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Motivation in action: Towards a process‐oriented conceptualisation of student motivation

Dörnyei, Zoltán·2000·British Journal of Educational Psychology

DOI 10.1348/000709900158281

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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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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
DOI: 10.1348/000709900158281
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
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor, 3667 d)
Locations: British Journal of Educational Psychology (publishedVersion)
PubMed (publishedVersion)
Funders: British Psychological Society
Topics: Social Sciences › Psychology › Developmental and Educational 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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Motivation in action: Towards a process‐oriented conceptualisation of student motivation

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