Adult Students’ Motivational Profiles in  Classroom, Blended, and Distance   Language Learning

Arrosagaray, Marcelino; González Peiteado, Margarita; Pino Juste, Margarita; Rodríguez López, Beatriz María

Publicación:
Adult Students’ Motivational Profiles in Classroom, Blended, and Distance Language Learning

dc.contributor.author	Arrosagaray, Marcelino
dc.contributor.author	González Peiteado, Margarita
dc.contributor.author	Pino Juste, Margarita
dc.contributor.author	Rodríguez López, Beatriz María
dc.date.accessioned	2025-07-31T09:13:58Z
dc.date.available	2025-07-31T09:13:58Z
dc.date.issued	2022-08
dc.description	This is an Accepted Manuscript of an article published by Common Ground in "The International Journal of Adult, Community, and Professional Learning, 30.1 págs. 3-18", available at: https://doi.org/10.18848/2328-6318/CGP/v30i01/1-16 Este es el manuscrito aceptado del artículo publicado por Common Groun en "The International Journal of Adult, Community, and Professional Learning, 30.1 págs. 3-18", disponible en línea: ttps://doi.org/10.18848/2328-6318/CGP/v30i01/1-16
dc.description.abstract	This research intends to explore the motivation of adult language learners in three different formal learning settings: classroom face-to-face (N = 184), blended (N = 243), and distance (N = 200) language learning modes. For that purpose, the Échelle de Motivation en Éducation [Education Motivation Scale] (EME) was used. This scale consists of twenty-eight items integrated into seven subscales to assess the three types of intrinsic motivation (IM) (knowledge-oriented IM, goal-oriented IM, and IM to experience stimulation), the three types of extrinsic motivation (EM) (external regulation, introjected regulation, and identified regulation), and demotivation. For the internal consistency analysis, Cronbach’s alpha coefficient, whose value is acceptable and significant from a statistical point of view (α = 0.91), was used. Data were subjected to descriptive and inferential analyses via SPSS 23.0 software and results show significant differences among the variables studied regarding the students’ learning mode. The discussion revolves around the possible implications of students’ motivational profiles for learning.	en
dc.description.version	versión final
dc.identifier.citation	Arrosagaray, M., González-Peiteado, M., Pino-Juste, M. and Rodríguez-López, B. (2022). Adult Students’ Motivational Profiles in Classroom, Blended, and Distance Language Learning. The International Journal of Adult, Community, and Professional Learning, 30.1 págs. 3-18. https://doi.org/10.18848/2328-6318/CGP/v30i01/1-16
dc.identifier.doi	https://doi.org/10.18848/2328-6318/CGP/v30i01/1-16
dc.identifier.issn	2328-6296
dc.identifier.uri	https://hdl.handle.net/20.500.14468/29806
dc.journal.issue	1
dc.journal.title	The International Journal of Adult, Community, and Professional Learning
dc.journal.volume	30
dc.language.iso	en
dc.page.final	18
dc.page.initial	3
dc.publisher	Commond Ground
dc.relation.center	Facultad de Filología
dc.relation.department	Filologías Extranjeras y sus Lingüísticas
dc.rights	info:eu-repo/semantics/openAccess
dc.rights.uri	Atribución-NoComercial-SinDerivadas 4.0 Internacional
dc.subject	5801.07 Métodos pedagógicos
dc.subject.keywords	Intrinsic Motivation	en
dc.subject.keywords	Extrinsic Motivation	en
dc.subject.keywords	Demotivation	en
dc.subject.keywords	Learning Foreign Language	en
dc.title	Adult Students’ Motivational Profiles in Classroom, Blended, and Distance Language Learning	en
dc.type	journal article	en
dspace.entity.type	Publication
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