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BACKGROUND: This paper focuses on the temporal dimension of student motivation; that is, rather than considering motivation a stable emotional or mental state, the emphasis is placed on portraying motivation processes as they happen in time. AIMS: 1. To account for the dynamic development of motivation in prolonged learning processes such as the mastery of school subjects. 2. To discuss the practical implications of a process-oriented approach for professional practice. METHOD: Theoretical analysis and model building, drawing on the findings of empirical investigations. ANALYSIS: It is argued that the 'time' dimension is relevant to the study of motivation in at least two crucial areas: to account for (a) how motivation is generated and (b) how it fluctuates and further develops over time. A focus on the temporal dimension is particularly important for the understanding of student motivation because in prolonged learning activities such as mastering a school subject a major motivational function is to maintain the motivational impetus for a considerable period (often several years) against a number of distracting influences. In order to illustrate the temporal conception of motivation, a 'Process Model of Student Motivation' is presented and various theoretical pros and cons are discussed. Finally, practical implications are demonstrated by providing a taxonomy of motivational strategies rooted in the process-oriented approach, with one specific aspect, the students' action control and self-motivation, specially highlighted in order to show the compatibility of the approach with current research on student self-regulation.
Zoltán Dörnyei (Fri,) studied this question.