本研究旨在探討台灣大一新生在社會心理學中的態度、自我決定、自我認同、自信心和英語能力之間的相互關係，尤其著重於檢驗各因素間的因果關係。第二外語學習動機的研究已顯示關於個別差異之社會心理變項對於外語學習非常重要，但是極少數研究探討自我認同的理論本質，以及自我認同與第二外語學習中其他因素的關係。本研究之結構模型根據三個來源構建：Gao, Cheng, Zhao, 和Zhou (2005) 的自我認同架構，Gardner, Tremblay 和Masgoret (1997) 的學習態度概念以及Noels, Clément, 和Pelletier (2001) 自我決定理論。此研究模式一共有十個潛在變項，包含態度、自信心、內在動機、外在動機、無動機、英語能力、適性自我認同、取代自我認同、分裂自我認同、零自我認同。
研究對象為371名就讀於北部一所公立大學的大一生，來自於各個不同科系。所有參與學生必須完成包含英聽力與閱讀測驗、英語態度問卷、英語自信心問卷、英語自我決定問卷、英語自我認同問卷共五項活動。研究分析主要分為兩部分，一者為檢驗每一個潛在變項的內部結構與一致性，二者為探討變項之間的直接與間接關係。
研究結果顯示最終的結構模式有良好適配度。本論文結果與主要發現概述如下：
1. 做為最起始的貢獻因素，態度對於其他九個潛在變項有直接顯著的影響。
2. 自信心對於內在動機、外在動機與英語能力有直接顯著的影響，然而對於無動機以及包含自我認同在內的四個潛在變項則沒有顯著影響。
3. 包含自我決定在內的三個潛在變項，對於英語能力、適性自我認同，取代自我認同、分裂自我認同和零自我認同皆有直接顯著的影響。
4. 英語能力對於適性自我認同，取代自我認同、分裂自我認同和零自我認同有直接顯著的影響。
5. 對於間接效果，自信心再態度與自我認同之間成功地扮演調節的腳色。自我決定則在態度與自我認同之間扮演調節的腳色。
透過量化統計分析，本論文有以下貢獻。第一，本論文發現英語學習態度的重要性，可被視為第二外語習得社會心理因素中最基本的要素。因此在英語學習的過程中，老師和學生都需要培養正面的學習態度。第二，語言學習的自我決定理論在本研究的模式中扮演重要的角色，顯示出自我決定的理論本質對於語言學習認同調節是不可會缺的。英語能力對於自我認同的直接影響顯示出重要的概念：自我認同會彰顯出個人心理價值以及行為模式，而這也是語言學習中的主要目的，而非是只有英語能力。總括而言，本論文驗證了社會心理學之間的直接與間接因果關係，同時亦期望能鼓勵更多第二語言習得研究者從事相關研究，來探討自我認同在語言學習中的角色。

This dissertation aims to investigate the interrelationships of the social psychological factors of English learning attitude, English learning self-determination, English learning self-identity, linguistic self-confidence, and English proficiency among EFL freshmen, with special emphases on testing the hypothetical causal relationships between the factors. Although research on L2 learning motivation has indicated that affective and psychological variables regarding individual differences are important in second language acquisition (Dörnyei, 2005; Ellis, 2008), few studies have been carried out to examine the theoretical essence of self-identity and its relationships with other factors in SLA. The structural model of current study was established based on three sources: Gao, Cheng, Zhao, and Zhou’s (2005) definition and classification toward self-identity; a more general framework of attitude to learning English by Gardner, Tremblay and Masgoret’s (1997), and Noels, Clément, and Pelletier’s (2001) self-determination toward language learning. Ten latent variables were included in the final model encompassing the variables of attitude, linguistic self-confidence, intrinsic motivation, extrinsic motivation, a-motivation, English proficiency, adaptive self-identity, subtractive self-identity, split self-identity, and zero self-identity.
