Schultheiss (2001, 2008) hypothesized that referential competence (RC) – stable individual differences in the ability to quickly name nonverbally represented information – should predict congruence between implicit and explicit motives. We tested this hypothesis using a color-naming task to assess RC, picture-story measures of implicit motives, and self-report measures of participants’ motivati...

The  present  study  attempted  to  examine  the  relationship  between  English  as  a  Foreign Language  (EFL)  learners’ motivational beliefs and their use of learning strategies. The three components  of  motivation,  i.e.  expectancy  component,  value  component  and  affective component,  were  examined  in  relation  to  metacognitive,  cognitive  and  effort  management strategies.  Tw...

The Effects of Learning Self-Regulated Learning Strategies on High School Students' Math Problem-Solving Skills B. Shaalchi, Ph.D. Y. Rezaapoor J. Baabaapoor Kheyrodin, Ph.D. M. Alizaad Sardroodi F. Abdollaahi To see the effects of learning self-regulated learning strategies on math problem-solving skills among high school students, a sample of 271 randomly selected h...

willingness to communicate and motivation can be two important affective variables to cause success in language achievement. the current study aimed to investigate the role of willingness to communicate (wtc) and second language motivational self-system (l2mss) in relation to learners’ language achieve- ment. to this end, 100 homogeneous learners both male and female aged from 16 to 20 were cho...

People base their decisions not only on their own self-interest but also on the interests of close others. Generally, the personal self has primacy in the motivational hierarchy in the Western culture. A recent study found that friends have the same motivational hierarchy as the personal self in the Eastern collectivist culture. Remaining unknown is whether the motivational hierarchy of the per...