The potential of biophysiology for understanding motivation, engagement and learning experiences

Background and Aims Integrative models applied to human learning and performance emphasize the joint operation of biological, psychological, social, and educational processes to fully understand human functioning. Educational psychology researchers have typically emphasized psycho‐educational and ps...

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Bibliographic Details
Published in:British journal of educational psychology 2023-04, Vol.93 (S1), p.1-9
Main Authors: Martin, Andrew J., Malmberg, Lars‐Erik, Pakarinen, Eija, Mason, Lucia, Mainhard, Tim
Format: Article
Language:English
Subjects:
achievement
biophysiology
biopsychology
Educational psychology
Educational research
Educational Status
engagement
Humans
Learning
Motivation
physiopsychology
Psychological processes
Schools
Social factors
Social motivation
Students - psychology
Teachers
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Summary:Background and Aims Integrative models applied to human learning and performance emphasize the joint operation of biological, psychological, social, and educational processes to fully understand human functioning. Educational psychology researchers have typically emphasized psycho‐educational and psycho‐social factors in motivation, engagement and learning, but do not often consider the biophysiological factors. Results This Editorial and Special Issue advances current understanding on the role of biophysiological factors and processes in students' and teachers' motivation, engagement, and learning experiences, by showcasing recent educational research that included biophysiological measures and methods. Conclusions As we discuss, conducting integrative biophysiological and psycho‐educational research has potential to derive vital substantive, methodological, and applied insights that provide a rigorous basis for more effective educational theory, research, and practice.
ISSN:0007-0998
2044-8279
DOI:10.1111/bjep.12584