The participants in the main study were 371 university freshmen studying in a public university in North Taiwan, coming from a variety of departments. All the participants were required to finish five research instruments, including an English test for general ability, and four different questionnaires of English Learning Self-identity Change Inventory, English Learning Self-Determination Inventory, English Learning Self-Confidence Inventory, and English Learning Attitude Inventory. The data analyses were mainly separated into two parts: one to examine the internal structure and consistency of each variable, and the other to investigate the direct and indirect causalities among the variables. The former part was carried out by using exploratory factor analysis and confirmatory factor analysis, and the later was completed by applying structural equation modeling.
The results show that the outcome model fits the data well. The results and findings are summarized below:
1. Attitude, serving as an original contributing factor, had significant direct effects on all the nine variables, including self-confidence, intrinsic, extrinsic motivation, a-motivation, English proficiency, adaptive self-identity, subtractive self-identity, split self-identity, and zero self-identity.
2. Linguistic self-confidence also had a significant impact only on intrinsic and extrinsic motivation, and English proficiency, but the influences on a-motivation and the four self-identity variables were not significant.
3. The three self-determination variables all had significant direct predictions on English proficiency and the four self-identity variables. Specifically, both intrinsic and extrinsic motivation had significant positive influences on adaptive self-identity and subtractive self-identity, but significant negative impacts on split self-identity and zero self-identity. It is also important the intrinsic motivation exerted stronger effects than extrinsic motivation. With respect to a-motivation, it had significant a negative impact on adaptive self-identity and subtractive self-identity, but significant positive predictions on split self-identity and zero-self-identity.
4. English proficiency had significant positive effects on adaptive self-identity and subtractive self-identity, but significant negative impacts on split self-identity and zero self-identity.
5. Regarding the indirect effects, linguistic self-confidence successfully served as a mediating variable between attitude and self-determination. Self-determination, including intrinsic and extrinsic motivation, and a-motivation, was also considered as a mediating variable on the whole between attitude and self-identity.
Based on the quantitative analyses, the dissertation makes several contributions:
Firstly, the current study revealed the important role of English learning attitude, which seems to be an engine to energize the social psychological factors in SLA. Therefore, it is critical for both language teachers and learners to pay more attention to foster positive attitude in the process of learning English. Secondly, self-determination in language learning plays a pivotal role in the whole model: it had both a direct and indirect impact on self-identity, indicating that the essence of self-determination was an indispensable pivot in this identity-regulated model of the current study. Finally, the significant direct influence from English proficiency (linguistic outcome) to self-identity (non-linguistic outcome) means that self-identity (an idea of expressing personal psychological value and behavioral norms) seems to be a more ultimate goal that language learner needs to strive for, instead of only linguistic outcome. In summary, this dissertation demonstrates the direct and indirect causalities among the social psychological variables, and it is hoped that this study can focus the attention of SLA researchers on investigating the role of self-identity in language learning.

Allport, G. W. (1954). The historical background of modern social psychology. In G. Lindsey (Ed.), Handbook of social psychology, vol. 1, Theory and method (pp. 3-56). Cambridge, MA: Addison-Wesley.
Anwaruddin, S. M. (2012). Learner Identity in Second Language Education. 3L: The Southeast Asian Journal of English Language Studies, 18(2), 13-23.
Armour, W. S. (2004). Becoming a Japanese language learner, user, and teacher: Revelations from life history research. Journal of Language, Identity, and Education, 3(2), 101-125.
Azjen, L., & Fishbein, M. (2005). The influence of attitudes on behaviour. In D. Albarracin, B.T. Johnson & M.P. Zanna (Eds.), The handbook of attitudes (pp. 173-221). Mahwah, NJ: Erlbaum.
Bandura, A. (1997). Self-efficacy. New York, NY: W.H. Freeman and Co.
Bartram, B. (2010). Attitudes to modern foreign language learning: Insights from comparative education. New York: Continuum International Publishing Group.
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238-46.
Berry, J. W. (1997). Immigration, acculturation, and adaptation. International Journal of Applied Psychology, 46, 5-34.
