Article ID Journal Published Year Pages File Type
373370 System 2013 14 Pages PDF
Abstract

In the present study we surveyed the English language learning motivations of 740 secondary school students belonging to different social classes in the capital of Chile, Santiago. We applied multiple analyses of variance to analyse how motivational variables differ depending on students' social class. The results suggest that social class has an overall medium-size effect on motivational factors with self-efficacy beliefs being the most strongly related to socio-economic status. The most important differences in motivation, self-regulation and learner autonomy were found between upper-middle and high social class students on the one hand and low and lower middle class students on the other hand, which we explained with reference to the inequality created by the Chilean schooling system.

Related Topics
Social Sciences and Humanities Arts and Humanities Language and Linguistics
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