Metamotivación: Ajuste autorregulado entre tarea y motivación

Regulating one’s motivation contributes to well-being and success across various domains, including language learning. For example, activating a promotion versus prevention regulatory focus orientation is generally more compatible with tasks requiring creativity and innovation (e.g., brainstorming) versus tasks requiring vigilance (e.g., proofreading), respectively. Metamotivation represents awareness of such task–motivation fit. This article reports a study involving Saudi language learners of English (N = 311) who were presented with language-related tasks requiring two different motivational orientations (e.g., brainstorming vs. proofreading) and were asked to indicate their preferred incentive structure (inducing eagerness vs. vigilance) under two contexts (independent vs. interdependent). The results showed that the participants exhibited metamotivational awareness in terms of promotion, but not prevention, orientation. Female participants displayed a marked overgeneralization bias, clearly favoring a promotion-inducing incentive structure even for vigilance tasks. The implications of these findings are discussed in relation to task engagement and persistence and to expanding the scope of language motivation theory, paving the way for a new line of research into language learning metamotivation.La regulación de la motivación contribuye al bienestar y al éxito en diversos ámbitos, incluido el aprendizaje de idiomas. Por ejemplo, activar una orientación de enfoque regulador hacia la promoción en lugar de la prevención generalmente es más compatible con tareas que requieren creatividad e innovación (por ejemplo, lluvia de ideas) en comparación con tareas que requieren vigilancia (por ejemplo, corrección de pruebas). La metamotivación representa la conciencia de este ajuste entre tarea y motivación. Este artículo informa sobre un estudio que involucra a estudiantes sauditas de inglés (N = 311) a quienes se les presentaron tareas relacionadas con el idioma que requerían dos orientaciones motivacionales diferentes (por ejemplo, lluvia de ideas vs. corrección de pruebas) y se les pidió que indicaran su estructura de incentivos preferida (inducir el entusiasmo vs. la vigilancia) bajo dos contextos (independiente vs. interdependiente). Los resultados mostraron que los participantes exhibieron conciencia metamotivacional en términos de la orientación hacia la promoción, pero no hacia la prevención. Las participantes mujeres mostraron un sesgo de sobregeneralización marcado, favoreciendo claramente una estructura de incentivos inductora de la promoción incluso para tareas de vigilancia. Se discuten las implicaciones de estos hallazgos en relación con la participación y persistencia en la tarea, y para ampliar el alcance de la teoría de la motivación en el aprendizaje de idiomas, abriendo el camino a una nueva línea de investigación sobre metamotivación en el aprendizaje de idiomas

Metamotivación: Ajuste autorregulado entre tarea y motivación

Regulating one’s motivation contributes to well-being and success across various domains, including language learning. For example, activating a promotion versus prevention regulatory focus orientation is generally more compatible with tasks requiring creativity and innovation (e.g., brainstorming) versus tasks requiring vigilance (e.g., proofreading), respectively. Metamotivation represents awareness of such task–motivation fit. This article reports a study involving Saudi language learners of English (N = 311) who were presented with language-related tasks requiring two different motivational orientations (e.g., brainstorming vs. proofreading) and were asked to indicate their preferred incentive structure (inducing eagerness vs. vigilance) under two contexts (independent vs. interdependent). The results showed that the participants exhibited metamotivational awareness in terms of promotion, but not prevention, orientation. Female participants displayed a marked overgeneralization bias, clearly favoring a promotion-inducing incentive structure even for vigilance tasks. The implications of these findings are discussed in relation to task engagement and persistence and to expanding the scope of language motivation theory, paving the way for a new line of research into language learning metamotivation.La regulación de la motivación contribuye al bienestar y al éxito en diversos ámbitos, incluido el aprendizaje de idiomas. Por ejemplo, activar una orientación de enfoque regulador hacia la promoción en lugar de la prevención generalmente es más compatible con tareas que requieren creatividad e innovación (por ejemplo, lluvia de ideas) en comparación con tareas que requieren vigilancia (por ejemplo, corrección de pruebas). La metamotivación representa la conciencia de este ajuste entre tarea y motivación. Este artículo informa sobre un estudio que involucra a estudiantes sauditas de inglés (N = 311) a quienes se les presentaron tareas relacionadas con el idioma que requerían dos orientaciones motivacionales diferentes (por ejemplo, lluvia de ideas vs. corrección de pruebas) y se les pidió que indicaran su estructura de incentivos preferida (inducir el entusiasmo vs. la vigilancia) bajo dos contextos (independiente vs. interdependiente). Los resultados mostraron que los participantes exhibieron conciencia metamotivacional en términos de la orientación hacia la promoción, pero no hacia la prevención. Las participantes mujeres mostraron un sesgo de sobregeneralización marcado, favoreciendo claramente una estructura de incentivos inductora de la promoción incluso para tareas de vigilancia. Se discuten las implicaciones de estos hallazgos en relación con la participación y persistencia en la tarea, y para ampliar el alcance de la teoría de la motivación en el aprendizaje de idiomas, abriendo el camino a una nueva línea de investigación sobre metamotivación en el aprendizaje de idiomas

