Author/s:
Jahedizadeh, Safoura
Imam Reza International University, Mashhad, Iran (jahedi.s1310@gmail.com)
Allahdadi, Shadi
Imam Reza International University, Mashhad, Iran (shadiallahdadi@gmail.com)
Ghanizadeh, Afsaneh*
Imam Reza International University, Mashhad, Iran (ghanizadeafsane@yahoo.com; a.ghanizadeh@imamreza.ac.ir)
Abstract:
The present study delved into English as foreign language (EFL) learners’ de-motivation by investigating its role in students’ avoidance goal orientation. To do so, the Persian version of the ‘de-motivation scale’ translated and validated by Ghanizadeh and Jahedizadeh (forthc.) and the Persian version of Achievement Goal Orientation Inventory translated and validated by Rezaee and Kareshki (2012) were used. The former measures six constructs: teachers, characteristics of classes, experiences of failure, class environment, class materials, and lack of interest. The latter measures three dimensions of students’ goal orientations: mastery- approach, performance- approach, and performance-avoidance. The findings of the study yielded via correlation revealed that all six demotivators positively and significantly predicted students’ avoidance goal orientation with teachers and experiences of failure having the highest impact. The lowest correlation was detected between characteristics of classes and avoidance goal orientation. The results of regression analysis indicated that about 14 percent of variability in students’ avoidance goal-orientation can be accounted for by demotivators.
Keywords: de-motivation; avoidance goal orientation; EFL learners; language institutes
DOI: https://doi.org/10.5861/ijrsp.2016.1368
*Corresponding Author