二语自我应然的结构要素和理论逻辑：归纳理论构建分析
Structural elements and theoretical logic of the ought-to L2 self: an inductive theory-building analysis.
摘要(中文译文)
应然二语自我作为二语动机自我系统的核心组成部分，在定量研究中主要被概念化为单维变量，其内部结构与运作逻辑的理论化程度不足。本研究通过解构应然二语自我，构建其结构要素与理论逻辑的理论模型，以弥补这一空白。本研究采用归纳式理论建构分析，以扎根理论编码程序为指导，对包含学术专著、同行评审期刊论文及在线平台学习者讨论的多样化且主题聚焦的数据集进行了系统分析。通过迭代式开放编码、轴心编码和选择性编码，将传统上被视为单维的构念分解为三元模型。编码过程中识别出十个主要类别：职业发展动机、学业发展动机、语言资本动机、重要他人动机、社会调节压力、义务内化、预期情绪激活、差距感知、策略性学习投入和习惯化实践。这些类别聚类为三个维度：外部驱动、心理加工和行为反应，共同表明该构念具有内在的混合动机本质。本研究进一步推进了应然二语自我维度性的探索，证明该构念具有混合动机本质，而非固定的预防焦点。在实践层面，本研究为二语教育者提供了概念参考，可为可能的教学方向提供启示。
Abstract
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. 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. 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. 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.
如何引用
AMA
Zhiyu Liu, Meixi Dong, Lei Zhang, Huizi Li, Hanrui Zhang, Xianzhi Wang. Structural elements and theoretical logic of the ought-to L2 self: an inductive theory-building analysis.. Frontiers in psychology. 2026; doi:10.3389/fpsyg.2026.1862853.
APA
Zhiyu Liu, Meixi Dong, Lei Zhang, Huizi Li, Hanrui Zhang, Xianzhi Wang (2026). Structural elements and theoretical logic of the ought-to L2 self: an inductive theory-building analysis.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1862853
GB/T 7714
Zhiyu Liu, Meixi Dong, Lei Zhang, Huizi Li, Hanrui Zhang, Xianzhi Wang. Structural elements and theoretical logic of the ought-to L2 self: an inductive theory-building analysis.[J]. Frontiers in psychology, 2026 doi:10.3389/fpsyg.2026.1862853.
在 PubMed增强版 阅读全文
翻译全文 · AI 文献问答 · PDF 原文下载 · 引用导出