Article published in:
Motivation and Foreign Language Learning: From theory to practice
Edited by David Lasagabaster, Aintzane Doiz and Juan Manuel Sierra
[Language Learning & Language Teaching 40] 2014
► pp. 929


Ajzen, I.
(1988) Attitudes, personality and behaviour. Chicago, IL: Dorsey Press.Google Scholar
Bembenutty, H., & Karabenick, S.A.
(2004) Inherent association between academic delay of gratification, future time perspective, and self-regulated learning. Educational Psychology Review, 16(1), 35–57. CrossrefGoogle Scholar
Csikszentmihalyi, M.
(1988) Introduction. In M. Csikszentmihalyi & I.S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 3–14). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
(1990) Flow: The psychology of optimal experience. New York, NY: Harper & Row.Google Scholar
De Volder, M.L., & Lens, W.
(1982) Academic achievement and future time perspective as a cognitive-motivational concept. Journal of Personality and Social Psychology, 42(3), 566–571. CrossrefGoogle Scholar
Deci, E.L., & Ryan, R.M.
(1985) Intrinsic motivation and self-determination in human behaviour. New York, NY: Plenum. CrossrefGoogle Scholar
Dörnyei, Z.
(2005) The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
(2009) The L2 Motivational Self System. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Bristol: Multilingual Matters.Google Scholar
Dörnyei, Z., MacIntyre P.D., & Henry, A.
(Eds.) (2014) Motivational dynamics in language learning. Bristol: Multilingual Matters.Google Scholar
Dörnyei, Z., & Kubanyiova, M.
(2014) Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.Google Scholar
Dörnyei, Z., & Ottó, I.
(1998) Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43–69.Google Scholar
Egbert, J.
(2003) A study of flow theory in the foreign language classroom. Modern Language Journal, 87(4), 499-518. CrossrefGoogle Scholar
Heckhausen, J., & Schulz, R.
(1995) A life span theory of control. Psychological Review, 102, 284–304. CrossrefGoogle Scholar
Heckhausen, H., & Kuhl, J.
(1985) From wishes to action: The dead ends and short cuts on the long way to action. In M. Frese & J. Sabini (Eds.). Goal-directed behaviour: The concept of action in psychology (pp. 134–160). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Higgins, E.T.
(1987) Self-discrepancy: A theory relating self and affect. Psychological Review, 94, 319–340. CrossrefGoogle Scholar
Larsen-Freeman, D., & Cameron, L.
(2008) Complex systems and applied linguistics. Oxford: Oxford University Press.Google Scholar
Locke, E.A.
(1996) Motivation through conscious goal setting. Applied & Preventive Psychology, 5, 117-124. CrossrefGoogle Scholar
Locke, E.A., & Latham, G.P.
(1990) A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Markus, H., & Nurius, P.
(1986) Possible selves. American Psychologist, 41, 954–969. CrossrefGoogle Scholar
Paivio, A.
(1985) Cognitive and motivational functions on imagery in human performance. Canadian Journal of Applied Sport Sciences, 10, 22S–28S.Google Scholar
Raynor, J.O.
(1974) Motivation and career striving. In J.W. Atkinson, & J.O. Raynor (Eds.), Motivation and achievement (pp. 369–387). Washington, DC: Winston & Sons.Google Scholar
Ryan, S. & Dörnyei, Z.
(2013) The long-term evolution of language motivation and the L2 self. In A. Berndt (Ed.), Fremdsprachen in der perspektive lebenslangen lernens (pp. 89–100). Frankfurt: Peter Lang.Google Scholar
Simons, J., Dewitte, S., & Lens, W.
(2004) The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you’ll know what you learn! British Journal of Educational Psychology, 74(1), 343– 360. CrossrefGoogle Scholar
Taylor, S.E., Pham, L.B., Rivkin, I.D., & Armor, D.A.
(1998) Harnessing the imagination: Mental simulation, self-regulation, and coping. American Psychologist, 53(4), 429–439. CrossrefGoogle Scholar
Vallerand, R.J.
(1997) Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271–360. CrossrefGoogle Scholar
van Geert, P.
(2008) The Dynamic Systems approach in the study of L1 and L2 acquisition: An introduction. Modern Language Journal, 92, 179–199. CrossrefGoogle Scholar
Verspoor, M.H., de Bot, K., & Lowie, W.
(Eds.) (2011) A dynamic approach to second language development: Methods and techniques. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Zimbardo, P.G., & Boyd, J.N.
(1999) Putting time in perspective: A valid, reliable, individual-differences metric. Journal of Personality and Social Psychology, 77(6), 1271–1288. CrossrefGoogle Scholar
Cited by

