Chinese English‐as‐a‐foreign‐language learners’ directed motivational currents for high‐stakes English exam preparation

Abstract A directed motivational current (DMC) is an intense motivational drive that sustains long‐term behavior toward a valued goal. The quantitative study investigated the DMCs of English‐as‐a‐foreign‐language learners and their predictive role on learning performance in a high‐stakes English exam preparation context. The DMC dimension scale was distributed to Chinese English‐as‐a‐foreign‐language learners who experienced the National Postgraduate Entrance Examination, and data from 323 participants were retained for analysis. Independent T‐tests, Analysis of Variance (ANOVA), and regression analyses were performed to report findings on DMC levels, and influencing factors and impacts of DMCs. Results suggest a high DMC level during exam preparation, with female learners showing more goal‐oriented salient facilitative structure, and clear perception of progress than males, while high‐proficiency learners demonstrated greater participant ownership and “perceived behavioral control” than medium‐ and low‐proficiency learners. No differences were found between learners majoring in humanities/social sciences and those studying science, technology, engineering, or mathematics. The five DMC dimensions collectively predicted English performance. Following self‐determination theory, the predictive role is explained. Theoretically, DMC components and their impacts on academic outcomes were reconfirmed in the Chinese English‐as‐a‐foreign‐language context; practically, educators and students are advised to use the DMC framework to enhance English performance in high‐stakes exam preparation.