Exploring Tibetan Learners’ DMCs and the Influential Components Through Q‐Methodology

ABSTRACT Adopting a complex dynamic systems theory (CDST), this study contributes to Directed Motivational Currents (DMCs) in the context of minority language learning by examining the evolving motivational dynamics of 155 Tibetan language learners in Lhasa, Xizang (Tibet), China. Over a 19‐week period, data were collected through a DMCs questionnaire and retrodictive qualitative interviews. Individual growth curve modeling (IGCM) was adopted to trace the developmental trajectories of learners’ DMCs; thematic analysis and Q‐methodology were employed to further explore the influential components that shape learners’ DMCs. Statistical results revealed that Tibetan learners’ DMCs exhibited nonlinear, inverted V‐shaped developmental trajectories, with significant inter‐individual variability in both initial motivation levels and the rate of change throughout the period. Four influential components emerged from thematic analysis and Ken‐Q analysis: Two intrinsic (cultural heritage and language preservation, personal engagement) and two extrinsic (teacher and peer influence, task requirements). The findings highlight the complex and dynamic nature of motivation in minority language learning, thereby expanding the applicability of DMCs to minority language learners. Furthermore, this study offers valuable insights for educators and policymakers in designing effective motivational frameworks to support minority language education. The study highlights the importance of fostering meaningful goals, emotional involvement, and sustained social support to enhance motivation in minority language education.