Energising Directed Motivational Currents through Learners’ Agency

The present study substantiates the claim that a person’s efficacy beliefs may constitute a valid predictor of the DMC phenomenon. The implementation of the DMC framework and self-efficacy building techniques in a classroom setting allows a language instructor to create a motivational scaffolding that fosters genuine, long-term engagement.

This book attempts to demystify concerns surrounding a novel motivational construct known as a Directed Motivational Current. The study aimed at exploring whether a high sense of efficacy may support a person in transforming short-spanned motivational episodes into longitudinal engagement typical for the DMC framework. To this end, a sequential exploratory mixed methodology was used. Subsequently, a link between well-anchored efficacy beliefs and the rate at which DMCs occur was indeed discovered. This was further reinforced by the outcomes of personalised interviews. Eventually, the research yielded several noteworthy conclusions, including the fact that imbuing the DMC structure with elements of efficacy building may lead to long-term, sustained behaviour in a foreign language classroom.

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