Examining kanji learning motivation using self-determination theory

This study examined the relationships among motivation for learning kanji (i.e., Chinese characters utilized in the Japanese writing system), attitudinal dispositions toward Japan and Japanese, and kanji proficiency utilizing self-determination theory (SDT; Deci and Ryan, 1985). L1 Chinese learners of Japanese (N = 112) took a kanji test and responded to a questionnaire designed to measure seven types of motivation. The results of seven multiple stepwise regression analyses showed that: (1) intrinsic motivation significantly predicted higher kanji proficiency; (2) introjected regulation significantly predicted lower kanji proficiency; (3) negative attitudes toward L2 speakers significantly predicted amotivation; (4) positive attitudes toward L2 speakers was not a significant predictor of any type of motivation, and; (5) the perceived importance of Japan positively predicted all types of motivation but did not predict kanji proficiency, suggesting that a belief in the power of the L2 country is important in terms of initiating and sustaining motivation, but does not directly influence L2 proficiency.