Berry, J., & Poortinga, Y. (2006). Cross-cultural psychology. Cambridge University Press, Cambridge.
Block, D. (2003). The social turn in second language acquisition. Edinburgh: Edinburgh University Press.
Block, D. (2006). Identity in applied linguistics. In T. Omoniyi, & G. White (Eds.), The sociolinguistics of identity (pp. 34-49). London: Continuum.
Block, D. (2007). Second language identities. London: Continuum.
Bong, M., & Skaalvik. E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40.
Boonchum, P. (2009). A study of self-identity changes and correlation of influential factors of Thai students studying English. Educational Research and Review, 4(11), 535-548.
Bosher, S. (1997). Language and cultural identity: A study of Hmong students at the postsecondary level. TESOL Quarterly, 31, 593-603.
Brookes, C. E. (2004). On the Nature of Psychodynamic Science. The Journal of the American Academy of Psychoanalysis and Dynamic Psychiatry, 32(3), 541-550.
Brophy, J. (2009). Connecting with the big picture. Educational Psychologist, 44(2), 147-157.
Brown, J. D. (2009). Choosing the right number of components or factors in PCA and EFA. Shiken: JALT Testing & Evaluation SIG Newsletter, 13(2), 19-23.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: The Guilford Press.
Byrne, B. M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Mahwah, NJ: Erlbaum.
Cantor, N., & Kihlstrom, J. (1987). Personality and the social intelligence. Englewood Cliffs, NJ: Pretice-Hall.
Chambers, G. (1999). Motivating language learners. Clevedon: Multilingual Matters.
Chun, E. (2001). The construction of white, black, and Korean American identities through African American vernacular English. Journal of Linguistic Anthropology, 11, 52-64.
Churchill, G. A., (1979). A paradigm for developing better measures of marketing constructs. Journal of Marketing Research, 16(1), 64-73.
Clément, R. (1980). Ethnicity, contact and communicative competence in a second language. In H. Giles, W. P. Robinson & P. M. Smith (Eds.), Language: Social psychological perspectives (pp. 147-154). Oxford: Pergamon.
Clément, R. (1986). Second language proficiency and acculturation: An investigation of the effects of language status and individual characteristics. Journal of Language and Social Psychology, 5(4), 271-290.
Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417-448.
Clément, R., & Kruidenier. B. G. (1985). Aptitude, attitude and motivation in second language proficiency: A test of Clément’s model. Journal of Language and Social Psychology, 4(1), 21- 37.
Clément, R., Noels, K. A., & Deneault, B. (2001). Interethnic contact, identity, and psychological adjustment: The mediating and moderating roles of communication. Journal of Social Issues, 57(3), 559-577.
Clément, R., Noels, K. A., & MacIntyre,P. D. (2007). Three variations of the social psychology of bilinguality: Context effects in motivation, usage and identity. In A. Weatherall, B. M. Watson, & C. Gallois (Eds.), Language discourse, and social psychology (pp. 51-77). Basingstoke, Hampshire: Palgrave Macmillan.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.
Cohen, J. (1994). The earth is round (p < .05). American Psychologist, 49, 997-1003.
Comrey, A. L. & Lee, H. B. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum.
Cook, V. (Ed.). (2008). Second language learning and language teaching. Hodder Educational.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41, 469-512.
Csizér, K., & Kormos, J. (2008). The relationship of intercultural contact and language learning motivation among Hungarian students of English and German. Journal of Multilingual and Multicultural, 29(1), 30-48.
Dattalo, P. (2013). Analysis of multiple dependent variables. Oxford: Oxford University Press.
Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization. Journal of Applied Psychology, 74, 580-590.
Deci, E. L., & Ryan, R. M. (1980). The empirical exploration of intrinsic motivational processes. In L. Berkowitz (Ed.), Advances in experimental social psychology (pp. 39-80). New York: Academic Press.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273-284.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
Dörnyei, Z. (Ed.). (2003). Attitudes, orientations and motivations in language learning. Oxford: Blackwell.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Dörnyei, Z. (2010). Questionnaires in Second Language Research: Construction, Administration, and Processing. Mahway, NJ: Lawrance Erlbaum.
Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43-69.
Dörnyei, Z., & Schmidt, R. (Eds.). (2001). Motivation and second language acquisition. USA: University of Hawaii Press.
Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self. Bristol: Multilingual Matters.
Dörnyei, Z., & Ushioda, E. (2010). Teaching and researching: Motivation. New York, NY: Pearson Education.
Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78-89.
Edwards, J. (1999). Refining our understanding of language attitudes. Journal of Language and Social Psychology, 18(1), 101-110.
Ehrman, M. (1996). An exploration of adult language learner motivation, self-efficacy, and anxiety. In J. L. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 81-103). Honolulu: University of Hawai’i Press.
Elliot, A. J., & Dweck, C. S. (2007). Handbook of competence and motivation. New York: The Guilford Press.
Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.
Everitt, B. S. (2010). The Cambridge Dictionary of Statistics. Cambridge: Cambridge University Press.
Field, A., (2005). Discovering statistics using SPSS. 2nd ed. London: Sage Publication
Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career Development for Exceptional Individuals, 17, 159-169.
Firth, A. & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81, 286-300.
Firth, A., & J. Wagner. (2007). Second/foreign language learning as a social accomplishment: Elaborations on a reconceptualized SLA. Modern Language Journal, 91, 800-819.
Fromm, E. (1948). Man for Himself. London: Routledge and Kegan.
Gao, Y., Cheng, Y., Zhao, Y., & Zhou, Y. (2005). Self-identity changes and English learning among Chinese undergraduates. World Englishes, 24(1), 39-51.
Gao, Y., Zhao, Y., Cheng, Y., & Zhou, Y. (2007). Relationship between English learning motivation types and self-identity changes among Chinese students. TESOL Quarterly, 41, 133-155.
García, O., & Baker, C. (2007). Bilingual education: An introductory reader. Multilingual Matters, Clevedon.
Gardner, R. C. (1979). Social psychological aspects of second language acquisition. In H. Giles & R. St. Clair (Eds.), Language and Social Psychology (pp. 193-220). Oxford: Basil Blackwell.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C. (1988). The socio-educational model of second language learning: Assumptions, findings, and issues. Language Learning, 38, 101-126.
Gardner, R. C., Tremblay, P. F., & Masgoret, A.-M. (1997). Towards a full model of second language learning: An empirical investigation. Modern Language Journal, 81, 344- 362.
Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 1-19). Honolulu, HI: The University of Hawaii, Second Language Teaching & Curriculum Center.
Gardner, R. C. (2006). The socio-educational model of second language acquisition: A research paradigm. In S. H. Foster-Cohen, M. Medved Krajnović, and J. Mihaljević Djigunović (Eds.), Eurosla Yearbook Volume 6 (pp. 237-260). Amsterdam, The Netherlands: John Benjamins Publishing.
Gardner, R. C. (2010). Motivation and second language acquisition: The Socio-educational model. New York: Peter Lang Publishing.
Gardner, R. C., Lalonde, R. N., & Pierson, R. (1983). The socio-educational model of second language acquisition: An investigation using LISREL causal modeling. Journal of Language and Social Psychology, 2, 51-65.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Mass.: Newbury House.
Ha, P. L. (2008). Teaching English as an international language: Identity, resistance, negotiation. Clevedon: England Multilingual Matters.
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009). A growing sense of agency. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 1-4). New York: Routledge.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Prentice Hall.
Hall, S. (1996). Introduction: Who needs “identity”? In S. Hall, & P. D. Gay (Eds.), Questions of cultural identity (pp. 1-17). London: Sage Publication.
Hamers, J. F., & Blanc, M. H. A. (2000). Bilinguality and Bilingualism. Cambridge: Cambridge University Press.
Hamlyn, D.W. (1983). Perception, learning and the self: Essays in the philosophy of psychology. London: Routledge.
