Studying for autonomous reasons and having a promotion orientation: key predictors of individual differences in expectancies of success in English

This research used the expectancy-value theory to examine the extent to which three classes of motivation antecedents predicted secondary-school students’ expectancies of success in English. To this end, it investigated four general motivation orientations, two school-related achievement motives, as well as autonomous and controlled reasons undergirding motivation to study English. The results of exploratory structural equation modeling...