Theories of motivation: Integration and ways forward
By John A. C. Hattie, F. Hodis, Sean H. K. Kang. Contemporary Educational Psychology, 2020
157 citations recorded by the source corpus.
Abstract Motivation is fundamental to human agency and volitional behavior, and several influential theories have been proposed to explain why individuals choose or persist in a course of action (over others). New terms and concepts have proliferated as the theoretical models aim to be comprehensive, at the expense of parsimony. The theoretical models covered in this special issue each have their unique aspects and contributions, but four major dimensions cut across them: person factors comprising self (expectations, self-efficacy), social (modeling, comparisons), and cognitive aspects (self-regulation); task values; goals; and perceived costs and benefits. Motivation is determined by a complex interplay of internal and external factors, and we suggest that a greater focus on individuals’ motivation profiles, construal of situations, and metacognitive monitoring and control of goal pursuit might shed more light on the moment-by-moment decisions people make in daily life. Future research could be targeted at evaluating competing models (or perhaps more parsimonious ones) and enhancing interventions to address students who are unmotivated to excel in school.
Subfields: Applied Psychology, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/7fd71b46988cf5a401f4534e67cfd0d07a6329e3
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Experimental and Cognitive Psychology
In Social Psychology
Citations in the corpus
- Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner (2020, background): “Teachers’ Motivation as Self-Regulated Learners Motivational variables haven been identified as key factors for academic success and cover aspects such as intrinsic task interest and value, self-efficacy, self-concept, goal orientation, self-attributions, and the regulation of one’s motivation (Band”