Introjected regulation was low among Chinese ESP learners except for an identity-maintenance item¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Only one Introjected Regulation item (IRQ9, learning ESP to be part of the global business community) had a mean above 3.8; items about avoiding loss of face scored low. → Liu 2016
Evidence¶
Liu 2016¶
Liu, L. (2016). Why Do Chinese College Students Learn ESP: An Analysis of Language Learning Motivations within SDT Framework. English Language Teaching, 9(4). https://doi.org/10.5539/elt.v9n4p92
q2 · i? · associational · r1
Descriptive item analysis from the 558-student survey: "the Introjected Regulation subscale only shows one item with a mean higher than 3.8", namely IRQ9 on global business community identity; face-loss items scored low.
"But the Introjected Regulation subscale only shows one item with a mean higher than 3.8. The item is IRQ9, which describes the students’ intention to learn ESP well to ensure their identity of being part of the global business community."
Discussion¶
Related Claims¶
- Chinese college ESP learners show high amotivation-subscale, external-regulation, identified-regulation and intrinsic (knowledge, accomplishment) item means — related
- Chinese ESP learners in this sample were motivated in a mixed manner, and 'certificate motivation' was not supported — related
- An SDT-based questionnaire yields seven distinct, reliable motivation subtypes for Chinese college ESP learners — a broader claim this one bears on
- Children with ADHD show higher external regulation, introjected regulation and amotivation, and lower intrinsic motivation and identified regulation, toward learning than TD children — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
low-introjected-regulation-esp-learners |
title |
Introjected regulation was low among Chinese ESP learners except for an identity-maintenance item |
description |
Introjected regulation was low among Chinese ESP learners except for an identity-maintenance item |
status |
review |
evidence_strength |
weak |
newest_evidence |
2016 |
source_checked |
2026-10-20 |
recheck_by |
2021 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — liu-2016 |
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