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Rethinking L2 Motivation Research: The 2 × 2 Model of L2 Self-Guides

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Title: Rethinking L2 Motivation Research: The 2 × 2 Model of L2 Self-Guides
Language: English
Authors: Papi, Mostafa, Bondarenko, Anna Vitalyevna, Mansouri, Soheil, Feng, Liying
Source: Studies in Second Language Acquisition. May 2019 41(2):337-361.
Availability: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org
Peer Reviewed: Y
Page Count: 25
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Learning, Second Language Instruction, Learning Motivation, Factor Analysis, Predictor Variables, Self Concept, Foreign Students, English (Second Language), Student Behavior, Learning Strategies, Goal Orientation, College Students, Models
DOI: 10.1017/S0272263118000153
ISSN: 0272-2631
Abstract: The present study proposed and tested a revision of the self-guides outlined in the L2 motivational self system (Dörnyei, 2005, 2009). Covering the previous conceptualization and measurement issues, ideal L2 self and ought-to L2 self were bifurcated by own and other standpoints, and reoperationalized based on the fundamental tenets of self-discrepancy theory (Higgins, 1987) and regulatory focus theory (Higgins, 1997). Confirmatory factor analysis supported the fitness of the model and its superiority over three alternative models based on data collected from 257 international students learning English as a second language at a major North American university. Multiple regression results showed that ought L2 self/own was the strongest predictor of motivated behavior. Ideal L2 self/own, ought L2 self/other, and ideal L2 self/other were the next predictors in order of strength. Furthermore, ideal L2 self/own predicted an eager strategic inclination in L2 behavior, whereas ought L2 self/own predicted a vigilant strategic inclination, supporting the core principle of the regulatory focus theory that individuals with different regulatory orientations pursue their goals in qualitatively different manners.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1221513
Database: ERIC
FullText Text:
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  Data: Rethinking L2 Motivation Research: The 2 × 2 Model of L2 Self-Guides
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  Data: <searchLink fieldCode="AR" term="%22Papi%2C+Mostafa%22">Papi, Mostafa</searchLink><br /><searchLink fieldCode="AR" term="%22Bondarenko%2C+Anna+Vitalyevna%22">Bondarenko, Anna Vitalyevna</searchLink><br /><searchLink fieldCode="AR" term="%22Mansouri%2C+Soheil%22">Mansouri, Soheil</searchLink><br /><searchLink fieldCode="AR" term="%22Feng%2C+Liying%22">Feng, Liying</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Studies+in+Second+Language+Acquisition%22"><i>Studies in Second Language Acquisition</i></searchLink>. May 2019 41(2):337-361.
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  Data: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org
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  Data: 25
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  Data: 10.1017/S0272263118000153
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  Data: The present study proposed and tested a revision of the self-guides outlined in the L2 motivational self system (Dörnyei, 2005, 2009). Covering the previous conceptualization and measurement issues, ideal L2 self and ought-to L2 self were bifurcated by own and other standpoints, and reoperationalized based on the fundamental tenets of self-discrepancy theory (Higgins, 1987) and regulatory focus theory (Higgins, 1997). Confirmatory factor analysis supported the fitness of the model and its superiority over three alternative models based on data collected from 257 international students learning English as a second language at a major North American university. Multiple regression results showed that ought L2 self/own was the strongest predictor of motivated behavior. Ideal L2 self/own, ought L2 self/other, and ideal L2 self/other were the next predictors in order of strength. Furthermore, ideal L2 self/own predicted an eager strategic inclination in L2 behavior, whereas ought L2 self/own predicted a vigilant strategic inclination, supporting the core principle of the regulatory focus theory that individuals with different regulatory orientations pursue their goals in qualitatively different manners.
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        Value: 10.1017/S0272263118000153
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      – Text: English
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Factor Analysis
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Self Concept
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      – SubjectFull: Student Behavior
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      – SubjectFull: Models
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