Subject Index
achievement motivation 18-19, 24-25,
29, 33,80
action control 5, 52-53
action plan 52, 66, 126
action research 166, 178
affect 7, 9, 63, 237; see also emotion agency 7, 21, 50, 57-58,125,162-163 amotivation 16, 139-140
anti-ought-to self see possible selves anxiety 79-80, 210-212 approach-avoidance perspective/
tendencies 27, 80,94—95
attitudes 40-41,44-45, 63-64, 117-118, 142, 226-227; implicit 88, 237-238
attractor state 91,231,233
attributions: attribution theory 19, 22-23, 47-48, 50; causal attributions 5, 33, 53-54,80,122, 144-146; see also mindsets
authenticity 118, 120, 125, 130, 131
autonomy: autonomy support 33, 49, 159;
autonomy theory 50; learner autonomy 123-125; see also self-determination theory
beliefs about language learning (BALLI) 118-119; see also attributions; mindsets; self-efficacy
cause-effect relations see linear models/ relations
classroom goal structure 30-31, 55, 116 cognitive theories of motivation 7, 15-28, 44-51
competence 18, 21, 24-25; linguistic multi-competence 92; teacher competence 142, 160-161; see also self-determination theory; self-efficacy;
self-worth theory
complex dynamic systems approach/theory (CDST) 76-80,180-182,186, 191, 227-237
conscious vs. unconscious motivation 8-9, 28, 77; see also unconscious motivation
context/contextual factors 6-7, 28-35, 55-59, 184-185
cooperative learning 30-31
cross-sectional research 190, 203, 209-210
cultural factors/influences 9, 23, 34-35, 42-43,90-91, 148
demotivation, definitions 138-141;
demotivating factors/influences 118, 142-144, 146-148; see also amotivation;
mindsets; remotivation
dependent variable 187-189
directed motivational currents (DMCs) 81-83,85, 129-131
distal goals see goals
dynamic systems theory see complex dynamic systems approach/theory
emotion 7-8, 23, 44,62-63,85,96;
emotional baggage 144; emotional contagion 166; emotion control/ emotional labour 124, 163-164;
teachers’ emotional well-being 162-163, 167; see also affect; positive
psychology
engagement (student) 63, 97-98, 100-101, 128-129, 132, 249; task engagement 51, 120
ethical issues 115, 146, 221
ethnolinguistic vitality 43
executive motivation 52, 64, 119 expectancy-value theories 18-20, 25, 118,
154-156 experimental studies 133, 190, 205-209;
see also quasi-experimental design extrinsic motivation 16-17, 20, 48-49,
115,155
feared self see possible selves
FIT-choice framework (Factors
Influencing Teaching Choice) 154-157 future self-guides 63,65,67, 125-127, 159
global English 11-12, 65, 77,89
global motivational perspective 97 goals: goal-orientation theory (mastery
vs. performance goals) 26-27, 29, 156;
goal-setting theory 25-26; multiple/ parallel goal pursuit 27-28, 140; proximal vs. distal goals 25-26, 84-85; relational goals 156-157; social goals 9, 27, 54,92
grades see rewards
grit 86-87, 202-203; see also perseverance;
resilience
group dynamics 29-30, 46, 116, 128, 250-251
habit 82, 84
heritage languages 12, 67, 90-91, 218-219
ideal (L2) self see possible selves
ideal multilingual self see possible selves identified regulation 17, 49
identity: identity goals 11, 154, 159-160;
narrative identity 79, 95-96; social identity 43, 55, 57-58; social identity theory 6, 250
idiodynamic method 228-229, 233-235 imagery see mental imagery
immunity see language teacher
immunity
Implicit Association Test (1AT) 237-238 implicit attitudes see attitudes implicit/subconscious motivation see unconscious motivation
individual differences (IDs) 5, 57, 79-80, 179, 182-184
instructional design 46, 250
instrumental orientation 40-41,49 integrated regulation 16-17 integrative orientation 40—42 integrativeness 41—42, 48, 64-65 intention (behavioural) 52-54, 124,
140-141, 189
intergroup model 42-43 interview methods 95-96, 193, 214-215, 219-220, 223-224, 231; studies using 48,216-219,221-222,224-227,
232- 235
intrinsic motivation 16-18, 48-50,
113- 114, 125,156-157
introjected regulation 16-17
investment 55, 92-93
IRIS (Instruments for Research into
Second Language Learning) 268-269
L2 Motivational Self System (L2MSS) 59, 63-67, 125-127; Studies of 200-201, 204-205
language learner engagement see engagement (student)
language teacher immunity 162-163
language teacher motivation see teacher motivation
latent growth curve modelling 191, 210, 211-212
learner autonomy see autonomy
linear models/relations 9-10, 56-57, 179-182
linguistic self-confidence see self-confidence
longitudinal research 190-191, 209-213,219-222,228-229,
233- 237
long-term motivation 5, 81-87
LOTEs (languages other than English) 11-12,89-91
mastery vs. performance goals see goals
mental imagery 62-63; 84, 100;
enhancement/training of 126-127; 183;
