Relevant bibliographies by topics / Motivational self system

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Motivational self system'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Motivational self system"

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Haghani, Nader, and Mostafa Maleki. "“L2 Motivational Self System” and Learning German in Iran." Journal of Education and Learning 7, no. 4 (2018): 136. http://dx.doi.org/10.5539/jel.v7n4p136.

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Examining the reasons for the increasing number of Iranians learning German and creating of a first theoretical basis for that is the subject of this paper. In this regard, 370 Iranian learners of German from the German Language Institute in Tehran were questioned and their motivations were studied mainly based on the theory of “L2 Motivational Self System” (L2MSS). Investigating this research related to the psychological concept of “possible selves” and comparing it with the results of research conducted in the learning of English indicates that the motivation for learning German has a signif
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Takahashi, Chika, and Seongah Im. "Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency." Studies in Second Language Learning and Teaching 10, no. 4 (2020): 673–96. http://dx.doi.org/10.14746/ssllt.2020.10.4.2.

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This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners’ intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners’ motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner’s sel
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Yılmaz, Cevdet. "L2 motivational self system and its relationship with gender, proficiency and yea." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 3 (2017): 185–93. http://dx.doi.org/10.18844/prosoc.v4i3.2537.

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MacIntyre, Peter D., Ben Schnare, and Jessica Ross. "Self-determination theory and motivation for music." Psychology of Music 46, no. 5 (2017): 699–715. http://dx.doi.org/10.1177/0305735617721637.

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Learning the skills to be a musician requires an enormous amount of effort and dedication, a long-term process that requires sustained motivation. Motivation for music is complex, blending relatively intrinsic and extrinsic motives. The purpose of this study is to investigate the motivation of musicians by considering how different aspects of motivational features interact. An international sample of 188 musicians was obtained through the use of an online survey. Four scales drawn from Self-Determination Theory (intrinsic, identified, introjected, and extrinsic regulation) were utilized along
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Hughes, Leander, Stacey Vye, and Debjani Ray. "The L2 Motivational Self System: A Replication Study." JALT Journal 42, no. 1 (2020): 5. http://dx.doi.org/10.37546/jaltjj42.1-1.

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This study replicates research by Taguchi, Magid, and Papi (2009) regarding the L2 motivational self system, a framework for understanding second language learning motivation in terms of how learners view themselves as users of the second language (Dörnyei, 2005). The study was of 922 students at a national university in Japan who completed a questionnaire measuring 10 different L2 motivational and attitudinal factors. Correlation analyses and structural equation modeling (SEM) of the data supported the validity of the L2 motivational self system as a culture-independent explanation of the fac
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Alqahtani, Ali Falah. "A Study of the Language Learning Motivation of Saudi Military Cadets." International Journal of Applied Linguistics and English Literature 6, no. 4 (2017): 163. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.163.

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Using Dörnyei’s (2009) L2 Motivational Self System as the main theoretical framework, this paper reports a study of Saudi military cadets’ motivation to learn English. The study aimed to: a) investigate the usefulness of Dörnyei’s model for understanding and explaining English language motivation in this global context; b) capture other motivational factors seen to be relevant to the designated group’s motivation to learn English. A sample of 194 Saudi military cadets participated in the survey. Correlation and regression analysis of the data support the usefulness of the L2 Motivational Self
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Nguyen Khuong, Nhat-Anh. "A Review of L2 Learning Motivation Research Using L2 Motivational Self System." Journal of English Language Teaching and Applied Linguistics 4, no. 1 (2022): 72–83. http://dx.doi.org/10.32996/jeltal.2022.4.1.7.