Harter, S. (1999). The construction of the self: A developmental perspective. New York, NY: Guildford Press.
Horowitz, M. J. (2012). Self-identity theory and research methods. Journal of Research Practice, 8(2), Article M14. Retrieved from http://jrp.icaap.org/index.php/jrp/article/view/296/261
Howard, J. (2000). Social psychology of identities. Annual Review of Sociology, 26, 367-393.
Hu, L.-T., & Bentler, P. M. (1999). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modeling. Concepts, issues, and application (pp. 76-99). London: Sage.
Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
Isabelli-García, C. (2006). Study abroad social networks, motivation and attitudes: Implications for second language acquisition. In E. Churchill & M. DuFon (Eds.), Language learners in study abroad contexts (pp. 231-258). Clevedon, UK: Multilingual Matters.
Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157-181.
Johnson, T. R., & Krug, K. (1980). Integrative and Instrumental Motivation: In search of a measure. In J. Oller, & K. Perkins (Eds.), Research in Language Testing (pp. 241-249). Rowley, Mass: Newbury House.
Kanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities: Introduction. Journal of Language, Identity and Education 2(4): 241-249.
Kaplan, D. (2000). Structural equation modeling: Foundations and extensions. Thousand Oaks, CA: Sage.
Kaplan, A., & Flum, H. (2009). Motivation and identity: The relations of action and development in educational contexts - An introduction to the special issue. Educational Psychologist, 44(2), 73-77.
Kim, L. S. (2003). Multiple identities in a multicultural world: A Malaysian perspective. Journal of Language, Identity, and Education, 2(3), 137-158.
Kline, P. (2000). The handbook of psychological testing. London: Routledge
Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press.
Kunnan, A. J. (1995). Test taker characteristics and test performance. A structural modeling approach. Cambridge: Cambridge University Press.
La Guardia, J. G. (2009). Developing who I am: A self-determination theory approach to the establishment of healthy identities. Educational Psychologist, 44(2), 90-104.
Labrie, N., & Clément, R. (1986). Ethnolinguistic vitality, self-confidence and second language proficiency: An investigation. Journal of Multilingual and Multicultural Development, 7(4), 269-282.
Lalonde, R. N., & Gardner, R. C. (1984). Investigating a causal model of second language acquisition: Where does personality fit? Canadian Journal of Behavioural Science, 16, 224- 237.
Lam, W. S. E. (2000). L2 literacy and the design of the self: A case study of a teenager writing on the internet. TESOL Quarterly, 34(3), 457-482.
Lamb, T. C. (2011), Fragile identities: Exploring learner identity, learner autonomy and motivation through young learners’ voices. The Canadian Journal of Applied Linguistics, 14(2), 68-85.
Lambert, W. E. (1956). Developmental aspects of second language acquisition: I. Associational fluency, stimulus provicativeness, and word-order influence. Journal of Social psychology, 43, 83-89.
Lambert, W. E. (1967). A social psychology of bilingualism. Journal of Social Issues, 23(2), 91-109.
Lambert, W. E. (1974). Culture and language as factors in learning and education. In F. E. Aboud & R. D. Meade (Eds.). Cultural Factors in Learning and Education. Bellingham, Washington: Fifth Western Washington Symposium on Learning.
Lambert, W. E. (1975). Culture and language as factors in learning and education. In A. Wolfgang (Ed.), Education of immigrant children. Toronto: Ontario Institute for Studies in Education.
Larsen-Freeman, D. (2007). Reflecting on the cognitive-social debate in second language acquisition. Modern Language Journal, 91, 773-787.
Larsen-Freeman, D. (2011). A complexity theory approach to second language development/acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 48-72). Abingdon, UK: Routledge.
Lundeberg, M., & Mohan, L. (2009). Context matters: Gender and cross-cultural differences in confidence. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 221-239). New York: Routledge.
Macaro, E. (2003). Teaching and Learning a Second Language: A guide to current research and its applications. London: Continuum.
