The Role of High School Students' Linguistic Attitudes in Grade and Motivation toward the Study of a Language

Authors

  • Arantzazu Rodríguez-Fernández Universidad del País Vasco
  • Urtzi Ruiz-de-Azua-Ormaza Universidad del País Vasco
  • Inge Axpe Universidad del País Vasco

DOI:

https://doi.org/10.37467/gka-revedu.v1.615

Keywords:

Linguistic Attitudes, Academic Grades, Motivation, Study, Language

Abstract

Most of the authors agree that attitudes are formed by three components, cognitive, affective and behavioural. In addition, a large number of studies have examined the attitudes of linguistic function in personal-social and psychological variables such as motivation. Nevertheless, very few studies have examined the relationship between the two variables (motivation and linguistic attitudes) from a second language learning. An adaptation of the Roces, Tourón and González’s Motivated Strategies for Learning Questionnaire (1995) along with the Ruiz de Azúa-Ormaza’s Linguistic Attitudes Questionnaire (2012) were administered to a sample of 1356 High School students (676 Men and 680 women). Latest school grades were also included.

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References

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Published

05-05-2013

How to Cite

Rodríguez-Fernández, A., Ruiz-de-Azua-Ormaza, U., & Axpe, I. (2013). The Role of High School Students’ Linguistic Attitudes in Grade and Motivation toward the Study of a Language. EDU REVIEW. International Education and Learning Review Revista Internacional De Educación Y Aprendizaje, 1(1). https://doi.org/10.37467/gka-revedu.v1.615

Issue

Vol. 1 No. 1 (2013)

Section

Research articles

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