LEARNING MOTIVATION AND ACADEMIC PERFORMANCE OF BILINGUAL STUDENTS
- Authors
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Milieva, Muattar Gaffarovna
Uzbekistan State World Languages University Acting Associate Professor of the Department of Pedagogy and Psychology, PhD in Psychology
Author
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- Keywords:
- Bilingualism, learning motivation, academic performance, bilingual students, educational psychology, multilingual education
- Abstract
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This article explores the relationship between learning motivation and academic performance among bilingual students. Drawing on theoretical perspectives and empirical research, the paper analyzes how bilingualism affects intrinsic and extrinsic motivation, cognitive engagement, self-regulation, and academic outcomes. Particular attention is given to contextual factors such as educational environment, language of instruction, sociocultural background, and emotional variables. The study highlights both the advantages and challenges faced by bilingual students and emphasizes the role of supportive pedagogical strategies in enhancing motivation and academic success. The findings suggest that when properly supported, bilingualism can serve as a powerful resource for improving learning motivation and academic achievement.
- References
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1.
Gardner, R. C. (2010). Motivation and Second Language Acquisition. Peter Lang.
2.
Hamers, J. F., & Blanc, M. (2000). Bilinguality and Bilingualism. Cambridge University Press.
3.
OECD. (2019). PISA Results: Students’ Well-Being. OECD Publishing.
4.
Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in Education: Theory, Research, and Applications. Pearson.
- Downloads
- Published
- 2026-02-11
- Issue
- Vol. 2 No. 2 (2026)
- Section
- Articles
- License
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This work is licensed under a Creative Commons Attribution 4.0 International License.
