Language Learners' Motivational Profiles and Their Motivated Learning Behavior.

By Kata Csizér, Z. Dörnyei. 2005

436 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/a50c45935291a2483287604df10ceec477aaa9c1

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Citations in the corpus

Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis (2007, neutral): “…Meece & Holt, 1993), IM (Pintrich, Anderman, & Klobucar, 1994), self-efficacy or self-confidence (Braten & Olaussen, 2005; Csizer & Dornyei, 2005; Pintrich et al., 1994), interest (Alexander & Murphy, 1998; Csizer & Dornyei, 2005; Nurmi & Aunola, 2005), and task value (Braten & Olaussen, 2005).”
Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. (2017, background): “Previous longitudinal models of motivational development in first and second language educational settings have primarily focused on secondary school children (e.g., Csizér & Dörnyei, 2005; Jang, Kim, & Reeve, 2012).”
Motivational Profiles from a Self-Determination Perspective: The Quality of Motivation Matters. (2009, methodology): “Such an approach complements the dimensional or variable-centered approach that is typically used in motivational research (but see Csizér & Dörnyei, 2005; Pintrich, 2000; Ratelle, Guay, Vallerand, Larose, & Senécal, in press; Wang & Biddle, 2001).”
Motivation of UK school pupils towards foreign languages: a large-scale survey at Key Stage 3 (2007, positive): “Dörnyei and collaborators, for instance, in a series of studies (Dörnyei, 1990; Clément et al., 1994; Dörnyei & Csizér, 1998, 2002; Dörnyei & Kormos, 2000; Csizér & Dörnyei, 2005), have proposed a much finer-grained re-analysis of the original AMTB categories using factor analysis and equati”
L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context (2013, background): “…with language proficiency (Horwitz, 1995; MacIntyre & Gardner, 1991a, 1991b; MacIntyre, Noels, & Clément, 1997), language learning motivation (Csizér & Dörnyei, 2005; Dörnyei, 2005; Dörnyei, Csizér, & Németh, 2006; MacIntyre, 2002), self-confidence (Clément, Gardner, & Smythe, 1980), and…”
Identity, motivation and autonomy in language learning (2011, positive): “This can be related to the study by Csizér and Dörnyei (2005), who claim that the fact of learning a language can have an attitudinal interference with other languages, and, that there can be a ‘competition’ among languages for limited language learning capacity.”
Motivating Students in the EFL Classroom: A Case Study of Perspectives. (2011, background): “…(1994) argues that language learners are motivated differently according to their achievement and self-confidence, and that the learning situation provides motives through the language classroom, i.e. course, teacher and group aspects (Clement, Dornyei, & Noels, 1994; Csizer & Dornyei, 2005a, b).”
Sixty Years of Language Motivation Research (2017, background): “Indeed, in a cluster analysis study, Csizér and Dörnyei (2005) identify different learner profiles and demonstrated that a positive disposition toward one language can clash with that of another.”
The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions (2017, background): “Initial results in this regard were obtained by a cluster analytical study by Csizér and colleagues (Csizér & Dörnyei, 2005; Dörnyei et al., 2006), suggesting that being motivated to learn more than one L2 at the same time causes interference in that positive attitudes toward one language can go at…”
Examining the impact of L2 English on L3 selves: A case study (2011, methodology): “Previous quantitative studies conducted by Csizér and Dörnyei (2005), Csizér and Lukács (2010) and Henry (2010) all indicate that the L2 is implicated in L3 motivation.”
Language Learner Motivational Types: A Cluster Analysis Study (2014, methodology): “Group 4 is the only group in the present study that does not have a match in the study by Csiz´er and D¨ornyei (2005).”
Contexts of possibility in simultaneous language learning: using the L2 Motivational Self System to assess the impact of global English (2010, background): “…positive attitudes to one L2 can cause ‘interferences’ with attitudes to another and that, for the average learner, because motivational resources are finite, this results in a form of ‘competition’ between target languages (Csizér and Dörnyei 2005, 657; Dörnyei, Csizér, and Németh 2006, 147).”