References
[1]. Cook, D. A., & Artino, A. R., Jr. (2016). Motivation to learn: An overview of contemporary theories. Medical Education, 50(10), 997-1014.
[2]. Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A., & Mat, R. C. (2017, October). A review of the motivation theories in learning. In AIP Conference Proceedings (Vol. 1891, No. 1, p. 020043). AIP Publishing.
[3]. Butler, Y. G. (2015). Parental factors in children's motivation for learning English: A case in China. Research Papers in Education, 30(2), 164–191.
[4]. Clément, R., Gardner, R. C., & Smythe, P. C. (1980). Social and individual factors in second language acquisition. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 12(4), 293–302.
[5]. Björklund, A., & Salvanes, K. G. (2011). Education and family background: Mechanisms and policies. In Handbook of the Economics of Education (Vol. 3, pp. 201–247). Elsevier.
[6]. Paradis, J. (2011). Individual differences in child English second language acquisition: Comparing child-internal and child-external factors. Linguistic Approaches to Bilingualism, 1(3), 213–237.
[7]. Niehaus, K., & Adelson, J. L. (2014). School support, parental involvement, and academic and social-emotional outcomes for English language learners. American Educational Research Journal, 51(4), 810–844.
[8]. Hart, B., & Risley, T. R. (1996). Meaningful differences in the everyday experience of young American children. Community Alternatives, 8, 92–93.
[9]. Wang, W. L. (2015). The relationship between parenting styles and English self-concept among high school students [Unpublished doctoral dissertation]. Jiangxi Normal University.
[10]. Dai, Z. Q., & Qi, W. H. (2020). External factors influencing children's second language acquisition. English Square: Academic Research, 10, 4.
[11]. Li, G. (2007). Home environment and second-language acquisition: The importance of family capital. British Journal of Sociology of Education, 28(3), 285–299.
[12]. Yusup, N. B., & Ahmad, A. (2016, October). The influence of parents support and its relationship with students achievement in English education. In International Conference on Education and Regional Development (pp. 657–662).
[13]. Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015). Development of achievement motivation and engagement. In R. M. Lerner (Ed.), Handbook of child psychology and developmental science (pp. 1-44). Wiley.
[14]. Pfenninger, S. E., & Singleton, D. (2019). Starting age overshadowed: The primacy of differential environmental and family support effects on second language attainment in an instructional context. Language Learning, 69(Suppl. 1), 207–234.
[15]. Abbasian, R., Hadian, B., & Vaez-Dalili, M. (2020). Examination of the role of family socio-economic status and parental education in predicting English as a foreign language learners’ receptive skills performance. Cogent Education, 7(1), 1710989.
[16]. Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: Why and how of it. Indian Journal of Medical Specialties, 4(2), 330–333.
[17]. Gonzales, R. D., & Lopez, M. Y. (2016). Foreign language learning motivation questionnaire: Further examination of a six-factor model [Unpublished manuscript]. Graduate School, University of Santo Tomas, Manila, Philippines.
[18]. Gonzales, R. DLC. (2006). Conceptual and psychometric properties of a foreign language learning motivation questionnaire. Philippine Journal of Psychology, 39, 1, 76-97.
Cite this article
Li,M. (2025). Exploring the Impact of Family Factors on Students’ English Learning Motivation among English Major Undergraduate Students in China. Lecture Notes in Education Psychology and Public Media,87,58-67.
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References
[1]. Cook, D. A., & Artino, A. R., Jr. (2016). Motivation to learn: An overview of contemporary theories. Medical Education, 50(10), 997-1014.
[2]. Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A., & Mat, R. C. (2017, October). A review of the motivation theories in learning. In AIP Conference Proceedings (Vol. 1891, No. 1, p. 020043). AIP Publishing.
[3]. Butler, Y. G. (2015). Parental factors in children's motivation for learning English: A case in China. Research Papers in Education, 30(2), 164–191.
[4]. Clément, R., Gardner, R. C., & Smythe, P. C. (1980). Social and individual factors in second language acquisition. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 12(4), 293–302.
[5]. Björklund, A., & Salvanes, K. G. (2011). Education and family background: Mechanisms and policies. In Handbook of the Economics of Education (Vol. 3, pp. 201–247). Elsevier.
[6]. Paradis, J. (2011). Individual differences in child English second language acquisition: Comparing child-internal and child-external factors. Linguistic Approaches to Bilingualism, 1(3), 213–237.
[7]. Niehaus, K., & Adelson, J. L. (2014). School support, parental involvement, and academic and social-emotional outcomes for English language learners. American Educational Research Journal, 51(4), 810–844.
[8]. Hart, B., & Risley, T. R. (1996). Meaningful differences in the everyday experience of young American children. Community Alternatives, 8, 92–93.
[9]. Wang, W. L. (2015). The relationship between parenting styles and English self-concept among high school students [Unpublished doctoral dissertation]. Jiangxi Normal University.
[10]. Dai, Z. Q., & Qi, W. H. (2020). External factors influencing children's second language acquisition. English Square: Academic Research, 10, 4.
[11]. Li, G. (2007). Home environment and second-language acquisition: The importance of family capital. British Journal of Sociology of Education, 28(3), 285–299.
[12]. Yusup, N. B., & Ahmad, A. (2016, October). The influence of parents support and its relationship with students achievement in English education. In International Conference on Education and Regional Development (pp. 657–662).
[13]. Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015). Development of achievement motivation and engagement. In R. M. Lerner (Ed.), Handbook of child psychology and developmental science (pp. 1-44). Wiley.
[14]. Pfenninger, S. E., & Singleton, D. (2019). Starting age overshadowed: The primacy of differential environmental and family support effects on second language attainment in an instructional context. Language Learning, 69(Suppl. 1), 207–234.
[15]. Abbasian, R., Hadian, B., & Vaez-Dalili, M. (2020). Examination of the role of family socio-economic status and parental education in predicting English as a foreign language learners’ receptive skills performance. Cogent Education, 7(1), 1710989.
[16]. Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: Why and how of it. Indian Journal of Medical Specialties, 4(2), 330–333.
[17]. Gonzales, R. D., & Lopez, M. Y. (2016). Foreign language learning motivation questionnaire: Further examination of a six-factor model [Unpublished manuscript]. Graduate School, University of Santo Tomas, Manila, Philippines.
[18]. Gonzales, R. DLC. (2006). Conceptual and psychometric properties of a foreign language learning motivation questionnaire. Philippine Journal of Psychology, 39, 1, 76-97.