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Since the initiation of Dörnyei’s (2009) L2 Motivational Self System model (L2MSS) in 2009, research on the second language (L2) learning motivation has witnessed unprecedented achievements. This recent study offered a brief review of significant research findings on L2 motivation that drew on the L2MSS framework from 2009 to 2021. Studies included in this review were categorized by two universal research approaches: quantitative and qualitative. Besides main research results that contributed to the L2 learners’ learning motivational profiles and the theoretical refinements of the L2MSS, brief
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Al-Hoorie, Ali H. "The L2 motivational self system: A meta-analysis." Studies in Second Language Learning and Teaching 8, no. 4 (2018): 721–54. http://dx.doi.org/10.14746/ssllt.2018.8.4.2.

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This article reports the first meta-analysis of the L2 motivational self system (Dörnyei, 2005, 2009). A total of 32 research reports, involving 39 unique samples and 32,078 language learners, were meta-analyzed. The results showed that the three components of the L2 motivational self system (the ideal L2 self, the ought-to L2 self, and the L2 learning experience) were significant predictors of subjective intended effort (rs = .61, .38, and .41, respectively), though weaker predictors of objective measures of achievement (rs = .20, -.05, and .17). Substantial heterogeneity was also observed in
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Alzugaray, Francisco Javier Zarza. "Relación Entre Los Niveles Motivacionales Y La Autoeficacia En Estudiantes De Instrumentos De Cuerda Frotada De Nivel Superior." European Scientific Journal, ESJ 14, no. 8 (2018): 85. http://dx.doi.org/10.19044/esj.2018.v14n8p85.

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Motivation is one of the most important aspects in the development of a career of learning, even more so if one fits in a musical studies in which motivational levels must be sustained for many years. In this sense, the study of the motivation of musical achievement from the motivational theory of Weiner (2000) and its possible relation with the general self-efficacy described by Bandura (1986) is key to understanding both the formative process of the students and the possible ones pedagogical improvements to include in the Spanish educational system. Significant relationships have been found
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DERRYBERRY, DOUGLAS, and MARY K. ROTHBART. "Reactive and effortful processes in the organization of temperament." Development and Psychopathology 9, no. 4 (1997): 633–52. http://dx.doi.org/10.1017/s0954579497001375.

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Self-organization can be approached in terms of developmental processes occurring within and between component systems of temperament. Within-system organization involves progressive shaping of cortical representations by subcortical motivational systems. As cortical representations develop, they feed back to provide motivational systems with enhanced detection and guidance capabilities. These reciprocal influences may amplify the underlying motivational functions and promote excessive impulsivity or anxiety. However, these processes also depend upon interactions arising between motivational a
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Dissertations / Theses on the topic "Motivational self system"

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Taylan, Halit. "The language learning motivation of university-level students regarding the L2 motivational self system at a Turkish university context." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32639.

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The aim of this study is to understand whether Dörnyei’s (2005, 2009) motivational self system fits well with the language learning motivation of the participants in this Turkish university context The study has been carried out in a university in Western Turkey. In order to answer the research questions, the study has adopted a quantitative research design. The study has been conducted using a 109 item Likert scale questionnaire. The total number of participants in the study is 250. The study includes English prep class participants from the Department of Molecular Biology and Genetics, the
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Alharbi, Fahad. "The Dynamics of the L2 Motivational Self System among Saudi Study Abroad Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6672.

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Adult second language acquisition takes time over an extended period of time during which the L2 motivation of learners goes through periods of ups and downs. Dörnyei, MacIntyre and Henry (2015) recognized the inherently dynamic nature of L2 motivation and called for adopting the Complex Dynamic System Theory (CDST) when studying this phenomenon. While using a CDST perspective, this mixed method study drew on Dörnyei’s (2009b) model of the Motivational Self System to examine the L2 motivation of 86 Saudi study-abroad students. Also, the construct of the Anti-ought to Self (Thompson, 2015) and
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Larsson, Fredrik, and Kjellsson Nelly Strid. "The Potential Motivational Impact of 'Schoolifying' Extramural English Activities." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30620.

