Motivacijska uvjerenja u učenju materinskoga jezika i stranih jezika
Motivational Beliefs in Mother Tongue and Foreign Language Learning

Summary/Abstract: The aim of this study was to examine motivational beliefs related to mother tongue (Croatian) and foreign language (English, French) learning. The difference between the students' motivational beliefs in these school subjects and the correlation between motivational beliefs and students' achievement in given subjects were investigated. The participants were 98 high-school students. The instruments included a questionnaire containing scales measuring self-efficacy, perceived value and achievement goals. Students' grades, as indicators of achievement in school subjects of interest, were also gathered. The results suggest that significant differences concerning different school subjects exist in perceived utility and self-efficacy as well as in mastery-avoidance goal. The most unfavourable set of motivational beliefs concerns French, and the most favourable one is related to English. Patterns of correlation between motivational beliefs and achievement are very similar for all examined languages and a key predictor of achievement is self-efficacy. The results may be useful in instruction planning which may positively affect learners' motivation for language learning.

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