The relationship between motivation and dispositional optimism in learners of English as a foreign language in a university context

This study explores the relationship between motivation in the learning of English as a foreign language (EFL) and dispositional optimism, on the one hand, and academic performance in a university context, on the other hand. The study sample consisted of 213 students enrolled in either the translation and interpreting degree or the EFL primary teaching degree. The Academic Motivation Scale (AMS) and the revised Life Orientation Test (LOT-R) were administered. A demographic questionnaire was also used to obtain information about gender, age, degree type and most recent EFL marks. Descriptive and inferential analyses of the data were performed. The results revealed no significant gender differences among the students on any of the motivation or optimism subscales. Only one difference was detected between the two degree profiles: future translators and interpreters showed a higher level of intrinsic motivation to experience stimulation than future teachers. The results revealed that students with higher marks scored lower on the pessimism subscale and higher in intrinsic motivation than students with lower marks. Moreover, participants with lower marks experienced a higher level of demotivation. The most important outcome of this research comes from having combined these two instruments in the education area, because the combination shows that there is a relationship between intrinsic motivation and optimism, and also between these two aspects and good marks.