Abstract
Several major theories have been established in
research on motivation in education to explain and predict the direction,
initiation, intensity, and persistence of learning behaviors. The most commonly
cited theories focusing on academic motivation include expectancy-value theory,
social cognitive theory, interest theory, self-determination theory, goal
orientation theory, and attribution theory (Schunk et al., 2014). To gain a
deeper understanding of the similarities and differences among these prominent
theories, we present an integrative framework based on an action model
(Heckhausen & Heckhausen, 2018). Associated recent meta-analyses demonstrate
the empirical relationship between the motivation constructs of the six central
theories and academic achievement. In this proposal, the integrative framework
is presented and the value is illustrated through two examples from interest
theory and attribution theory.
Original language | English |
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Pages | 2-9 |
Number of pages | 8 |
Publication status | Published - 25 Aug 2022 |
Event | 17th International Conference on Motivation - Dresden, Germany Duration: 24 Aug 2022 → 25 Aug 2022 Conference number: 17 https://sig8meetssig16-dresden.de/scientific-program/ |
Conference
Conference | 17th International Conference on Motivation |
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Abbreviated title | ICM |
Country/Territory | Germany |
City | Dresden |
Period | 24/08/22 → 25/08/22 |
Internet address |