Motivational interactions during multiple language learning have been largely neglected in language motivation research. To fill this gap, we investigate longitudinal relations between Swiss German students’ value beliefs in English, French, and German in upper secondary schools and whether there are differences in motivational development between multilingual and monolingual students. Multivariate latent growth modeling was used to analyze data from 850 students (M_age = 15.61 years, SD = .62; 54% female) gathered yearly from Grades 9 to 11. Results suggest an interference between students’ value beliefs in English and the other 2 languages. Students who reported higher value beliefs in English in Grade 9 showed steeper decreases in their value beliefs for French and German from Grades 9 to 11. However, stronger increases in English value beliefs over time were associated with stronger increases in French and German value beliefs. Moreover, while multilingual students reported higher initial value beliefs in French and English, they also showed steeper decreases in French and English value beliefs over time compared to their monolingual peers. Findings are discussed in relation to their implications for teaching practice and future research directions.

中文翻译：

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英语是罪魁祸首吗？多语种瑞士学生对英语、德语和法语的价值观之间的纵向关联

在语言动机研究中，多语言学习过程中的动机相互作用在很大程度上被忽视了。为了填补这一空白，我们调查了瑞士德国学生在高中英语、法语和德语的价值信念之间的纵向关系，以及多语和单语学生之间的动机发展是否存在差异。多变量潜在增长模型用于分析来自 850 名学生的数据（M_年龄= 15.61 岁，SD= .62; 54% 女性）从 9 年级到 11 年级每年收集一次。结果表明学生对英语和其他 2 种语言的价值观信念之间存在干扰。从 9 年级到 11 年级，在 9 年级报告的英语价值信念较高的学生表现出他们对法语和德语的价值信念下降幅度更大。然而，随着时间的推移，英语价值信念的更强劲增长与法语和德语价值信念的更强劲增长相关。此外，虽然多语种学生报告了较高的法语和英语初始价值信念，但与单语同龄人相比，随着时间的推移，他们也表现出法语和英语价值信念的急剧下降。研究结果讨论了它们对教学实践和未来研究方向的影响。