| dc.description.abstract | The purpose of this study was to investigate the associations between students’
perception of their classroom psychosocial learning environment and motivation to learn
Mandarin Chinese, which can support teachers in creating a good classroom environment. The
students took two surveys (Likert scale and open-ended questions) that measured their perception
of the classroom environment and the learning motivation. Descriptive statistics (mean, standard
deviation, percentage) and inferential statistics (simple correlation, multiple regression, and two
sample t-test) were used to analyze the quantitative data. The open-ended questions were coded
and categorized based on the student responses. There were statistically significant associations
between student perception and motivation for learning. The three scales of Task Orientation,
Involvement, and Equity seemed to influence students the most to learn. The Task Orientation
had the strongest relationship with student motivation. Moreover, the results of gender difference
showed that only Task Orientation was significantly different between the two subgroups. | en_US |