MacCallum, R. C., & Austin, J. T. (2000). Applications of structural equation modeling in psychological research. Annual Review of Psychology, 51, 201-226.
MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996), Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130-49.
MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. (2001).Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in Second Language Acquisition, 23(3), 369-388.
MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52(3), 537-564.
MacIntyre, p. D., Clément, R., & Noels, K. A. (2007). Affective variables, attitude and personality in context. In D. Ayoun (Ed.), French applied linguistics (pp. 270-298). Amsterdam: Bemjamins.
Markus, H., & Wurf, E. (1987). The dynamic self-concept: A social psychological perspective. Annual Review of Psychology, 38, 299-337.
Marsh, H. W. (2006). Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. 26th Vernon-Wall Lecture. British Psychological Society.
Marsh, H. W., Byrne, B. M., & Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80(3), 366-380.
Marsh, H.W., & Shavelson, R. J. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20(3), 107-123.
Marx, N. (2002). Never quite a native speaker: Accent and identity in L2 and the L1. The Canadian Modern Language Review, 59(2), 264-281.
Masgoret, A-M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53, 123-163.
Maslow, A. H. (1957). Motivation and Personality. New York: Harper & Row.
McDonald, R. P., & Ho, M.-H. R. (2002). Principles and practice in reporting statistical equation analyses. Psychological Methods, 7(1), 64-82.
McIntosh, C. N., & Noels, K. A. (2004). Self-determined motivation for language learning: The role of need for cognition and language learning strategies. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 9(2), 1-28. Retrieved October 12, 2012 from https://zif.spz.tu-darmstadt.de/jg-09-2/beitrag/Mcintosh2.htm
McKay, S.L. & Wong, S-L.C. (1996). Multiple discourses, multiple identities: Investment and agency in second-language learning among Chinese adolescence immigrant students. Harvard Educational Review, 66(3), 557-608.
Mckenzie, R. M. (2010). Social Psychology of English as a Global Language. Dordrecht/New York: Springer
McPake, J., Johnstone, R., Low, L., & Lyall, L. (1999). Foreign languages in the upper secondary school. Edinburgh: SCRE.
Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44, 351-373.
Mercer, S. (2011). Towards an understanding of language learner self-concept. Springer. New York.
Mercer, S. (2012). The dynamic nature of a tertiary learner’s foreign language self- concepts. In M. Pawlak (Ed.), New perspectives on individual differences in language learning and teaching (pp. 201-215). New York.
Miller, J. (2003). Audible difference: ESL and social identity in schools. Clevedon, England: Multilingual Matters. Springer.
Morgan, B. (2007). Poststructuralism and applied linguistics: Complementary approaches to identity and culture in ELT. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 1033-1052). New York: Springer.
Morita, N. (2004). Negotiating participation and identity in second language academic communities. TESOL Quarterly, 38(4), 573-603.
Murray, G., Gao, X., & Lamb, T. (2011). Identity, motivation and autonomy in language learning. Multilingual Matters.
Noels, K. A. (2001a). Learning Spanish as a second language: Learners’ orientations and perceptions of teachers’ communicative style. Language Learning, 51(1), 107-144.
Noels, K. A. (2001b). New orientations in language learning motivation: Towards a model of intrinsic, extrinsic and integrative orientations. In Z. Dornyei & R. W. Schmidt (Eds.), Motivation and second language acquisition (pp. 43-68). Honolulu, HI: University of Hawaii, Second Language Teaching and Curriculum Centre.
Noels, K. A., Clément, R., & Pelletier, L. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. Modern Language Journal, 83(1), 24-34.
Noels, K. A., Clément, R., & Pelletier, L. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review, 57(3), 424-442.
Noels, K. A., & Giles, H. (2009). Social identity and language learning. In W. C. Ritchie, & T. K. Bhatia (Eds.), The new handbook of second language acquisition (pp. 647-670). Bingley, UK: Emerald.
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57-85.