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This research paper aims to investigate if the incorporation of students’ extramural English (EE) activities, such as watching movies or playing computer games, into the English classroom affect their motivation. This research was inspired by The School Inspectorate’s (Skolinspektionen, 2011) conclusion that too many Swedish students find English lessons un-motivating as well as boring. Partly to blame for this problem is the lack of perceived authenticity in the English classroom when compared to the activities that the students are engaged in outside of school (EE). Since this gap between sc
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Magid, Michael. "A validation and application of the L2 motivational self system among Chinese learners of English." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/11971/.

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This thesis consists of two mixed-methods studies: a validation study and an application study of Dörnyei's (2009a) L2 Motivational Self System with participants from China. The quantitative part of the validation study involved 1,154 Chinese middle school and university students from mainland China and the follow-up qualitative study consisted of ten Chinese university students at a British university from mainland China. Structural equation models and correlational analyses validated the L2 Motivational Self System in China. The issues of family, face, responsibility, and pressure clarified
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Taguchi, Tatsuya. "The L2 Motivational Self System among Japanese University Learners of English: A Mixed Methods Approach." Thesis, University of Nottingham, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523485.

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Wang, Tianyi. "Constructing L3 selves : a study of undergraduate learners' motivation to learn a third language in China." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/285105.

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This study conceptualises Chinese language-major undergraduates' motivation to learn a third language (L3) from a self perspective. Two overarching aims were adopted to guide the research: how learners' L3 motivation was formulated and reformulated over the course of one year of learning an L3 and whether classroom intervention could help learners to construct their L3 motivation. This research adopted a longitudinal case study design and was situated in a state university in China. Students who had chosen to learn an L3 as their major and English majors who were required to learn an L3 partic
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Islam, Muhammad. "L2 motivational self system and relational factors affecting the L2 motivation of Pakistani students in the public universities of Central Punjab, Pakistan." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5054/.

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This thesis presents a study of Pakistani undergraduate students’ motivation to learn English, using Dörnyei’s (2009) L2 Motivational Self System as the main theoretical framework, while including some context-specific factors. This study has two primary aims; firstly to analyse the usefulness of Dörnyei’s model for describing the L2 motivation of a sample of Pakistani students, and secondly to capture other contextual and relational motivational factors which may be salient in this under-researched context. The study applied a mixed method approach. A structured questionnaire survey was desig
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Li, Rui. "Differences in the Motivations of Chinese Learners of English in Different (Foreign or Second Language) Contexts." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6299.

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This study employed the L2 Motivational Self-System (Dörnyei, 2005) as a framework to compare differences in the types of motivation reported by Chinese learners of English in a foreign language context (China) and a second language context (USA). It followed up on studies by Taguchi, Magid, and Papi (2009) and You and Dörnyei (2016). The participants consisted of 61 current students at an American university who come from Mainland China. This study adopted a mixed-method approach, using an internet-based questionnaire followed by an individual interview. The investigation aimed to explore wha
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Cabrita, Ana Miriam Meireles Ferreira. "Enhancing physical activity coaching through personalized motivational strategies and self-adaptive goal-setting: development of self-adaptive processes in a monitoring and coaching smartphone application." Master's thesis, Faculdade de Ciências e Tecnologia, 2013. http://hdl.handle.net/10362/10725.

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Dissertação para obtenção do Grau de Mestre em Engenharia Biomédica<br>The rising age of the European population brings increased costs in healthcare mainly related to the management of chronic diseases. Regular physical activity has been shown to help in the prevention and control of disease risk. Mobile phones have provided promising and emergent ways of promoting healthy lifestyles, allowing real-time monitoring and coaching to be delivered at any time and any place. The presented work adds new features to the Activity Coach, an ambulatory feedback system that aims to encourage physical act
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Jiang, Yu. "Gender differences and the development of L2 English learners' L2 motivational self system and international posture in China." Thesis, Birkbeck (University of London), 2013. http://bbktheses.da.ulcc.ac.uk/66/.

