Pinpointing the pivotal mediating forces of directed motivational currents (DMCs): Evidence from the Q methodology

Abstract

The emergence of Directed Motivational Currents (DMCs) as the latest theoretical framework contributes to learning motivation research, accounting for a prolonged process of learners' intense engagement in language learning. Taking a Complex Dynamic Systems Theory (CDST) approach, in this study we adopted a mixed-methods design to explore the initial triggers and pivotal mediating forces of DMCs through a combination of the Q methodology and retrodictive qualitative interviews with 123 EFL learners. Our results showed that: 1) “major identity”, “previous satisfying learning experiences”, and being “task-driven” served as three important initial triggers of learners' DMCs; 2) “external stimulation”, “emotional state”, and “learning environment” were the pivotal mediating forces contributing to day-to-day motivation fluctuations in learners' DMCs experiences; and 3) learners generated individualized DMCs influenced by their personal traits as well as different initial triggers and mediating forces in the process of their learning experiences. The findings of this study shed additional light on current research into the construct of DMCs from a CDST perspective, which would enrich future studies in the field of EFL learning and teaching.