The L2 motivational self system: A meta-analysis

This article reports the first meta-analysis of the L2 motivational self system (Dörnyei, 2005, 2009). A total of 32 research reports, involving 39 unique samples and 32,078 language learners, were meta-analyzed. The results showed that the three components of the L2 motivational self system (the ideal L2 self, the ought-to L2 self, and the L2 learning experience) were significant predictors of subjective intended effort (rs = .61, .38, and .41, respectively), though weaker predictors of objective measures of achievement (rs = .20, -.05, and .17). Substantial heterogeneity was also observed in most of these correlations. The results also suggest that the strong correlation between the L2 learning experience and intended effort reported in the literature is, due to substantial wording overlap, partly an artifact of lack of discriminant validity between these two scales. Implications of these results and directions for future research are discussed

Unconscious motivation. Part II: Implicit attitudes and L2 achievement

This paper investigates the attitudinal/motivational predictors of second language (L2) academic achievement. Young adult learners of English as a foreign language (N = 311) completed several self-report measures and the Single-Target Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that attachment to the L1 community and the ought-to L2 self were negatively associated with achievement, while explicit attitudes toward the L2 course and implicit attitudes toward L2 speakers were positively associated with it. The relationship between implicit attitudes and achievement could not be explained either by social desirability or by other cognitive confounds, and remained significant after controlling for explicit self-report measures. Explicit–implicit congruence also revealed a similar pattern, in that congruent learners were more open to the L2 community and obtained higher achievement. The results also showed that neither the ideal L2 self nor intended effort had any association with actual L2 achievement, and that intended effort was particularly prone to social desirability biases. Implications of these findings are discussed

Teoría de la visión versus teoría del establecimiento de objetivos: un análisis crítico

In recent years, vision has become a major theme in language motivation research, capturing a core feature of modern theories of language motivation. However, empirical investigations have mostly followed the prototypical design of administering self-report questionnaires and examining correlations among a handful of variables. At the same time, substantial overlap can be found between the current conceptualization of vision theory and the long-standing tradition of goal-setting theory. After demonstrating this substantial overlap, and taking our cues from goal-setting theory, this paper highlights critical gaps in current research into vision, including its sensory element, characteristics of effective vision,vision evolution over time, vision multiplicity and potential inter-vision conflict, visionmediators,collective vision, and the role of emotions and self-satisfaction at the end. The ultimate aimof this article is to propose a research agenda to examine the extent to which vision can bemeaningfully distinguished from goal.En los últimos años, la visión se ha convertido en un tema principal en la investigación sobre la motivación del lenguaje, capturando una característica central de las teorías modernas sobre motivación del lenguaje. Sin embargo, las investigaciones empíricas han seguido principalmente el diseño prototípico de administrar cuestionarios de autoevaluación y examinar las correlaciones entre un puñado de variables. Al mismo tiempo, se puede encontrar una superposición sustancial entre la conceptualización actual de la teoría de la visión y la larga tradición de la teoría del establecimiento de objetivos. Después de demostrar esta superposición sustancial, y teniendo en cuenta nuestras indicaciones sobre la teoría del establecimiento de objetivos, este artículo destaca las brechascríticas en la investigación actual sobre la visión, incluyendo su elemento sensorial, características de visión efectiva, evolución de la visión a lo largo del tiempo, multiplicidad devisiones y posible conflicto entre ellas, mediadores visuales, visión colectiva y el papel de las emociones y la autosatisfacción al final. El propósito final de este artículo es proponer una agenda de investigación para examinar hasta qué punto la visión puede distinguirse significativamente del objetivo

