Attribution theory (Weiner, 1985) and self-determination theory (Deci & Ryan,
1985) have been explored as contributors to L2 motivation (cf. Dörnyei, 2001)
but have never been studied quantitatively in concert. In addition, students’
attributions for success in learning a foreign language have never been measured
through the use of a questionnaire. The aim of this paper is therefore (a)
to develop a questionnaire with reliable constructs that allows to measure
adult learners’ attributions for their success in learning English in a corporate
setting, (b) to investigate these learners’ attributions, and (c) to investigate
the relationship between students’ attributions and the constructs of Intrinsic
and Extrinsic motivation central to self-determination theory. Our main results
show that among the attributions measured, interest, effort and corporate
culture seemed to be the main causes that students recognised as directly
involved in their success in learning English. Of all the attributional scales, interest
and ability appeared to importantly contribute to intrinsic motivation,
while corporate culture, encounters with foreign professionals and ability contributed
to a lower extent to extrinsic motivation. It must be noted, however,
that attributions for success to teacher and task were so consistently high that
they could not be reliably measured with the questionnaire.
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