Noels, K. A., Pon, G., & Clément, R. (1996). Language, identity and adjustment: The role of linguistic self-confidence in the acculturation process. Journal of Language and Social Psychology, 15, 246-264.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29, 9-31.
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, England: Longman/Pearson Education Limited.
Norton, B. (2008). Identity, language learning, and social change. Language Teaching, 44(4), 412-446.
Norton, B., & Kamal, F. (2003). The imagined communities of English language learners in a Pakistani school. Journal of Language, Identity and Education 2(4): 301-317.
Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35(2), 307-322.
Ochs, E. (2008). Constructing social identity: A language socialization perspective. In S. F. Kiesling & C. B. Paulston (Eds.), Intercultural Discourse and Communication (pp. 78-91). London: Blackwell.
Oladejo, J. (2006). Parents’ Attitudes towards bilingual education policy in Taiwan. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 30(1), 147-170.
Oxford, R. L. (Ed.). (1996). Language learning motivation: Pathways to the new century. Honolulu: University of Hawaii Press.
Oxford, R. L. (2008). Conditions for second language learning. In N. VanDeusen-Scholl & N. Hornberger (Eds.), Encyclopedia of language and education (pp. 41-56). New York: Springer.
Oxford, R. L., Meng, Y., Zhou, Y., Sung, J., & Jain, R. (2007). Uses of adversity: Moving beyond L2 learning crises. In A. Barfield & S. Brown (Eds.), Reconstructing autonomy in language education: Inquiry and innovation (pp. 131-142). London: Palgrave Macmillan.
Oxford, R. L., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78, 12-28.
Pae, T.-I. (2008). Second language orientation and self-determination theory: A structural analysis of factors affecting second language achievement. Journal of Language and Social Psychology. 27(1), 5-27.
Pajares, F., & Miller. M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology,86(2), 193-203.
Pajares, F., & Schunk., D. H. (2005). Self-efficacy and self-concept beliefs. In H. W. Marsh, R. G. Craven & D. M. McInerney (Eds.), International advances in self research (pp. 95-121). Greenwich, Connecticut: Information Age Publishing.
Pavlenko, A. (2002). Poststructuralist approach to the study of social factors in second language learning and use. In V. Cook (Ed.), Potraits of the L2 user (pp. 277-302). Clevedon, England: Multilingual Matters.
Pavlenko, A., & Blackledge, A. (2004). Negotiation of identities in multilingual contexts. Clevedon: Multilingual Matters.
Pavlenko, A., & Lantolf, J. P. (2000). Second language learning as participation and the (re)construction of selves. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 155-177). Oxford: Oxford University Press.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed). Upper Saddle River, NJ: Merrill Prentice Hall.
Pomerantz, E. M., Grolnick, W. S., & Price C. E. (2005). The role of parents in how children approach achievement: A dynamic process perspective. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 259-278). New York, NY: The Guilford Press.
Pyszczynski, T., Greenberg, J., & Goldenberg, J. L. (2005). Freedom versus fear: On the defense, growth, and expansion of the self. In M. R. Leary, & J. P. Tangney (Eds.), Handbook of self and identity (pp. 314-343). New York, NY: The Guilford Press.
Rezaei, S. (2012). Researching identity in applied linguistics. Journal of Language, Culture and Society 35, 45-51.
Rich, Y., & Schachter, E. (2012). High school identity climate and student identity development. Contemporary Educational Psychology, 37, 218-228.
Rubenfeld, S., Clément, R., Lussier, D., Lebrun, M., & Auger, R. (2006). Second language learning and cultural representations: Beyond competence and identity. Language Learning, 56(4), 609- 632.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68-78.
Ryan, R. M., & Deci, E. L. (2003). On assimilating identities to the self: A self-determination theory perspective on internalization and integrity within cultures. In M. R. Leary & J. P. Tangney (Eds.), Handbook of Self and Identity (pp. 253- 272). New York, NY: The Guilford Press.
Ryan, R. M., & Deci, E. L. (2012). Multiple identities within a single self: A self-determination theory perspective on internalization within contexts and cultures. In M. R. Leary & J. P. Tangney (Eds.), Handbook of self and identity (pp. 225-246).New York, NY: The Guilford Press.
