Dynamics of selves and motivation: a cross‐sectional study in the EFL context of Iran

By Mostafa Papi, Y. Teimouri. 2012

119 citations recorded by the source corpus.

Subfields: Communication, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/303de51e1fe409daebf81aac00c0cfed7f4b3af5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Y. Teimouri
2. Mostafa Papi
3. Phil Hiver
4. Somayeh Tahmouresi
5. Z. Dörnyei
6. M. Lamb
7. L. Waller
8. Fauziah Eka Arisandy

In Language and Linguistics

1. Mostafa Papi
2. Somayeh Tahmouresi
3. Y. Teimouri
4. Phil Hiver
5. Luke Plonsky
6. Ali H. Al-Hoorie
7. Xian Zhang
8. Chunmei Pan

In Literature and Literary Theory

1. Y. Teimouri
2. Mostafa Papi
3. Somayeh Tahmouresi
4. Phil Hiver
5. D. Lasagabaster
6. Ali H. Al-Hoorie

Citations in the corpus

• Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System (2019, unknown): “…effort or L2 learning achievement; in fact, it was not uncommon for it to emerge as the most powerful predictor of motivated behavior (e.g., Csizér & Kormos, 2009; Islam, Lamb, & Chambers, 2013; Kormos & Csizér, 2008; Lamb, 2012; Papi, 2010; Papi & Teimouri, 2012; Taguchi, Magid, & Papi, 2009).”
• Future selves, enjoyment and anxiety as predictors of L2 writing achievement (2021, background): “…studies have found the ideal L2 self to predict positive emotions like enjoyment (Papi & Khajavy 2021; Teimouri, 2017), and some have found the ought L2 self to be associated with negative emotions like anxiety (e.g., Jiang & Papi, in press; Papi, 2010; Papi & Teimouri, 2012, 2014; Teimouri, 2017).”
• L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS (2016, background): “…promotion and attitudes toward target community and culture were found as two major constituents of learners’ ideal L2 self, instrumentality prevention and family influence were found to be the major factors leading to learners’ oughtto L2 self (e.g., Papi & Teimouri, 2012; Taguchi et al., 2009).”
• Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value (2020, background): “…studies in which intrinsic motivation (Noels, 2001; Noels et al., 2000) and L2 learning experience (e.g., Kormos & Csizér, 2008; Papi, 2010; Papi & Teimouri, 2012, 2014) have emerged as the most significant predictors of motivation, especially among middle school and upper secondary school…”