Spanish heritage language learners’ motivational profile in the postsecondary classroom: Insights from psychological network modeling

Abstract

This study sought to investigate the psychological network structure of adult Spanish heritage language (HL) learners’ motivational profile by considering interconnections among the following variables: the possible HL selves, family influence, intended HL learning effort, HL achievement goal orientations, HL enjoyment, HL anxiety, perceived classroom environment, and critical language awareness. In line with a complex systems perspective, mutually interdependent connections among variables were estimated using psychological network modeling. The analysis revealed a majority of positive associations among the system constituents, with nodes representing the possible HL selves, HL enjoyment, and intended HL learning effort holding the most central influence on the network. Results also shed light on the unexplored relevance of critical language awareness in understanding HL learners’ motivational and emotional dispositions. We discuss the theoretical, pedagogical, and methodological implications of the study, highlighting the potential of network analysis for providing insights into complex psychological phenomena.