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Cited by 374Education, Achievement, and GiftednessInnovative Teaching and Learning MethodsMotivation and Self-Concept in Sports

The DOI matches its Crossref record.

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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Metadata

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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