A Comparison of Constructs
4. Discussion and conclusion
The results in Table 3 show that the variables in Block 1 (MDprag-com, MDaffect, MDinteg, MDteach, MDlearn) explained 51.5% of the variance.
After Block 2 variables were entered (Didself, Dling, Dpromo, Dtravel, Dculture, Dinterest, Dcommun, Dinteg, Dethno, Dteach, Dcriter, Douself, Dprevent, Dparent, Danxiety, Dfear), the model as a whole explained 60.7% of the variance. R2 change value was .103 indicating that the variables in Block 2 (i.e. Dörnyei’s scales) explained an additional 10.3% of the variance in the course mark. This is a statistically significant contribution (as indicated by the Sig F Change value).
Table 4 presents the results of the analysis in which Dörnyei’s scales were entered in the first block followed by Mihaljević Djigunović’s scales in the second block. Mihaljević Djigunović’s scales also made a statistically significant contribution to the variance (6.8%).
Table 4. Model summary of hierarchical multiple regression 2
Model R R2 Change F Change Sig F Change
1 .548 .301 10.160 .000
2 .607 .068 7.999 .000
4. Discussion and conclusion
Since motivation is often pinpointed as a crucial factor in the complex process of language learning, it has been the focus of much research. To reiterate, the present study compared two instruments designed to measure a variety of motivational dimensions proposed within their respective theoretical frameworks: Types and Intensity of Motivation for learning EFL Questionnaire (Mihaljević Djigunović 1998) and the questionnaire based on Dörnyei’s L2 Motivational Self System (Taguchi et al. 2009.). The study set out to answer the following research questions:
a)! Is there a correspondence between Mihaljević Djigunović's and Dörnyei's concepts of motivation, i. e. to what degree are the two measures of constructs related?
b)! Does Dörnyei’s measure of motivation contribute more information about learners’ motivation, beyond what might be obtained by Mihaljević Djigunović’s measure of motivation?
In answer to the first research question, the results of correlational analysis revealed that a great majority of variables (90%) displayed statistically significant correlations. Moreover, scales that are theoretically related (e.g.
MDaffect and Dinterest) were highly correlated. These results point to the conclusion that the majority of items in the scales converge on the same construct. This would suggest that both Mihaljević Djigunović’s and Dörnyei’s instruments for measuring motivation measure the same underlying construct.
However, as the description of the instruments in section 3.3 clearly shows, the L2 motivational construct is operationalised in different ways. In addition, low correlations between a few scales may indicate that each instrument measures an additional dimension that the other one does not. Although no single study can prove construct validity, the results of correlational analyses in the present study contribute evidence of construct validity of both instruments.
Next, the results of the hierarchical multiple regression analysis indicated that both instruments have predictive validity and that they both provide significant additional contribution. However, Dörnyei’s instrument provided a somewhat higher percentage of new information to the predictive power than Mihaljević Djigunović’s. The new information the questionnaires make available may be crucial to understanding particular dimensions of L2 motivation. Specifically, Dörnyei’s questionnaire may disclose the active or passive role parents or other family members play in the process of L2 learning, the underlying reasons to learn a L2 rooted in specific duties and obligations learners have, or learners’ beliefs about internalization and its negative influences on them, their values and their native language. Mihaljević Djigunović’s questionnaire, on the other hand, offers an insight into particular aspects of pragmatic-communicative motives. Therefore, it seems reasonable to suggest that both instruments can be used in empirical research in Croatian socio-educational context. Which one the researcher will choose will depend on specific research aims, as well as practical constraints. The two instruments offer insight into the same underlying concept but due to their unique qualities each probably reveals certain aspects that the other one seems to withhold.
A follow-up study would provide beneficial addition to the present findings. For example, a factor analysis would undoubtedly yield more information on the underlying structure of the motivational construct. Also, a subsequent study may include exploration of the potential causal mechanisms of individual subscales by employing mediation analyses which may reveal how each subscale, representing a particular motivational dimension, affects the outcome (e.g., final course mark).
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