Investigating the consequences of experiencing directed motivational currents for learners’ beliefs and self-perceptions

Abstract

ABSTRACT Directed Motivational Currents (DMCs) construct proposed by Dörnyei and his colleagues [2015. “Directed Motivational Currents: Regulating Complex Dynamic Systems Through Motivational Surges.” In Motivational Dynamics in Language Learning, edited by Z. Dörnyei, P. D. MacIntyre, and A. Henry, 95–105. Bristol, UK: Multilingual Matters. doi:10.4324/9781315772714; 2016. Motivational Currents in Language Learning: Frameworks for Focused Interventions. New York: Routledge. doi:10.4324/9781315772714] identifies a particular motivational experience in which individuals engage in periods of intense and stable motivation in pursuit of a well-defined target goal. This study argued that success or failure in achieving the target goal of DMCs might have some associated experiences for those who undergo this particular type of motivation. This study, therefore, used a qualitative approach to examine various experiences that might be associated with goal un/accomplishment in DMCs. The results of the interview data analysis revealed that success or failure in achieving the well-defined target goal affected self-efficacy beliefs, language learning mindsets, mood, self-enhancement and personal approach toward learning. The implications of the study and suggestions for further research are presented.