Within psychological and educational research, self-report methodology dominates the study of student motivation. The present review argues that the scope of motivation research can be expanded by incorporating a wider range of methodologies and measurement tools. Several authors have suggested that current study of motivation is overly reliant on self-report measures, warranting a move toward alternative approaches. This review critiques self-report methodology as a basis for examining alternative conceptualizations of motivation (e.g., phenomenological, neuropsychological/physiological, and behavioral) and related measurement tools. Future directions in motivational methodology are addressed, including attempts at integration or combination of these approaches and a preliminary functional framework for the development of novel, multidimensional approaches to the study of motivation.Keywords Motivation . Measurement . Children . Review . Adolescents Motivation consists of the biological, physiological, social, and cognitive forces that direct behavior. Motivation has a long history within educational research (see reviews by Ball 1982;Weiner 1992;Young 1950). However, recent research has been driven by a predominant focus on the cognitive, intrapsychological aspects, discounting the importance of additional personal and contextual factors in the relationship between motivation and academic achievement. Past theories of motivation have focused on biological instincts, drives, and arousal. Current theories of achievement motivation, such as self-determination, cognitive evaluation, achievement goal, and expectancy-value theories, predominantly examine cognitive and, to a lesser extent, social processes that influence motivation for a particular activity.

No abstract

No abstract

No abstract

No abstract

No abstract

All teachers (N = 32) at one middle school participated in a university-led intervention to improve student engagement. Teachers discussed four principles of motivation and related instructional strategies. Teachers enacted instructional strategies in their classrooms. We observed six randomly selected teachers and their students over 3 years. Analyses of the dynamic patterns of teacher-student interaction (using an application of state space grids) revealed two distinct patterns. The upward group (n = 3) showed an increase of teacher motivational support and student engagement. The stable group (n = 3) demonstrated low levels of both teacher motivational support and student engagement. Qualitative analyses of instructional differences between the two groups help explain student engagement. Implications include conceptualizing student engagement as interpersonal classroom activity and measuring change as developmental and dynamic phenomena.

No abstract