L2 motivation and self regulated learning : An integrated model
(2024) In System 123.- Abstract
Motivation and self-regulated learning (SRL) are interrelated constructs. Motivation can be a precursor, a mediator, and an outcome of SRL. In L2 learning, the interrelatedness of motivation and self-regulation has long been recognized (Dörnyei, 2005). However, a conceptualization of the connections is lacking. This article models the L2 motivation–SRL relationship. Drawing a distinction between personal and social sources of motivation (Zimmerman & Schunk, 2008), attention is directed to variation in self-evaluation processes. With a focus on self-evaluation where social standards provide points of reference (Higgins, 1990), and drawing on a model where connections between the self-system and SRL are conceptualized at the timescale... (More)
Motivation and self-regulated learning (SRL) are interrelated constructs. Motivation can be a precursor, a mediator, and an outcome of SRL. In L2 learning, the interrelatedness of motivation and self-regulation has long been recognized (Dörnyei, 2005). However, a conceptualization of the connections is lacking. This article models the L2 motivation–SRL relationship. Drawing a distinction between personal and social sources of motivation (Zimmerman & Schunk, 2008), attention is directed to variation in self-evaluation processes. With a focus on self-evaluation where social standards provide points of reference (Higgins, 1990), and drawing on a model where connections between the self-system and SRL are conceptualized at the timescale of working cognition (McCombs & Marzano, 1990), a model of the L2 motivation–SRL relationship is presented. The model identifies paths of influence relating to (i) self-evaluation focused on personal criteria, and (ii) self-evaluation where reference points are provided by social standards. The model provides a conceptual framework for systemically structured investigation, a heuristic for the interpretation of research findings, and a tool to support L2 learners’ motivation and SRL. Explanations of how socially focused self-appraisal can promote proactive learning behaviours are provided.
(Less)
- author
- Henry, Alastair LU and Liu, Meng
- organization
- publishing date
- 2024-07
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- L2 motivation, L2 self-regulatory system, Self-evaluation, Self-regulated learning (SRL), Social standards
- in
- System
- volume
- 123
- article number
- 103301
- publisher
- Elsevier
- external identifiers
-
- scopus:85190342740
- ISSN
- 0346-251X
- DOI
- 10.1016/j.system.2024.103301
- language
- English
- LU publication?
- yes
- id
- cc397ca3-1f9d-472f-a823-e02467d9b4a8
- date added to LUP
- 2024-05-03 10:02:21
- date last changed
- 2024-05-03 10:03:09
@article{cc397ca3-1f9d-472f-a823-e02467d9b4a8,
abstract = {{<p>Motivation and self-regulated learning (SRL) are interrelated constructs. Motivation can be a precursor, a mediator, and an outcome of SRL. In L2 learning, the interrelatedness of motivation and self-regulation has long been recognized (Dörnyei, 2005). However, a conceptualization of the connections is lacking. This article models the L2 motivation–SRL relationship. Drawing a distinction between personal and social sources of motivation (Zimmerman & Schunk, 2008), attention is directed to variation in self-evaluation processes. With a focus on self-evaluation where social standards provide points of reference (Higgins, 1990), and drawing on a model where connections between the self-system and SRL are conceptualized at the timescale of working cognition (McCombs & Marzano, 1990), a model of the L2 motivation–SRL relationship is presented. The model identifies paths of influence relating to (i) self-evaluation focused on personal criteria, and (ii) self-evaluation where reference points are provided by social standards. The model provides a conceptual framework for systemically structured investigation, a heuristic for the interpretation of research findings, and a tool to support L2 learners’ motivation and SRL. Explanations of how socially focused self-appraisal can promote proactive learning behaviours are provided.</p>}},
author = {{Henry, Alastair and Liu, Meng}},
issn = {{0346-251X}},
keywords = {{L2 motivation; L2 self-regulatory system; Self-evaluation; Self-regulated learning (SRL); Social standards}},
language = {{eng}},
publisher = {{Elsevier}},
series = {{System}},
title = {{L2 motivation and self regulated learning : An integrated model}},
url = {{http://dx.doi.org/10.1016/j.system.2024.103301}},
doi = {{10.1016/j.system.2024.103301}},
volume = {{123}},
year = {{2024}},
}