Language learning behaviors, such as procrastination and engagement, are concrete actions closely linked to learning outcomes, but our understanding of them, especially procrastination, is limited. Boredom is a ubiquitous negative emotion among second language (L2) learners. In researching learning behaviors and boredom, previous L2 studies have rarely considered all the core motivational variables (cost, in particular), so a full account of motivational dynamics in L2 learning is still lacking. Additionally, current knowledge on how multiple motivational constructs function together at the individual level in shaping learning behaviors and boredom remains limited. The present study aims to address these gaps by using both variable-centered and person-centered approaches. Participants were 784 university students as L2 English learners. Hierarchical multiple regression analyses revealed self-efficacy and task values predicted behaviors and boredom. Notably, cost stood out as a unique predictor of procrastination and boredom. Latent profile analyses identified four motivational profiles (highly motivated, moderately motivated, less motivated, and demotivated) which were statistically different in students’ behaviors and boredom. These findings provide theoretical and pedagogical implications.

中文翻译：

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理解 L2 学习中的动机、行为和无聊：以变量为中心和以人为中心的方法


语言学习行为，例如拖延和参与，是与学习成果密切相关的具体行动，但我们对它们的理解，尤其是拖延，是有限的。无聊是第二语言 （L2） 学习者中普遍存在的负面情绪。在研究学习行为和无聊时，以前的 L2 研究很少考虑所有核心的动机变量（尤其是成本），因此仍然缺乏对 L2 学习中的动机动态的全面说明。此外，目前关于多种动机结构如何在个人层面共同作用以塑造学习行为和无聊的知识仍然有限。本研究旨在通过使用以变量为中心的和以人为中心的方法来解决这些差距。参与者是 784 名大学生，他们是 L2 英语学习者。分层多元回归分析揭示了自我效能感和任务价值预测行为和无聊。值得注意的是，成本作为拖延和无聊的独特预测指标脱颖而出。潜在特征分析确定了四种动机特征（高度积极、中等积极、动力不足和失去积极性），它们在学生的行为和无聊程度上存在统计学差异。这些发现提供了理论和教学意义。