Relationship Between Attitude, Learning Orientation, Motivation, and Proficiency Degree of the Chinese Language Among Trainee Teachers

Abstract

This study aims to investigate the relationship between attitude, learning orientation, motivation, and mastery of the Chinese language among trainee teachers by using Gardner and Lambert’s social psychology model and Gardner’s psychological model of learning. A total of 181 trainee teachers were selected to answer a questionnaire. Data were analyzed by using Partial Least Squares Structural Equation Modeling. The findings indicated extrinsic motivation was related negatively to Chinese language skills and achievement. Intrinsic motivation and integrative orientation were related positively to Chinese language skills, whereas intrinsic motivation, integrative orientation, and motivational intensity were related positively to Chinese language achievement. In addition, integrative orientation, instrumental orientation, and attitude toward learning situations were positive predictors of the motivational intensity of the trainee teachers. Therefore, this study provides a model to the Institute of Teacher Education on the factors that need to be considered to motivate trainee teachers in mastering the Chinese Language.