Internalization-based mapping between SDT motivation types and L2MSS self constructs¶

Theory · All theories
Evidence · no claims cited

Description¶

The article organizes the two motivation theories along a shared internalization continuum. SDT postulates distinct motivation types along a continuum of self-determination, while the L2MSS comprises "the ideal L2 self, the ought-to L2 self, and the L2 learning experience." The authors argue the ideal L2 self matches identified regulation, the ought-to L2 self matches introjected regulation, and Teimouri's ought-to L2 self/own and /others correspond to introjected and external regulation respectively. The study's correlations empirically support this mapping.

Design Implications¶

Context¶

Requirements¶

• Measurement scales for both theories' constructs administered to the same learners so cross-theory correlations can be estimated

Constraints¶

• External regulation differs from the ought-to L2 self/others in that external regulation includes both promotion and prevention foci, so the prevention-focused ought-to L2 self/others may represent only part of external regulation
• Integrated regulation is often omitted in questionnaire studies and not easily discernable from identified regulation

Target Learners¶

• first-year Japanese university students learning English

Target Learning Objectives¶

• L2 motivation and sustained effort in second language learning

Claims¶

Related Theories¶

• SDT motivation continuum: four forms of extrinsic motivation varying in autonomy
• SDT motivational spectrum from amotivation through four extrinsic regulations to intrinsic motivation
• Self-Determination Theory as a framework for L2/ESP motivation
• Self-determination theory: a motivation and personality theory built on three basic psychological needs
• Self-Determination Theory
• L2 Motivational Self System — the canonical page for this theory

Examples¶

• Foster learners' enjoyment and accumulated L2 learning experience to motivate effort

Key Sources¶

• Takahashi, C., & Im, S. (2020). Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency. Studies in Second Language Learning and Teaching, 10(4), 673-696. https://doi.org/10.14746/ssllt.2020.10.4.2