A Relationship Between English Achievement and Perceived English Learning Motivation: Self-Determination Theory Perspective
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Abstract
This study aimed to investigate the relationship between English achievement and perceived English learning motivation among first-year undergraduate students at an international university in Thailand. A quantitative correlational design was adopted to explore how these psychological needs relate to students’ English achievement. A total of 252 undergraduate students participated in this study, and their motivational levels were assessed through a questionnaire based on the SDT framework. The results showed that students reported an overall high level of motivation, with autonomy rating the highest, followed by competence and relatedness. Pearson correlation analysis found a significant positive relationship between English achievement and all three motivating factors, with autonomy having the strongest correlation. These findings indicate that students with higher levels of autonomy, competence, and relatedness are more likely to achieve greater English achievement outcomes.
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