A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts

A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinar...

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Bibliographic Details
Published in:Journal of educational psychology 2003-12, Vol.95 (4), p.667-686
Main Author: Pintrich, Paul R
Format: Article
Language:English
Subjects:
Academic Achievement Motivation
Biological and medical sciences
Educational Environment
Educational Psychology
Educational Research
Experimentation
Fundamental and applied biological sciences. Psychology
Human
Interdisciplinary Approach
Motivation
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
School Learning
Scientific Principles
Student Motivation
Students
Teaching
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Summary:A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired basic research on motivation. Seven substantive questions are then suggested as important directions for current and future motivational science research efforts. They include (1) What do students want? (2) What motivates students in classrooms? (3) How do students get what they want? (4) Do students know what they want or what motivates them? (5) How does motivation lead to cognition and cognition to motivation? (6) How does motivation change and develop? and (7) What is the role of context and culture? Each of the questions is addressed in terms of current knowledge claims and future directions for research in motivational science.
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.95.4.667