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Directed Motivational Currents in Second Language: Investigating the Effects of Positive and Negative Feedback on Energy Investment and Goal Commitment

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Title: Directed Motivational Currents in Second Language: Investigating the Effects of Positive and Negative Feedback on Energy Investment and Goal Commitment
Language: English
Authors: Nourollah Zarrinabadi (ORCID 0000-0002-2568-7959), Masoumeh Soleimani
Source: RELC Journal: A Journal of Language Teaching and Research. 2024 55(2):438-453.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Learning, English (Second Language), Positive Reinforcement, Negative Reinforcement, Feedback (Response), Learning Motivation, Goal Orientation, Academic Persistence, Self Efficacy, Outcomes of Education, Foreign Countries, College Students
Geographic Terms: Iran
DOI: 10.1177/00336882221130172
ISSN: 0033-6882
1745-526X
Abstract: This study examined the role of positive and negative feedback on goal commitment and energy investment among English as a foreign language learners who experienced directed motivational currents (DMCs). To this purpose, a systematic methodology was used to identify language learners with a DMC experience (six students, four females, two males, mean of age = 19.5). Semi-structured interviews were conducted with the participants. The results of qualitative content analysis indicated that the three key features of DMCs were found in participants' motivational experiences. In addition, the results showed that positive feedback affected goal commitment in DMCs by increasing goal persistence and sense of self-efficacy, while negative feedback enhanced motivation in DMCs by reducing the discrepancy between current state with the well-defined target state. The results also showed that feedback had some affective consequences that influenced goal pursuit in DMCs.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1443946
Database: ERIC
FullText Text:
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  Data: Directed Motivational Currents in Second Language: Investigating the Effects of Positive and Negative Feedback on Energy Investment and Goal Commitment
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  Data: <searchLink fieldCode="AR" term="%22Nourollah+Zarrinabadi%22">Nourollah Zarrinabadi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2568-7959">0000-0002-2568-7959</externalLink>)<br /><searchLink fieldCode="AR" term="%22Masoumeh+Soleimani%22">Masoumeh Soleimani</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22RELC+Journal%3A+A+Journal+of+Language+Teaching+and+Research%22"><i>RELC Journal: A Journal of Language Teaching and Research</i></searchLink>. 2024 55(2):438-453.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 16
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Reinforcement%22">Positive Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Negative+Reinforcement%22">Negative Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1177/00336882221130172
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  Data: 0033-6882<br />1745-526X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined the role of positive and negative feedback on goal commitment and energy investment among English as a foreign language learners who experienced directed motivational currents (DMCs). To this purpose, a systematic methodology was used to identify language learners with a DMC experience (six students, four females, two males, mean of age = 19.5). Semi-structured interviews were conducted with the participants. The results of qualitative content analysis indicated that the three key features of DMCs were found in participants' motivational experiences. In addition, the results showed that positive feedback affected goal commitment in DMCs by increasing goal persistence and sense of self-efficacy, while negative feedback enhanced motivation in DMCs by reducing the discrepancy between current state with the well-defined target state. The results also showed that feedback had some affective consequences that influenced goal pursuit in DMCs.
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        Value: 10.1177/00336882221130172
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        PageCount: 16
        StartPage: 438
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      – SubjectFull: Second Language Learning
        Type: general
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Iran
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