@article{oai:bunkyo.repo.nii.ac.jp:00003095,
 author = {Brown, R. A.},
 journal = {情報研究, Information and Communication Studies},
 month = {2007-07-01, 2010-01-28},
 note = {Studies of the factors that conduce to successful foreign language learning outcomes have generally focused on the motivational categories first posited by Gardner and Lambert (1972), and more recent additions to the motivational menu (Gardner, Masgoret, Tennant, & Mihic, 2004). Human potential and self-growth motivations have been relatively neglected. Yet it is obvious that people do things for a wide variety of reasons and self-esteem enhancement may be one of them. The present research investigated the hypothesis that students whose sense of self-worth was more highly invested in their proficiency in English would devote more time and effort to learning English. In two studies, a sample of 83 Japanese college students completed a modified form of the academic subscale of the Crocker, Luhtanen, Cooper, and Bouvrette (2003) Contingencies of Self-Worth Scale, several widely used measures of global self-esteem, and several measures of learning effort. Female students were found to be more motivated by self-esteem enhancement than males, but participants' sense of self-worth was not significantly associated with their study effort. Possible reasons for this finding and future directions are discussed.},
 pages = {17--24},
 title = {English Proficiency as a Contingency of Self-Worth among Japanese University Students},
 volume = {37},
 year = {}
}