ABSTRACT
Students’ motivation for learning a foreign/second language comes from multiple sources; some are more subtle and distant (i.e., distal factors), while others are close to learning events (i.e., proximal factors). Hierarchical combinations of distal and proximal factors—together—influence students’ engagement. This chapter focuses on goal complexes (Liem & Elliot, 2018)—combinations of distal reasons and proximal achievement goals—to explain students’ motivation. Theory suggests that reasons provide the energy, while goals provide the target of learning behaviors. Understanding hierarchical connections between both provides more information than students’ reasons or goals alone. Two theories have investigated students’ goal complexes: Achievement Motives (hope for success/fear of failure) and Self-Determination Theory (extrinsic–intrinsic continuum of motivational reasons). Using research with Chinese students, the chapter demonstrates that 1) the hierarchical relationships between students’ reasons and goals are supported, 2) students’ native culture impacts their goal complexes, 3) combinations of reasons and goals are related to different outcomes, and 4) that relationships of reasons and goals are complex—a specific reason can energize multiple goals, while multiple reasons can energize a specific goal. The chapter provides implications for classroom practices and future research. Understanding these complex processes may support teachers’ practices, which could influence students’ motivation, engagement, and accomplishments.
