Motivation in action: Towards a process‐oriented conceptualisation of student motivation
Abstract
Background. This paper focuses on the temporal dimension of student motivation; that is, rather than considering motivation a stable emotional or mental state, the emphasis is placed on portraying motivation processes as they happen in time. Aims. 1. To account for the dynamic development of motivation in prolonged learning processes such as the mastery of school subjects. 2. To discuss the practical implications of a process‐oriented approach for professional practice. Method. Theoretical analysis and model building, drawing on the findings of empirical investigations. Analysis. It is argued that the ‘ time’ dimension is relevant to the study of motivation in at least two crucial areas: to account for (a) how motivation is generated and (b) how it fluctuates and further develops over time. A focus on the temporal dimension is particularly important for the understanding of student motivation because in prolonged learning activities such as mastering a school subject a major motivational function is to maintain the motivational impetus for a considerable period (often several years) against a number of distracting influences. In order to illustrate the temporal conception of motivation, a ‘ Process Model of Student Motivation’ is presented and various theoretical pros and cons are discussed. Finally, practical implications are demonstrated by providing a taxonomy of motivational strategies rooted in the process‐oriented approach, with one specific aspect, the students’ action control and self‐motivation, specially highlighted in order to show the compatibility of the approach with current research on student self‐regulation.
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Most theoretical models and research projects in L2 motivation have failed to consider the dynamic character of motivation, both over extended periods and within single lessons and sequences of lessons.
“It is unfortunate, however, that most of the theoretical models and the research projects they have spurred have failed to take into consideration the dynamic character of motivation, as reflected in its temporal variation, both over extended periods of time, and within single lessons as well as sequences of such lessons.”
From The dynamic nature of motivation in language learning: A classroom perspective (2012) · cites this paper as Dörnyei, 2000
Many empirical investigations of motivation in second and foreign language learning, even those drawing upon the latest theoretical paradigms such as the L2 motivational self system, fail to take account of its dynamic character and temporal variation.
“When we examine the empirical investigations of motivation in second and foreign language learning, even those drawing upon the latest theoretical paradigms, such as the L2 motivational self system (Dörnyei, 2009), it becomes clear that many of them still fail to take account of its dynamic character and temporal variation.”
From The dynamic nature of motivation in language learning: A classroom perspective (2012) · cites this paper as Dörnyei, 2000
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- Authors
- Dörnyei, Z.
- Affiliations
- University of Nottingham (GB)
- Corresponding author
- Dörnyei, Zoltán
- ORCID
- Dörnyei, Zoltán
- Venue
- British Journal of Educational Psychology
- Publisher
- Wiley
- Published
- 2000-12
- Volume
- 70
- Issue
- 4
- Pages
- 519-538
- ISSN
- 0007-0998 (ISSN-L)
- 2044-8279
- OpenAlex
- W2029204141
- Cited by
- 374
- References
- 0
- Citations by year
- 2026: 13 · 2025: 14 · 2024: 24 · 2023: 25 · 2022: 22 · 2021: 18 · 2020: 19 · 2019: 22 · 2018: 14 · 2017: 15 · 2016: 20 · 2015: 23 · 2014: 18 · 2013: 16 · 2012: 19
- FWCI
- 3.79
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- British Journal of Educational Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- British Psychological Society
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Keywords
- student motivation, process approach, motivational development, sustained motivation, motivational strategies, self-motivation, action control, self-regulation
- MeSH terms
- Adolescent, Child, Child, Preschool, Humans, Internal-External Control, Motivation, Psychology, Educational, Students, Teaching
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