Theories of Motivation in Education: an Integrative Framework

Several major theories have been established in research on motivation in education to describe, explain, and predict the direction, initiation, intensity, and persistence of learning behaviors. The most commonly cited theories of academic motivation include expectancy-value theory, social cognitive...

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Bibliographic Details
Published in:Educational psychology review Vol. 35; no. 2; pp. 45 - 79
Main Authors: Urhahne, Detlef, Wijnia, Lisette
Format: Journal Article
Language:English
Published: New York Springer US 01.06.2023
Springer
Springer Nature B.V
Subjects:
Academic achievement
Achievement Need
Analysis
Attribution Theory
Behavior
Behavior Theories
Book publishing
Child and School Psychology
Education
Educational Psychology
Educational Theories
Educational theory
Epistemology
Goal Orientation
Learning
Learning and Instruction
Learning Motivation
Learning Processes
Meta Analysis
Motivation
Motivation in education
Outcomes of Education
Review Article
Student Behavior
Student Motivation
Teacher Motivation
United States
Academic achievement
Motivation to learn
Action model
Meta-analysis
ISSN:1040-726X, 1573-336X
Online Access:Get full text
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Summary:Several major theories have been established in research on motivation in education to describe, explain, and predict the direction, initiation, intensity, and persistence of learning behaviors. The most commonly cited theories of academic motivation include expectancy-value theory, social cognitive theory, self-determination theory, interest theory, achievement goal theory, and attribution theory. 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 ). The basic model is deliberately parsimonious, consisting of six stages of action: the situation, the self, the goal, the action, the outcome, and the consequences. Motivational constructs from each major theory are related to these determinants in the course of action, mainly revealing differences and to a lesser extent commonalities. In the integrative model, learning outcomes represent a typical indicator of goal-directed behavior. Associated recent meta-analyses demonstrate the empirical relationship between the motivational constructs of the six central theories and academic achievement. They provide evidence for the explanatory value of each theory for students’ learning.
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ISSN:1040-726X
1573-336X
DOI:10.1007/s10648-023-09767-9