Frontiers in psychology · 2026
Structural elements and theoretical logic of the ought-to L2 self: an inductive theory-building analysis.
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Liu Zhiyu, Dong Meixi, Zhang Lei, Li Huizi, Zhang Hanrui, Wang Xianzhi
Аннотация
INTRODUCTION: The ought-to L2 self, a key component of the L2 Motivational Self System, has predominantly been conceptualized as a single-dimensional variable in quantitative research, leaving its internal structure and operational logic under-theorized. This study addresses this gap by deconstructing the ought-to L2 self and constructing a theoretical model of its structural elements and theoretical logic.
METHODS: Adopting an inductive theory-building analysis informed by grounded theory coding procedures, this study conducted a systematic analysis of a diverse and topic-focused dataset that included academic monographs, peer-reviewed journal articles, and learners' discussions from online platforms.
RESULTS: Through iterative open, axial, and selective coding, the conventionally single-dimensional construct was decomposed into a tripartite model. Ten main categories were identified in the coding: career development motivation, academic development motivation, language capital motivation, motivation from significant others, social regulation pressure, internalization of obligation, anticipatory emotions activation, discrepancy perception, strategic learning engagement, and habituated practice. These categories cluster into three dimensions: external drivers, psychological processing, and behavioral responses, which collectively demonstrate the construct's inherently blended motivational nature.
DISCUSSION: This study further advances the exploration of the dimensionality of the ought-to L2 self, demonstrating that this construct possesses a blended motivational nature rather than a fixed prevention focus. Practically, it provides L2 educators with conceptual references that may inform possible pedagogical directions.
METHODS: Adopting an inductive theory-building analysis informed by grounded theory coding procedures, this study conducted a systematic analysis of a diverse and topic-focused dataset that included academic monographs, peer-reviewed journal articles, and learners' discussions from online platforms.
RESULTS: Through iterative open, axial, and selective coding, the conventionally single-dimensional construct was decomposed into a tripartite model. Ten main categories were identified in the coding: career development motivation, academic development motivation, language capital motivation, motivation from significant others, social regulation pressure, internalization of obligation, anticipatory emotions activation, discrepancy perception, strategic learning engagement, and habituated practice. These categories cluster into three dimensions: external drivers, psychological processing, and behavioral responses, which collectively demonstrate the construct's inherently blended motivational nature.
DISCUSSION: This study further advances the exploration of the dimensionality of the ought-to L2 self, demonstrating that this construct possesses a blended motivational nature rather than a fixed prevention focus. Practically, it provides L2 educators with conceptual references that may inform possible pedagogical directions.