College Honors Program

Date of Creation

5-2025

Document Type

Thesis

Department

Psychology

Department

Spanish

First Advisor

Alexander Browman

Second Advisor

Josep Alba-Salas

Abstract

This project examined whether established findings from the motivation science literature could be successfully applied to increase non-native language learning outcomes and persistence among college students. Participants were enrolled in beginner and intermediate language courses at a small private college. The study was longitudinal and involved “diagnosing” and immediately implementing interventions to counter deficits experienced by individual students regarding six specific motivational antecedents: expectancies for success, utility value, costs, autonomy, belonging, and growth mindsets. Over the course of a semester, participants’ motivational experiences in these areas were measured and they then completed tailored “just-in-time” intervention activities designed to increase their motivation. The longitudinal aspect of the study allowed us to track general motivational trends experienced by the participants (expectancies, costs, and belonging were relatively constant, while growth mindsets, utility value and autonomy decreased over the semester), and also determine the effectiveness of the individual interventions. Interventions for utility value and autonomy were relatively effective at specific times during the semester, while those for growth mindsets and costs had little effect. Overall, the interventions had short lasting effects, perhaps due to their infrequency and brevity). Additionally, we did not observe significant differences in motivational experiences by gender. Limitations of the study were primarily due to the time constraints, as all aspects of the project needed to be completed in a one-year time frame.

Comments

Reader: Yu-Jung Lin

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