Motivation Test Battery and various measures of second language achievement including self–ratings, objective tests, and grades. In total, the meta–analysis examined 75 independent samples involving 10,489 individuals. Two additional variables, availability of the language in the community and age level of the students, were examined to assess their moderating effects on the relationships. The results clearly demonstrate that the correlations between achievement and motivation are uniformly higher than those between achievement and integrativeness, attitudes toward the learning situation, integrative orientation, or instrumental orientation, and that the best estimates of the population correlations are greater than 0. Neither availability nor age had clear moderating effects.

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Crossref · 10.1111/1467-9922.00212

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1 of 1 references verified0 citation errors · 0 not checkable

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  • The predictive power of aptitude has been found to be superior to that of factors such as working memory, motivation or anxiety.

    “While the predictive power of aptitude has been found to be superior to that of factors such as WM (Linck et al., 2013), motivation (Masgoret & Gardner, 2003) or anxiety (Teimouri et al., 2019)”

    From Aptitude for Explicit and Implicit Learning (2024) · cites this paper as Masgoret & Gardner, 2003

  • Among all individual difference factors except age, only L2 motivation can perform on a par with FL aptitude in predicting ultimate learning outcomes.

    “among all ID factors (except for the indisputable age factor; see Skehan 1989Skehan , 1998;;Dörnyei 2005;Granena & Long 2013 for detailed reviews) that are purported to influence L2 learning, only L2 motivation can manage to perform on a par with FL aptitude in predicting ultimate learning outcomes”

    From Foreign language aptitude theory: Yesterday, today and tomorrow (2017) · cites this paper as Masgoret & Gardner 2003

  • Language learning aptitude is one of the individual difference factors with the greatest explanatory power.

    “언어 학습 적성은 가장 큰 설명력을 가지는 것 중의 하나로 논의되어 왔다 (Lee, 2014;Masgoret & Gardener, 2003;Ortega, 2009).”

    From Effects of Task-Induced Involvement Load and Working Memory on Korean High School Students’ Second Language Vocabulary Learning (2021) · cites this paper as Masgoret & Gardener, 2003

Citations

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Metadata

Authors
Masgoret, A. –., & Gardner, R. C.
Venue
Language Learning
Publisher
Wiley
Published
2003-03
Volume
53
Issue
1
Pages
123-163
ISSN
  • 0023-8333
  • 1467-9922
DOI
10.1111/1467-9922.00212
Cited by
337
References
1
Language
en
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 9 d)

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