Cultivating Commitment: Exploring Motivational Dynamics in Finnish University Students Pursuing Chinese Language Studies

This chapter examines the motivations of Finnish undergraduates pursuing a degree in Chinese language. An online survey investigates six motivation types—Integrative, Instrumental, Intrinsic, Extrinsic, L2 Self System, and Situational and Task Motivations—alongside seven aspects of learning experiences. Through a mixed-methods approach, the research analyzes motivation across academic years and uncovers developmental patterns. Quantitative findings indicate consistent dominance of Intrinsic and Integrative Motivations across all years, showcasing students’ personal satisfaction and cultural interests. Instrumental Motivation fluctuates, highlighting career-oriented aspirations in the first and third years. Conversely, L2 Self System and Situational and Task Motivations remain low throughout the program. Qualitative analyses reveal universal and year-specific themes. Freshmen emphasize intrinsic curiosity and initial cultural engagement. Sophomores demonstrate balanced motivations, from interacting with native speakers to completing culturally rich assignments. Juniors focus on mastering complex tasks and aligning their goals with professional aspirations. This study extends our knowledge by examining language-learning motivation within a less-resourced degree-oriented program. While learners often express cultural interest and career aspirations, many currently lack clarity about the specific job responsibilities associated with a Chinese degree. The findings highlight the importance of pedagogical strategies that align with students’ evolving motivations, particularly through immersive, authentic, and real-world-simulated learning opportunities.