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The study is based on Dörnyei's (2009a) L2 Motivational Self System and Yashima's (2009) International Posture (IP) with L2 English learners in China, and focuses on gender issues with regards to L2 motivation. A longitudinal research design with a mixed methods approach was used. The statistical analysis from the quantitative data of 240 participants (F = 178; M = 62) showed significant gender differences for ten motivational variables (criterion measures, ideal L2 self, ought-to L2 self, instrumentality A(promotion), instrumentality B (prevention), travel orientation, attitude to learning En
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Books on the topic "Motivational self system"

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Lichtenberg, Joseph D. The clinical exchange: Techniques derived from self and motivational systems. Analytic Press, 1996.

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Lichtenberg, Joseph D. Self and motivational systems: Toward a theory of psychoanalytic technique. Analytic Press, 1992.

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The selfish gene pool: An evolutionarily stable system. University Press of America, 1996.

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Erpenbeck, John. Die Kompetenzbiographie: Strategien der Kompetenzentwicklung durch selbstorganisiertes Lernen und multimediale Kommunikation. Waxmann, 1999.

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Tracy, Brian. Maximum achievement: The proven system of strategies and skills that will unlock your hidden powers to succeed. Simon & Schuster, 1993.

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George, Wright, and Fergus Bolger. Expertise and decision support. Plenum Press, 1992.

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Neuroeconomics. Emerald, JAI, 2008.

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H, Johnson Beverley, ed. Privileged presense: Personal stories of connections in health care. Bull Pub., 2006.

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Crocker, Liz. Privileged Presence. Bull Publishing, 2008.

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Eddington, Kari M., Timothy J. Strauman, Angela Z. Vieth, and Gregory G. Kolden. Self-System Therapy for Depression. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190602482.001.0001.

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Self-system therapy (SST) for depression is a structured, short-term, evidence-based treatment approach that targets motivational deficits in depression. The treatment is grounded in an extensive research literature on self-regulation, and it translates that empirical work into therapeutic strategies aimed at enhancing effective goal pursuit in clients with depression. Studies have shown that SST is superior to cognitive therapy for depressed clients with specific self-regulatory deficits and that SST works in part by restoring adaptive self-regulation. Presented in a simplified format, the Th
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Book chapters on the topic "Motivational self system"

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Csizér, Kata. "The L2 Motivational Self System." In The Palgrave Handbook of Motivation for Language Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28380-3_4.

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Kovač, Velibor Bobo. "The Self-expression Motivational System." In Basic Motivation and Human Behaviour. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-47056-0_5.

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Dörnyei, Zoltán. "2. The L2 Motivational Self System." In Motivation, Language Identity and the L2 Self, edited by Zoltán Dörnyei and Ema Ushioda. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691293-003.

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Nitta, Ryo, and Kyoko Baba. "21. Self-Regulation in the Evolution of the Ideal L2 Self: A Complex Dynamic Systems Approach to the L2 Motivational Self System." In Motivational Dynamics in Language Learning, edited by Zoltán Dörnyei, Peter D. MacIntyre, and Alastair Henry. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092574-023.

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Nguyen, Nhung. "Motivation in Language Learning and Dornyei’s L2 Motivational Self System." In Multidisciplinary Research Perspectives in Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-615-6_9.

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Magid, Michael. "18 A Motivational Programme for Learners of English: An Application of the L2 Motivational Self System." In TheImpact of Self-Concept on Language Learning, edited by Kata Csizér and Michael Magid. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092383-019.

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Mackay, Jessica. "20 Applications and Implications of the L2 Motivational Self System in a Catalan EFL Context." In TheImpact of Self-Concept on Language Learning, edited by Kata Csizér and Michael Magid. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092383-021.

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Taguchi, Tatsuya, Michael Magid, and Mostafa Papi. "4. The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study." In Motivation, Language Identity and the L2 Self, edited by Zoltán Dörnyei and Ema Ushioda. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691293-005.

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Ma, Jie, and Pan Dong. "Chinese College Students’ L2 Motivational Self System in the Context of Artificial Intelligence." In Advances in Computer Science for Engineering and Education IV. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80472-5_34.

