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STUDY Two 5.5.9 The impact of individual learner differences on motivated learning behavior The impact of individual learner differences on in-school motivated language learning behavior was also investigated through regression analysis. Table 39. Results of regression analysis regarding in-school motivated learning behavior and individual learner differences Variables B SEB ß t In-school learning beliefs .36 .05 .38* 7.32 Language learning experience .37 .05 .37* 6.99 R? 46 F for change in R? 136.674 Note. B stands for regression coefficient. *p<.05 SE B — standard error associated with the coefficient B — standardized coefficient R? — stands for the proportion of variance in the dependent variable explained by the independent variables The results of the analysis show that two variables explain 46% of in-class motivated language learning behavior. Both variables are significant predictors at the p<.05 level of significance (see Table 39). In-school motivated language learning behavior is explained by two variables: in-school learning beliefs and the language learning experience. These results are partly in line with the findings obtained by Lajtai (2020), according to which in-school learning beliefs and language learning experience are two of the main predictors of inschool motivated language learning behavior. Previous research also found that the language learning experience is one of the most important predictors of in-school motivated language learning behavior (Csizér—Kormos 2009, Islam et al. 2013, Kormos—Csizér 2008, Lamb 2012, Papi 2010, Papi-Teimouri 2012, Taguchi et al. 2009). However, it is important to highlight that, as opposed to the findings of previous research, which found that Ideal L2 Self is the main predictor of school-motivated language learning, in the scope of the present research, the Ideal L2 Self did not turn out to have any impact on in-school motivated language learning behavior. In addition, the impact of the different individual learner differences on extramural motivated language use was also examined through regression analysis. The results of the analysis show that altogether nine variables explain 75% of extramural motivated language use at the p<.05 level of significance (see Table 40).
