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Pleasure or Purpose?: Unpacking the Dual Paths of Well-Being in Second Language Learning
Abstract
Individual differences significantly influence L2 acquisition outcomes. This study examined how hedonic (pleasure-focused) and eudaimonic (meaning-focused) motives affect L2 learners' autonomy, self-efficacy, motivation, and emotions. Findings revealed hedonic motivation strongly correlates with greater autonomy, self-efficacy, and positive emotions while reducing negative affect. Eudaimonic motivation showed weaker but meaningful connections to emotional experiences, particularly in mitigating negative states. Results suggest both motivational types play complementary roles in L2 learning. Pedagogically, incorporating activities that satisfy pleasure-seeking and meaning-seeking tendencies may optimize learning conditions by enhancing psychological resources and supporting language development. The study highlights the importance of addressing diverse motivational drivers to foster comprehensive L2 learning experiences.
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