Principles for Deep Knowledge and its Relationships with Integrative Orientation, Motivational Intensity and English Learning Achievement

Nine Principles for Deep Knowledge (PDKs) have been identified as an effective method to expand an individual's Habitual Domains (HDs), which in a broader sense improves learning. This study examines the relationship between Principles of Deep Knowledge and two classical variables, i.e. Integrative Orientation and Motivational Intensity (a.k.a. effort), as well as investigates the relationships among these three constructs and English learning achievement. A total of 194 tertiary education students participated. Overall, the results suggested that the three tested variables correlated and can predict achievement, with more than half of the subscales of Principles for Deep Knowledge. Further analysis showed that Integrative Motivation and Motivational Intensity can predict learning achievement whereas Deep and Down, Alternating and Changing, and Transforming principles can predict Integrative Orientation. Deep and Down and Contradiction can predict Motivation Intensity. The findings show the potential status of PDK as a new alternative measure and predictor, closely relating with the other two constructs. Limitations, pedagogical suggestions, and future study areas are given at the end of this study.