The Effects of Motivational Regulations on Cognitive Engagement in the Context of L2 Pragmatics Learning

DOI

10.2991/978-94-6463-882-0_33How to use a DOI?

Keywords

External Regulation; Identified Regulation; Intrinsic Regulation; Introjected Regulation; L2 Engagement

Abstract

While extensive research has been conducted to examine the effects of second language (L2) motivation on engagement, the extent to which motivational regulations predict engagement in the context of L2 pragmatics learning remains underexplored. Addressing this gap, drawing on self-determination theory, the present study aimed to investigate the effects of intrinsic regulation, identified regulation, introjected regulation, and external regulation on cognitive engagement. A convenience sample of 262 college-level Indonesian-speaking English as a foreign language (EFL) learners consented to participate in the study by completing five scales measuring these constructs. Partial least squares structural equation modeling (PLS-SEM) analysis revealed that intrinsic regulation and introjected regulation positively and significantly predicted cognitive engagement, with medium-to-large and small effect sizes, respectively. In contrast, identified regulation and external regulation were not significantly associated with cognitive engagement. Notably, external regulation was negatively correlated with engagement, suggesting a detrimental effect of the former on the latter. These findings indicate that the four motivational regulations are not equally effective in influencing cognitive engagement in the context of L2 pragmatics learning. Pedagogically, these results suggest that EFL teachers should prioritize fostering intrinsic regulation through instructional materials and interventions that cater to students’ fundamental psychological needs.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - I Nyoman Suka Sanjaya
AU  - Majid Wajdi
AU  - Yulia Tria Hapsari
AU  - Luh Putu Ade Anggraeni
AU  - Anak Agung Raka Sitawati
PY  - 2025
DA  - 2025/11/14
TI  - The Effects of Motivational Regulations on Cognitive Engagement in the Context of L2 Pragmatics Learning
BT  - Proceedings of the International Conference on Sustainable Green Tourism Applied Science - Social Applied Science 2025 (ICOSTAS-SAS 2025)
PB  - Atlantis Press
SP  - 284
EP  - 293
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-94-6463-882-0_33
DO  - 10.2991/978-94-6463-882-0_33
ID  - Sanjaya2025
ER  -