Self-determination mini-theories in second language learning: A systematic review of three decades of research

Al‐Hoorie, Ali H.; Oga-Baldwin, W. L. Quint; Hiver, Phil; Vitta, Joseph P.

doi:10.1177/13621688221102686

Cited by 23 publications

(11 citation statements)

References 151 publications

(192 reference statements)

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“…Simultaneously, as students gain familiarity and establish supportive learning relationships with their course instructor, they are more likely to adopt proactive learning behaviors that demonstrate agentic engagement. Overall, these findings lend support to the notion that engagement (and its counterpart disengagement) is a construct best characterized as dynamic and malleable which requires research designs (e.g., longitudinal studies) that can capture this dynamic, temporal perspective (Al-Hoorie et al, 2022;Noels, Lou, et al, 2019).…”

Section: Temporal Dynamics Of L2 Student Engagementsupporting

confidence: 65%

“…As Ryan and Deci (2020) point out, individuals' needs for autonomy, competence, and relatedness are inherent motivational resources. When these needs are satisfied in the language classroom, optimal functioning and psychological well-being are fostered, resulting in engagement (Al-Hoorie et al, 2022); when these needs are frustrated, suboptimal, or even maladaptive functioning and psychological illbeing are caused, resulting in disengagement (Howard et al, 2021). In line with these theoretical understandings, in this study we test the proposition that changes in student engagement and disengagement over time are related specifically to changes in students' basic psychological needs.…”

Section: Antecedents Of Student Engagementmentioning

confidence: 90%

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Modeling Intra- and Inter-individual Changes in L2 Classroom Engagement

Zhou

Hiver

Zheng

2022

Applied Linguistics

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In this study, we investigated how student engagement and disengagement change over the course of a semester in the L2 classroom. We modeled change at the inter- and intra-individual levels, using time-variant predictors to examine differences in student classroom engagement and disengagement trajectories. In addition to these temporal dynamics, we also examined what motivational antecedents are related to these changes in engagement and disengagement over time. We collected data from 686 students enrolled in general-purpose English courses at two publicly funded universities in mainland China at three waves in a 17-week semester, and tested a series of multi-level, mixed-effects growth models. Our analyses showed that students who reported higher initial classroom engagement or disengagement levels had lower growth rates than their counterparts as the semester proceeded. Students’ classroom engagement in language learning dipped to its lowest point around the middle of the semester and peaked toward the end of the semester. Motivational antecedents were also strong predictors of student engagement and disengagement in the language classroom at both within- and between-person levels. We discuss the implications of these temporal dynamics of learner engagement in the language classroom.

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Section: Temporal Dynamics Of L2 Student Engagementsupporting

confidence: 65%

Section: Antecedents Of Student Engagementmentioning

confidence: 90%

Modeling Intra- and Inter-individual Changes in L2 Classroom Engagement

Zhou

Hiver

Zheng

2022

Applied Linguistics

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“…Organismic integration theory (OIT) is a mini-theory of the greatest interest ( Al-Hoorie et al, 2022 ). It classifies motivation into three types, namely, amotivation, extrinsic motivation, and intrinsic motivation.…”

Section: Literature Reviewmentioning

confidence: 99%

The mediating roles of buoyancy and boredom in the relationship between autonomous motivation and engagement among Chinese senior high school EFL learners

Wang

Liu²

2022

Front. Psychol.

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For several decades, there has been an increase in studies on second language motivation, one of the most salient topics in individual difference research in second language acquisition, guided by theories and methods from related fields. Self-determination theory (SDT) is one of the most influential theories to provide a comprehensive framework for investigating language learning motivation. To date, numerous SDT-related studies have been performed to explore ways to develop more self-determined types of motivation. However, research on the relationship between self-determined types of motivation and other psychological variables has been limited. To address this gap, the present study investigated the complex relationships between autonomous motivation, buoyancy, boredom, and engagement in a sample of 561 Chinese senior high school English as a foreign language (EFL) learners. Data were collected through a composite questionnaire measuring students’ autonomous motivation, buoyancy, boredom, and engagement in EFL learning. Chain mediation analysis was used to test the complex relationships among these variables. The results show that autonomous motivation directly affected student engagement in EFL learning and autonomous motivation also indirectly affected student engagement in EFL learning through the separate mediation of buoyancy and boredom in EFL learning as well as the chain mediation of both mediators. The results support SDT and offer some pedagogical implications for teachers and educators.

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“…For instance, Chen et al (2021) have applied the basic psychological needs theory and the relationship motivation theory in the Chinese context, Alamer and Lee (2021) in the Saudi Aribian context, Carreira (2012) in the Japanese context, and more commonly in the American ( Davis, 2022 ) and British contexts ( Parrish, 2020 ). Moreover, several mini-theories (e.g., organismic integration theory, cognitive evaluation theory, basic psychological needs theory, and goal contents theory) of SDT have also been generated ( Al-Hoorie et al, 2022 ). In addition, results from co-citation analysis of references reveal the possible trajectory of the development of the existing theoretical models.…”

Section: Resultsmentioning

confidence: 99%

Motivation in second language acquisition: A bibliometric analysis between 2000 and 2021

2022

Front. Psychol.

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As one of the most important constructs of individual differences in second language learning, motivation has garnered a lot of attention in the area of Second Language Acquisition (SLA). Nevertheless, little bibliometric research has been conducted to provide a systematic overview of this line of research, which will help researchers to better understand how motivation-related research in SLA has evolved over the past 22 years and where it might push the boundaries of SLA research into in the future. In this study, three types of bibliometric analyses (i.e., co-citation analysis, citation analysis, and keyword analysis) were performed to identify the prominent scholarly documents, authors, venues of publications, and research topics that have been highly influential in the research of motivation in SLA between 2000 and 2021. Results from scientific network maps and keyword analysis suggest significant changes in the topic over the past 22 years. The results in this study also indicate an evident continuity of theoretic development in L2 language learning motivation research. Moreover, an air of active use of qualitative approaches has been detected in L2 language learning motivation research in the last 22 years.

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Self-determination mini-theories in second language learning: A systematic review of three decades of research

Cited by 23 publications

References 151 publications

Modeling Intra- and Inter-individual Changes in L2 Classroom Engagement

Modeling Intra- and Inter-individual Changes in L2 Classroom Engagement

The mediating roles of buoyancy and boredom in the relationship between autonomous motivation and engagement among Chinese senior high school EFL learners

Motivation in second language acquisition: A bibliometric analysis between 2000 and 2021

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