Achievement motivation theory: Balancing precision and utility

By Eric M. Anderman. 2020

157 citations recorded by the source corpus.

Abstract The articles in this special issue review the impressive bodies of research that have been generated from achievement motivation theories, emphasizing developments over the past 20 years. In this commentary, I first discuss some of the most noteworthy contributions that have emerged from each of the theories. I then discuss the extent to which there are commonalities across theories; I point out that whereas there is some overlap, this overlap allows for precision in research, but also at times leads to confusion for practitioners and policymakers. Finally, I discuss the degree of alignment between current motivation theory and contemporary education policy and practice. Motivation researchers are examining some important contemporary practice- and policy-related issues; nevertheless, this research has not been systematic across theories.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4742a799995b1522c66edfe0993297eed3f8be43

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Meagan A. Hoff
2. M. Krou
3. Martijn Meeter
4. H.L.J. van der Maas
5. Brenda R. J. Jansen
6. Carlton J. Fong

In Experimental and Cognitive Psychology

1. Meagan A. Hoff
2. M. Krou
3. H.L.J. van der Maas
4. Carlton J. Fong
5. Denny Borsboom
6. Sacha Epskamp
7. Eiko I. Fried

In Social Psychology

1. Meagan A. Hoff
2. M. Krou
3. H.L.J. van der Maas
4. Carlton J. Fong

Citations in the corpus

• Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, unknown): “We see a similar potential for SDT in education, as it supplies a systematic, practical, critical, and open framework for studying and promoting what really matters to students, teachers and administrators, an issue of central concern to Anderman (2020).”
• Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2021, background): “Given that in motivation research many constructs with considerable overlap exist (Anderman, 2020; Hattie et al., 2020), such empirically derived concepts may prove especially relevant.”
• Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation (2020, background): “Intrinsic Motivation, Extrinsic Motivation, Amotivation Intrinsic motivation (k = 13) and intrinsic task value (k = 10) were combined due to their similarities in conceptualizations (e.g., Anderman 2020) and to increase the sample size for performing meaningful moderator analyses.”