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Abstract

This paper presents an interpretive summary of the progress that has been made in the study of motivation, especially as this work relates to the area of education. Motivation research has "come of age" with theoretical frameworks rooted in an established body of findings, and with the development of core methodologies for pursuing further knowledge. It has begun to provide a firm base for guiding educational practice. Current work is clearly in accord with mainstream psychology in that cognitive models of motivation are the predominant guides for research. Future work is likely to focus increasingly on how the meaning construction process affects engagement in tasks. Researchers should consider a wider array of research procedures and give greater attention to understanding motivation as it occurs in natural settings, especially as educational interventions are attempted. A serious deficiency in the motivation literature is that relatively little attention has been given to differences related to sociocultural backgrounds.

Gamification and student motivation

“…Motivation is a theoretical construct used to explain the initiation, direction, intensity, persistence and quality of behaviour (Maehr & Meyer, 1997). It is multi-dimensional and is presented in the literature as being variable in both level (i.e.…”

9. klassi õpilaste huvi eri kontekstis esitatud loodusteaduslike teemade õppimise vastu ja motivatsioon õppida loodusteadusi

“…Sisemine motivatsioon tekib siis, kui õpilasel on sisemine tahe teha mõnd tegevust -see pakub talle huvi ja naudingut (Reeve & Jang, 2006;. Seega on sisemise motivatsiooni kujunemise eeldus huvi konkreetse tegevuse või teema vastu (Hidi, 2000;Locke & Latham, 2006;Maehr & Meyer, 1997;Ramsden, 1998).…”

Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions

“…A sampling of the definitions will suffice to provide a sense of the scope of the word's meanings in today's literature. Motivation has been said to reveal the direction, intensity, and quality of a person's energies (Maehr & Meyer, 1997). It has been defined as "the process whereby goal-directed activity is instigated and sustained" (Schunk, Pintrich, & Meece, 2008, p. 4).…”

“…In their analysis of the relationship between motivation and engagement, Appleton and colleagues (2008) contrasted motivation in terms of direction, intensity, and quality of energy (Maehr & Meyer, 1997) with engagement as energy activated in the form of a connection between an individual and that individual's actions (Russell, Ainley, & Frydenbergy, 2005). Engagement manifests as involvement in some activity, such as reading.…”