Directed motivational currents: A systematic review

Directed motivational currents, unique and intense goal-directed motivational surges lasting over a period of time, have received increasing attention recently. This article reports the first systematic review of this phenomenon. A total of 21 reports appearing between 2013 and 2020 were included in the analysis. The results show that the majority of empirical reports were small-scale qualitative studies (median = 18 participants). The evidence on the three characteristics proposed as necessary and/or distinguishing conditions of directed motivational currents (vision, salient facilitative structure, and positive affect) is inconclusive due to the presence of directed motivational currents cases not exhibiting these features, and the absence of direct comparative analyses with non-directed motivational currents cases. A few intervention studies (N = 4) were conducted, but their results are also inconclusive due to a number of methodological limitations. Contrary to the claim that directed motivational current experiences are the “optimal form” of motivation, the results additionally showed that these experiences could lead to intense stress, anxiety, depression, sleeplessness, and panic attacks, thereby raising ethical concerns about deliberately inducing directed motivational currents in learners. We conclude that, although the concept of directed motivational currents is promising, more research is needed to reach a better understanding of its potential. We end this article by suggesting directions for future research into directed motivational currents, including renaming them as sustained flow

Complex Dynamic Systems and Language Education:A Sampling of Current Research – Editorial

It has been twenty-five years since second language acquisition/development researchers and practitioners were introduced to chaos/complexity theory and its systems (variously referred to in our field as “complex systems,” complex adaptive systems,” and “complex dynamic systems”) (Larsen-Freeman, 1997). Unsurprisingly, the uptake of the new ideas was nonlinear. When they did attract a growing number of scholars, almost all of the research reports were descriptive—pointing out how language—its evolution, its use, its learning, and its teaching—were all complex, dynamic, nonlinear, emergent, feedback-sensitive, self-organizing, initial condition-sensitive, open, adaptive systems. In addition to these characteristics, because language is comprised of many interacting components and can be characterized by a number of scale-free power laws, such as Zipfian distributions, it indeed qualifies as a complex system

Multidimensional Signals and Analytic Flexibility: Estimating Degrees of Freedom in Human-Speech Analyses

Recent empirical studies have highlighted the large degree of analytic flexibility in data analysis that can lead to substantially different conclusions based on the same data set. Thus, researchers have expressed their concerns that these researcher degrees of freedom might facilitate bias and can lead to claims that do not stand the test of time. Even greater flexibility is to be expected in fields in which the primary data lend themselves to a variety of possible operationalizations. The multidimensional, temporally extended nature of speech constitutes an ideal testing ground for assessing the variability in analytic approaches, which derives not only from aspects of statistical modeling but also from decisions regarding the quantification of the measured behavior. In this study, we gave the same speech-production data set to 46 teams of researchers and asked them to answer the same research question, resulting in substantial variability in reported effect sizes and their interpretation. Using Bayesian meta-analytic tools, we further found little to no evidence that the observed variability can be explained by analysts’ prior beliefs, expertise, or the perceived quality of their analyses. In light of this idiosyncratic variability, we recommend that researchers more transparently share details of their analysis, strengthen the link between theoretical construct and quantitative system, and calibrate their (un)certainty in their conclusions

The Replication Database:Documenting the Replicability of Psychological Science

In psychological science, replicability—repeating a study with a new sampleachieving consistent results (Parsons et al., 2022)—is critical for affirming the validity of scientific findings. Despite its importance, replication efforts are few and far between in psychological science with many attempts failing to corroborate past findings. This scarcity, compounded by the difficulty in accessing replication data, jeopardizes the efficient allocation of research resources and impedes scientific advancement. Addressing this crucial gap, we present the Replication Database (https://metaanalyses.shinyapps.io/replicationdatabase/), a novel platform hosting 1,239 original findings paired with replication findings. The infrastructure of this database allows researchers to submit, access, and engage with replication findings. The database makes replications visible, easily findable via a graphical user interface, and tracks replication rates across various factors, such as publication year or journal. This will facilitate future efforts to evaluate the robustness of psychological research.</p

The Replication Database:Documenting the Replicability of Psychological Science

In psychological science, replicability—repeating a study with a new sample achieving consistent results (Parsons et al., 2022)—is critical for affirming the validity of scientific findings. Despite its importance, replication efforts are few and far between in psychological science with many attempts failing to corroborate past findings. This scarcity, compounded by the difficulty in accessing replication data, jeopardizes the efficient allocation of research resources and impedes scientific advancement. Addressing this crucial gap, we present the Replication Database (https://forrt-replications.shinyapps.io/fred_explorer), a novel platform hosting 1,239 original findings paired with replication findings. The infrastructure of this database allows researchers to submit, access, and engage with replication findings. The database makes replications visible, easily findable via a graphical user interface, and tracks replication rates across various factors, such as publication year or journal. This will facilitate future efforts to evaluate the robustness of psychological research