Learning Motivation and Contextual Beliefs of Students in Inner Mongolia, China and Their Effects on Second Language Learning Achievement

DOI

10.2991/978-94-6463-803-5_80How to use a DOI?

Keywords

Learning Motivation; Second Language Learning; Teaching Methods

Abstract

This study examined the relationships among Inner Mongolian high school students’ motivation, beliefs about the learning environment, and academic achievement. Inner Mongolia, China, has a unique educational and cultural environment that influences students’ motivation and academic achievement. The study examined intrinsic (self-monitoring, learning strategies, and self-planning) and extrinsic (social factors, goals, and motivation) motivational factors, as well as students’ perceptions of instructional methods (teaching style, feedback and support, and course design). With a sample of 111 students, data were collected through a structured questionnaire and the results collected were analyzed using quantitative methods, revealing important patterns in the motivation of Inner Mongolian high school students: extrinsic motivational factors (mean score of 3.394) dominated students’ motivation to learn, followed by intrinsic motivational factors (mean score of 3.390), with self-monitoring and improvement (score of 3.60) dominated the intrinsic motivation, highlighting the high value that students place on their academic progress. Meanwhile, there is a significant positive correlation between intrinsic motivation and academic performance, indicating that students with strong intrinsic motivation tend to have better academic performance. Teaching methods, particularly teacher feedback and support (score of 3.45), were also positively correlated with students’ academic performance, highlighting the importance of effective teaching strategies in improving academic performance. This study validates the critical role of intrinsic motivation in promoting academic success and reveals how effective teaching methods can support and enhance this intrinsic motivation, emphasizes the need for culturally responsive instructional practices, and demonstrates that improved teaching methods and understanding of students’ motivational beliefs can improve their academic achievement. The findings provide educators and policymakers with valuable insights to help them design effective strategies to support student motivation and achievement in diverse learning environments.

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  - Di Boyang
PY  - 2025
DA  - 2025/07/31
TI  - Learning Motivation and Contextual Beliefs of Students in Inner Mongolia, China and Their Effects on Second Language Learning Achievement
BT  - Proceedings of the 5th International Conference on Internet, Education and Information Technology (IEIT 2025)
PB  - Atlantis Press
SP  - 818
EP  - 829
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-803-5_80
DO  - 10.2991/978-94-6463-803-5_80
ID  - Boyang2025
ER  -