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Motivation in action: Towards a process‐oriented conceptualisation of student motivation
Author(s) -
Dörnyei Zoltán
Publication year - 2000
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1348/000709900158281
Subject(s) - psychology , goal theory , action (physics) , dimension (graph theory) , process (computing) , intrinsic motivation , self determination theory , cognitive psychology , social psychology , mathematics education , computer science , autonomy , physics , mathematics , quantum mechanics , political science , pure mathematics , law , operating system
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.