Motivational beliefs as predictors of academic achievement of translation students: a situated expectancy-value theory perspective-Reference-Cited by-同舟云学术

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Motivational beliefs as predictors of academic achievement of translation students: a situated expectancy-value theory perspective

Published:2024-07-30 Issue: Volume: Page:1-15
ISSN:0143-4632
Container-title:Journal of Multilingual and Multicultural Development
language:en
Short-container-title:Journal of Multilingual and Multicultural Development

Author:

Man Deliang¹,Du Guohui²,Fu Ai¹,Liu Liang¹

Affiliation:

1. Centre for Translation Studies, School of Interpreting and Translation Studies, Guangdong University of Foreign Studies, Guangzhou, People’s Republic of China

2. School of Foreign Languages, Anyang Institute of Technology, Anyang, People’s Republic of China

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/01434632.2024.2385048

Reference52 articles.

1. Developing a motivational framework in translation training programs: a mixed methods study following self-determination and social capital theories

2. Correlation between anxiety and academic self-concept in interpreter trainees

3. Bednárová-Gibová, K., and M. Majherová. 2022. “Emotions and Literary Translation Performance: A Study Using the Geneva Emotional Competence Test.” In The Psychology of Translation: An Interdisciplinary Approach, edited by S. v. Hubscher-Davidson and C. Lehr, 99–126. London: Routledge.

4. The AEQ-S: A short version of the Achievement Emotions Questionnaire

5. Self-efficacy in translation

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