Samar, R. G., & Mokhtarnia, S. (2012). My attitude, my identity: Identity change in an L2 setting. IPEDR, 33, 73-77.
Schumann, J. H. (1978a). The acculturation model for second language acquisition. In R. C. Gingras (Ed.), Second Language Acquisition and Foreign Language Teaching (pp. 27-50). Washington, DC: Center for Applied Linguistics.
Schumann, J. H. (1978b). Social and psychological factors in second language acquisition. In J. C. Richard (Ed.), Understanding second and foreign language learning (pp. 71-92). Rowley, Mass: Newbury House.
Shaaban, K., & G. Ghaith. (2003). Effect of religion, first foreign language, and gender on the perception of the utility of language. journal of language, identity, and education, 2(1), 53-77.
Soenens, B., & Vansteenkiste, M. (2011). When is identity congruent with the self? A self-determination theory perspective. In, S. J. Schwartz, K. Luyckx, & V. L. Vignoles (Eds.), Handbook of identity theory and research (pp. 381-402). New York, NY: Springer.
Suinn, R. M., Ahuna, C., & Khoo, G. (1992). The Suinn-Lew Asian Self-Identity Acculturation Scale: Concurrent and factorial validation. Educational and Psychological Measurement, 52, 1041-1046.
Suinn, R. M., Khoo, G., & Ahuna, C. (1995). The Suinn-Lew Asian Self-Identity Scale: Cross-cultural information. Journal of Multicultural Counseling and Development, 23, 139-148.
Swain, M., & Deters, P. (2007). ‘New’ mainstream SLA theory: Expanded and enriched. The Modern Language Journal, 91, 820-836.
Taylor, A. (2000). Boy-free zone? Language learning Journal, 21, 3-7.
Tremblay, P. F. & Gardner, R. C. (1995). Expanding the motivation construct in language learning. Modern Language Journal, 79(4), 505-518.
Ueno, J. (2001). Detraditionalisation: Japanese students in the USA. Language, Culture, and Curriculum,14(1), 76-89.
Ushioda, E. (2008) Motivation and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 19-34). Cambridge: Cambridge University Press
van Lier, L. (1994). Forks and hope: Pursuing understanding in different ways. Applied Linguistics, 15(3), 328-347.
VanPatten, B., & Benati, A. G. (2010). Key terms in second language acquisition. Continuum International Publishing Group: New York.
Volet, S. and Järvelä, S. (2001). Motivation in learning contexts: Theoretical advances and methodological implications. Amsterdam: Pergamon-Elsevier.
Wang, C.-L. (2010). Toward a second language socialization perspective: Issues in study abroad research. Foreign Language Annals, 43(1), 50-63.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. New York: Cambridge University Press.
Wentzel, K.R. (2000). What is it that I’m trying to achieve? Classroom goals from a content perspective. Contemporary Educational Psychology 25, 105-115
Wehmeyer, M. L., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63(2), 245-255.
Wentzel, K. R. (2007). Peer relationships, motivation, and academic performance at school. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 279-296). New York/London: The Guilford Press.
White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
Williams, M. (1994). Motivation in foreign and second language learning: An interactive perspective. Educational and Child Psychology, 11(2), 77-84.
Xu, H.-C., & Gao, Y.-H. (2011). The development of English learning motivation and learners’ self-identities: A structural equation modeling analysis of longitudinal data from five universities. FLLTP, 3, 63-70.
Xu, J. (1988). Toward a new world of personality. Beijing: Workers’ Press.
Xu, J.-S. (1999) Toward the best state of human nature: Self-actualization. Beijing: Xinhua Publishing House.
Yashima, T. L., Zenuk-Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54(1), 119-152.
Zwick, W. R., & Velicer, W. F. (1982). Factors influencing four rules in determining the number of component to retain. Multivariate Behavioral Research, 17, 253-269.