چهارشنبه 5 آذر 1404
| English
جلد 27 - Special Issue
جلد 27 - Special Issue صفحات 0-0 |
برگشت به فهرست نسخه ها
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Mahmoodi M H, Sadat Mousavi R. The Facilitators and Barriers of Motivational Self-regulation within L2 Learning Contexts. Advances in Cognitive Sciences 2025; 27
URL: http://icssjournal.ir/article-1-1854-fa.html
URL: http://icssjournal.ir/article-1-1854-fa.html
Mahmoodi Mohammad Hadi، Sadat Mousavi Rezvan. The Facilitators and Barriers of Motivational Self-regulation within L2 Learning Contexts. تازه های علوم شناختی. 1404; 27 ()
1- Department of English, Bu-Ali Sina University, Hamedan, Iran
چکیده: (14 مشاهده)
A critical component of second- or foreign-language (L2) learning, influencing learners’ engagement, persistence, and achievement, is Motivational Self-Regulation (MSR). Despite its recognized importance, existing research on MSR is marked by inconsistencies, leading to fragmented insights into its potential facilitators and barriers, particularly in L2 learning contexts. In this respect, the present study synthesized existing research on MSR, focusing on the factors that facilitate or hinder its effectiveness. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a systematic search was conducted across Web of Science (WoS), Scopus, and ProQuest databases. The studies meeting the predefined inclusion criteria were evaluated using the Mixed-Methods Appraisal Tool (MMAT). Thematic analysis, following Braun and Clarke’s (2006) six-step approach, identified a total of three key facilitators (i.e., psychological, contextual, and skill-based factors) and four barriers (i.e., emotional, contextual, skills-based, and behavioral factors) affecting L2 learners’ MSR. In conclusion, the study confirms the multifaceted and dynamic nature of MSR influenced by various factors. The findings offer valuable insights supporting further research and pedagogical practices aimed at fostering MSR within L2 learning contexts.
واژه‌های کلیدی: Barrier، Facilitator، L2 learning، Motivational self-regulation، Self-regulation of motivation
نوع مطالعه: پژوهشي اصیل |
موضوع مقاله:
فلسفه ذهن و زبان شناسی شناختی
دریافت: 1404/9/5 | پذیرش: 1404/9/10 | انتشار: 1404/9/10
دریافت: 1404/9/5 | پذیرش: 1404/9/10 | انتشار: 1404/9/10
ارسال پیام به نویسنده مسئول
| بازنشر اطلاعات | |
 |
این مقاله تحت شرایط Creative Commons Attribution-NonCommercial 4.0 International License قابل بازنشر است. |
