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Energising Directed Motivational Currents through Learners’ Agency

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Arkadiusz Pietluch

This book attempts to demystify concerns surrounding a novel motivational construct known as a Directed Motivational Current. The study aimed at exploring whether a high sense of efficacy may support a person in transforming short-spanned motivational episodes into longitudinal engagement typical for the DMC framework. To this end, a sequential exploratory mixed methodology was used. Subsequently, a link between well-anchored efficacy beliefs and the rate at which DMCs occur was indeed discovered. This was further reinforced by the outcomes of personalised interviews. Eventually, the research yielded several noteworthy conclusions, including the fact that imbuing the DMC structure with elements of efficacy building may lead to long-term, sustained behaviour in a foreign language classroom.

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CONCLUSIONS

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The central premise behind the present research endeavour was to explore the possibility of convergence between the recently conceptualised framework of Directed Motivational Currents and the notion of self-efficacy, which pertains to an individual’s assessment of one’s capacity to succeed. The review of the related literature unveiled that both constructs share a significant volume of theoretical similarities; based on this, the hypothesis was formulated that motivational surges of energy and personal agency may be mutually supportive in determining a learner’s success while attempting an arduous task of developing mastery in a foreign language. While the DMC phenomenon features immense motivational intensity and sustainability, self-efficacy is believed to leverage such aspects of a person’s performance as failure-success attribution, effort expenditure, and overall task-dedication. Thus, the assumption that the combination of these two concepts may also facilitate a learner’s performance in the L2 domain is not deprived of reason. Surprisingly, the literature concerning Dörnyei’s motivational framework offers no studies that would link the proposal in question with psychological variables typically affecting a student’s engagement in the pursuit of language proficiency. This scarcity of empirical validation may be explained by the fact that the conceptualisation, although successful in capturing researchers’ interest, is still a relatively new strand in the L2 motivation inquiry. The present research endeavour was therefore initiated with the primary intent of ameliorating this very void and, by the same token, contributing to the understanding of the construct developed by Dörnyei and his associates.

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