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Polat, Nihat. "15 The Interaction of the L2 Motivational Self System with Socialisation and Identification Patterns and L2 Accent Attainment." In TheImpact of Self-Concept on Language Learning, edited by Kata Csizér and Michael Magid. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092383-016.

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Conference papers on the topic "Motivational self system"

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Outhaichute, Miss Pacharin, and Asst Prof Dr Sarintip Raksasataya. "An Instructional Model Using English Motivational Self System." In 2nd Annual International Conference on Education and e-Learning. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-1814_eel12.116.

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Lv, Jinfeng. "Establishing Motivation Model Based on the L2 Motivational Self System to Promote English Learning Enthusiasm." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.132.

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Banshchikova, T. N., and M. L. Sokolovskii. "The significance of conscious self-regulation and labor motivation in adapting to the situation of changing the type of professional activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.380.391.

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Data on the types of labor motivation, features of conscious selfregulation and adaptive abilities of subjects who are in a situation of changing the type of professional activity are presented. The role of these indicators in adapting to the situation of changing the type of professional activity is revealed. The purpose of the series of empirical studies is to test the model of the relationship between regulatory and motivational predictors of successful adaptation. The hypothesis of the research is the assumption that conscious self-regulation makes a significant contribution to the adaptat
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Shin, Weonjin. "Measuring and Examining L2 Motivational Self-System and L2 Achievement Among Korean EFL Learners." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1573667.

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Molaee, Zohreh, Esmaeil Sadipour, Fariborz Dortaj, and Amir Reza Vakilifard. "Construction of a Motivational Self-System Instrument for the Learning of Persian as a L2." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.93.

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Yuan, Zhuojie. "A Study on the Relationship Between English Learning Anxiety and L2 Motivational Self-system Among Chinese College Students." In 4th International Conference on Arts, Design and Contemporary Education (ICADCE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icadce-18.2018.226.

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Musaoglu, Seda. "The Effects of a Game-Enhanced Language Learning Intervention on Students' L2 Development and L2 Motivational Self-System." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1580175.

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Kaziz, Bibigul, Botagoz Aidarbekova, and Roza Zhussupova. "PROVIDING MOTIVATIONAL STRATEGIES FOR STUDENTS VIA THE DISTANCE LEARNING." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(19).

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The article discusses the practical aspects of implementing e-learning technologies as a factor of various types of motivation for students in the higher education system. It shows acute problems of nowadays distance learning and the importance of motivation in the condition of distance learning. Distance learning - a wide range of educational services in which students learn from a distance, rather than being located in the classroom. It solves problems that traditional training can not solve, it is, first of all: strengthening the active role of students in their own education; the use of av
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Kolesnikova, I. A., and I. E. Lilienthal. "To the question of self-regulation of aggressive behavior in adolescent teenagers." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.853.862.

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The data of an experimental study of the features of aggressive behavior in teenage drug addicts, as well as the possibility of controlling and self-regulation of aggressive manifestations in this category of individuals are presented. The growth of aggressive trends in adolescence reflects one of the most acute social problems of modern societies, where drug addiction, alcoholism, and juvenile delinquency have risen sharply in recent years. To study the features of aggressive behavior of teenage drug addicts, we used a battery of valid methods and methods aimed at assessing the specifics of a
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Kreitler, Shulamith. "COMMUNICATION STYLE: THE MANY SHADES OF GRAY." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact004.

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"The major aspects of communication include the communicating individual, the addressee, and the style of communication which can be more objective or subjective. The present study examines the role of the communicator’s motivation and the identity of the addressee of the communication in regard to the style of communication. The motivation was assessed in terms of the cognitive orientation approach (Kreitler &amp; Kreitler) which assumes that motivation is a function of beliefs that may not be completely conscious. The motivation to communicate may be oriented towards sharing and self disclos
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Reports on the topic "Motivational self system"

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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s
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Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva, and Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3247.

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The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen
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