Date of Award:

8-2025

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Instructional Technology and Learning Sciences

Committee Chair(s)

David F. Feldon

Committee

David F. Feldon

Committee

Andy Walker

Committee

Jody Clarke-Midura

Committee

Suzie H. Jones

Committee

Greg Callan

Abstract

Learning a foreign language is a long-term process sustained by learners’ motivation, self-efficacy, and self-regulation. While prior research has established that past performance influences these motivational factors, overlooking the impact of past performance on current motivational constructs. This dissertation explores how past learning performance impact current motivational factors. Using a person-centered approach, three subgroups were identified as latent learning profiles within the sample population based on their performance features: the high-performing early peak profile, the stable profile, and the rising profile. Regression models were conducted to evaluate the extent to which latent learning profiles predicted motivational variables. The results showed that the learning trajectory group membership had significant effects on motivational variables scales, and the subscales of self-efficacy, intrinsic motivation, self-regulation, and cognitive strategies. These results were compared to results of regressions using individual test scores and the aggregate mean of test scores as independent variables to evaluate which method best captured the association between past learning performance and current motivational states. Results revealed that performance trajectories provided a more comprehensive understanding of learners’ motivational dynamics. These findings hold implications for designing interventions that enhance learner motivation, self-efficacy, and self-regulation strategies by addressing the interplay between performance trends and motivational factors over time.

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