Exploring language learners' self-generated goals: Does self-concordance affect engagement and resilience?

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dc.authoridHenry, Alastair/0000-0001-7789-9032
dc.contributor.authorHenry, Alastair
dc.contributor.authorThorsen, Cecilia
dc.contributor.authorUztosun, Mehmet Sercan
dc.date.accessioned2025-01-27T20:23:08Z
dc.date.available2025-01-27T20:23:08Z
dc.date.issued2023
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractDespite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrating the mediating roles of goal effort and goal progress (Vasalampi et al., 2009), these variables were included in the study design. Participants were 41 teacher education students on a university program in Turkey. Data was collected on four occasions over two semesters. Analyses were carried out using path modelling. Results showed that starting the program with self-concordant goals had positive ef-fects on engagement and resilience later in the year. Effects of self-concordance were mediated by goal effort and goal progress. For engagement, a direct effect of self-concordance was also found. Findings point to an important relationship between the quality of language learners' goals and L2 learning behaviours. Further, the study highlights the value of idiographic methods in goal-focused research.
dc.identifier.doi10.1016/j.system.2022.102971
dc.identifier.issn0346-251X
dc.identifier.issn1879-3282
dc.identifier.scopus2-s2.0-85144308142
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.system.2022.102971
dc.identifier.urihttps://hdl.handle.net/20.500.12428/22129
dc.identifier.volume112
dc.identifier.wosWOS:000905301500005
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherElsevier Sci Ltd
dc.relation.ispartofSystem
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20250125
dc.subjectL2 goals
dc.subjectIdiographic methods
dc.subjectSelf-concordance
dc.subjectGoal effort
dc.subjectGoal progress
dc.subjectEngagement
dc.subjectAcademic buoyancy
dc.titleExploring language learners' self-generated goals: Does self-concordance affect engagement and resilience?
dc.typeArticle

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