The prevalence and predictors of directed motivational currents among secondary and tertiary L2 english learners in China

Directed Motivational Currents (DMCs), intense, sustained, goal-directed motivation, have emerged as a noteworthy construct in second language (L2) motivation research. While they hold potential to drive exceptional learning outcomes, more empirical evidence is needed on their initiation and predictors, particularly in non-Western contexts. This study investigated the prevalence and predictors of DMCs among Chinese EFL learners at the secondary (n = 397) and tertiary (n = 343) levels. Overall, 73.5% of participants reported DMC experiences across contexts, with 64.6% specifically affirming such motivation during English learning projects; conversely, only 6.8% (n=50) reported never experiencing DMCs in English learning. In the English learning context, DMC intensity correlated with expectancy for success, intrinsic interest, utility value, parental encouragement, and teacher/course evaluations; however, hierarchical regression identified expectancy for success and parental encouragement as the strongest predictors after controlling for demographics. MANOVA showed that students’ choice of major was significantly related to the personal experience of DMC in English learning, and paired t-tests confirmed significant English proficiency gains following such experiences. These findings highlight the prevalence of DMCs across educational stages and extend DMC theory by underscoring the role of situational and interpersonal factors in shaping these intense motivational states. • Demonstrated widespread recognition of DMCs • Showe universal applicability of DMC in L2/FL learning • Applied novel psychological constructs to DMC research • DMC experiences, expectancy for success and parental encouragement correlated • DMC experience disparities found between high school and university students