An Investigation of Motivation to Learn Mandarin and Grit through Mcclelland's Theory

Motivation is widely recognised as a key component in successful second language acquisition. However, research on motivation in Mandarin learning has rarely been examined through McClelland's theory in relation to learners' grit and self-regulated learning (SRL). This quantitative study investigates Mandarin learners’ motivational profiles by linking (i) a power-related orientation with grit (consistency of interest and perseverance of effort), (ii) an affiliation-related orientation with motivational beliefs (self-efficacy, intrinsic value, and test anxiety), and (iii) an affective (achievement-related self-regulatory) factors with SRL strategies (cognitive strategy use and self-regulation). A total of 170 university students in Malaysia responded to a 5-point Likert-scale survey. The findings indicate a moderate level of consistency of interest and a generally high level of perseverance of effort. Learners reported positive motivational beliefs and strong intrinsic value toward learning Mandarin, while also experiencing noticeable test anxiety. They demonstrated frequent use of cognitive learning strategies and relatively strong self-regulation. Correlation analysis revealed significant positive associations among the motivational components, suggesting that these factors operate interactively rather than independently. Findings further indicate that no significant differences were found across students’ disciplines or Mandarin proficiency levels.

Mandarin as a Second Language; McClelland’s Theory; Grit; Self-Regulated Learning

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