208-209; see also vision
metacognitive processes/skills 124-125,253
mindsets 80,93-94, 141, 144-146, 148
mixed methods research 193-194, 223-227
motivation, definition 3—4, 6, 83
motivational dynamics see complex dynamic systems approach/theory
motivational self-regulation 52-53, 123-124, 140, 144, 159,163-164
motivational strategies 19-20, 112,
114- 122, 125-127; researching 132-133, 207-209
multi-level modelling 210, 212-213
multilingualism 12, 89-93, 148
multiple goals see goals narrative identity 79, 95-96
need for achievement 18-19, 80; see also achievement motivation
New Big Five personality model 79-80, 95
ought self, ought-to L2 self see possible selves
parental/family influences 16-17, 29, 32-34, 64, 66,95
performance vs mastery goals see goals perseverance/persistence 83-84, 86-87;
see also grit; resilience
person-in-context approach 7, 56-59, 99, 218-219
positive psychology 7, 96, 251-252 possible selves 59-66, 88, 126,158-160;
ideal self 61-63; ideal L2 self 63-65, 95,126-127, 204-205, 212, 227; ideal multilingual self 66, 91-92; feared self 60, 66; ought self 61,94; ought-to L2 self 63-67, 95, 127,204-205,212;
anti-ought-to self 66, 90; rooted L2 self 67, 91, 218-219; teacher possible selves 158-161; see also L2 Motivational Self System
process model of L2 motivation 52-55, 114, 180
promotion vs. prevention regulatory focus
80, 94-95
proximal goals see goals
Pygmalion effect 165-166
Q methodology 228, 229-230
qualitative research 47-48, 56, 189, 191, 213-223
quantitative research 182-184, 189, 197-213
quasi-experimental design 206-209 questionnaires/questionnaire surveys 179,
188,193, 198-205, 223-227, 267-269
regulatory focus theory see promotion vs. prevention regulatory focus
relatedness 18, 49, 97; see also self-determination theory
relational goals see goals
relevance (of learning activities/materials)
46,52,118, 141, 147,226-227
remotivation 143-144
research questions 186-187
resilience 86-87, 139, 143, 146; language teacher 162-163; see also grit retrodictive qualitative modelling 231-233 rewards (and grades) 6, 16, 18, 19,
113, 122-123, 155; see also extrinsic motivation
role models/modelling 65, 116, 126 rooted L2 self see possible selves
school culture 31-32, 35, 127-128 self-concept 16, 24, 29, 54, 60-62,65, 143-144, 165; working self-concept 91, 159-160
self-confidence 121, 141; linguistic 42 self-determination theory (SDT) 16-18, 34-35,48-50,124-125,139, 156
self-discrepancy theory 62, 88 self-efficacy 24-25, 30, 121, 139, 211-212, 224—226; self-efficacy theory 21—22; teacher self-efficacy 153, 155, 160-161
self-esteem 23, 30,121, 192-193 self-fulfilling prophecy 165-166 self-motivation/self-motivational strategies see motivational self-regulation
self-worth theory 23-25, 121
SEM see structural equation modelling situated identity theory 43 small lens approach 97-98, 185, 253 social cognition theory 250 social context see context/contextual factors
social context model 42
social goals see goals
social identity see identity
social motivation 28-29, 116; see also goals social psychological approaches 40—45 social psychology 188-189, 250 stress/burnout (teacher’s) 154, 160, 161-162, 164
structural equation modelling (SEM) 180, 203-205
student engagement see engagement subconscious/implicit motivation see unconscious motivation
success (expectancy of) 18-20, 22, 52, 118; see also expectancy-value theory survey studies see questionnaires
task motivation 50-51, 120, 128-129; see also engagement
task value 18, 20, 25; see also expectancyvalue theory
teacher enthusiasm/passion 117, 164-167 teacher immunity see language teacher immunity teacher motivation (definitions/concepts) 152-157; language teacher motivation (definitions/concepts) 157-163; and possible selves 158-161; interplay with student motivation 163-169; 222-223
technology (and motivation) 131-132, 226-227, 249
time/temporal dimension 4-5, 9-10, 20, 25-26,47,52-56, 59, 181, 186-187, 190-191, 220; time-scales 112, 222— 223, 233-237; time series analysis 191, 210-211; see also longitudinal research
time-scales see time/temporal dimension time series analysis see time/temporal dimension
trait vs. state motivation 5,51, 79-80 unconscious motivation 8-9,87-89, 237-238 utility value see task value
values (related to language/culture) 6, 11, 34,41-42,44,118
vision 61-63; and long-term motivation 81-82,84-85,95; generation/ enhancement techniques 125-127, 183, 208-209, 229-230; self-concordant vision 84, 118; teacher vision 161, 167-169
willingness to communicate (WTC) 228-229
working self-concept see self-concept work motivation 251
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