Cited by 17 other publications

Begić, Ines & Sarah Mercer
2017. Looking back, looking forward, living in the moment: understanding the individual temporal perspectives of secondary school EFL learners. Innovation in Language Learning and Teaching 11:3  pp. 267 ff. Crossref logo
Bier, Ada
2018.  In La motivazione nell’insegnamento in CLIL [SAIL, 13], Crossref logo
Dörnyei, Zoltán
2016.  In Becoming and Being an Applied Linguist,  pp. 119 ff. Crossref logo
Erarslan, Ali & Ece Zehir Topkaya
2019. Primary School Second Grade English Language Teaching Program: Insiders’ Views on Its Strengths and Weaknesses. İlköğretim Online  pp. 1467 ff. Crossref logo
Friðriksdóttir, Kolbrún
2019. The effect of tutor-specific and other motivational factors on student retention on Icelandic Online. Computer Assisted Language Learning  pp. 1 ff. Crossref logo
García-Pinar, Aránzazu
2020. Group Directed Motivational Currents: transporting undergraduates toward highly valued end goals. The Language Learning Journal  pp. 1 ff. Crossref logo
Hajar, Anas
2020. Shifting learning strategies and future selves of Arab postgraduate students in Britain: a qualitative inquiry. Innovation in Language Learning and Teaching  pp. 1 ff. Crossref logo
Ibrahim, Zana
2020. Sustained Flow: Affective Obsession in Second Language Learning. Frontiers in Psychology 10 Crossref logo
Lasagabaster, David
2017. Pondering motivational ups and downs throughout a two-month period: A complex dynamic system perspective. Innovation in Language Learning and Teaching 11:2  pp. 109 ff. Crossref logo
Mills, Nicole & Samuel T. Moulton
2017. Students’ and Instructors’ Perceived Value of Language and Content Curricular Goals. Foreign Language Annals 50:4  pp. 717 ff. Crossref logo
Peng, Zhiyang & Aek Phakiti
2020. What a Directed Motivational Current Is to Language Teachers. RELC Journal  pp. 003368822090537 ff. Crossref logo
Pfenninger, Simone E & David Singleton
2016. Affect trumps age: A person-in-context relational view of age and motivation in SLA. Second Language Research 32:3  pp. 311 ff. Crossref logo
Pietluch, Arkadiusz
2019. Stimulating educational growth through vision and self-efficacy: a case study of adult users of English as a foreign language. Crossroads. A Journal of English Studies :27(4)  pp. 58 ff. Crossref logo
San Isidro, Xabier & David Lasagabaster
2020. Students’ and families’ attitudes and motivations to language learning and CLIL: a longitudinal study. The Language Learning Journal  pp. 1 ff. Crossref logo
Schmidtke-Bode, Karsten & Gregor Kachel
2020. Exploring the motivational antecedents of Nepalese learners of L2 English . International Review of Applied Linguistics in Language Teaching 58:4  pp. 379 ff. Crossref logo
Siridetkoon, Pitchayapa & Jean-Marc Dewaele
2018. Ideal self and ought-to self of simultaneous learners of multiple foreign languages. International Journal of Multilingualism 15:4  pp. 313 ff. Crossref logo
Villacañas de Castro, Luis S.
2016. Formulating ‘principles of procedure’ for the foreign language classroom: a framework for process model language curricula. Journal of Curriculum Studies 48:3  pp. 367 ff. Crossref logo

This list is based on CrossRef data as of 27 february 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.