Academic motivation theories revisited: An interactive dialog between motivation scholars on recent contributions, underexplored issues, and future directions

Koenka, Alison C.

doi:10.1016/j.cedpsych.2019.101831

Cited by 68 publications

(57 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Motivation continues to be an essential area of work in the university environment due to the connection that it has with the behavior of students academically. Finally, it is understood as the engine that mobilizes the disposition towards learning of the students, so it is crucial for educators to create a context in which students can learn with motivation towards a goal that they consider personal and relevant as the main axis [6].…”

Section: Introductionmentioning

confidence: 99%

“…In the last 50 years, the concept of motivation has been widely discussed and investigated, mainly because it visualizes motivation as one of the most important factors in the learning process, with 5 theories that treat academic motivation systemically: attribution theory, expectancy-value theory, social cognitive theory, achievement goal theory, and self-determination theory. These approaches focus on student beliefs, values, needs, and goals [6].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Analysis and Prediction of Engineering Student Behavior and Their Relation to Academic Performance Using Data Analytics Techniques

et al. 2020

View full text Add to dashboard Cite

This study focuses on identifying personality traits in computer science students and determining whether they are related to academic performance. In addition, the importance of the personality traits based on motivation scale and depression, anxiety, and stress scales were measured. A sample of 188 students from the Computer Engineering Schools of the Pontifical Catholic University of Valparaíso was used. Through econometric two-stage least squares and paired sample correlation analysis, the results obtained indicate that there is a relation between academic performance and the personality traits measured by educational motivation scale and the ranking of university entrance and gender. In addition, these results led to characterization of students based on their personality traits and provided elements that may enhance the development of an effective personality that allows students to successfully face their environment, playing an important role in the educational process.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Analysis and Prediction of Engineering Student Behavior and Their Relation to Academic Performance Using Data Analytics Techniques

et al. 2020

View full text Add to dashboard Cite

show abstract

“…These findings indicate that different quality features of a learning task might be reflected in very specific emotional experiences. Our study is an important building block on the way to integrating these two expectancy-value models and contributes to recent developments towards a more unified approach of motivation theories (see Koenka, 2020).…”

Section: Resultsmentioning

confidence: 89%

Manuscript_accepted

Berweger¹,

Born²,

Dietrich³

2021

Preprint

View full text Add to dashboard Cite

Motivation and emotion are of critical importance for students’ academic learning and achievement. Drawing on Eccles and colleagues’ situated expectancy-value theory and Pekrun’s control-value theory, we examined to what extent specific expectancy-value appraisals related to studentsʼ achievement emotions. We collected intensive state data of N = 95 university students over one semester in an online learning environment. Students’ appraisals were analyzed on different aggregation levels in a hierarchical design, which accounts for variability within learning situations and between students. Our results corroborated theoretical assumptions that expectancy-value appraisals are positively associated with positive emotions and negatively with negative emotions. However, we found that students experienced positive emotions in learning situations of high intrinsic and utility value, but not in situations of high attainment value. Examining appraisal combinations and discrete emotions, we found that particularly studentsʼ perceived costs moderated the relationship between expectancy and frustration and boredom on the situation level.

show abstract

“…Notably, there have been increasing efforts to achieve greater representation of racial, ethnic, and cultural minorities within educational psychology (e.g., Matthews & Lopez, 2020) and motivation science in particular (Usher, 2018). In fact, a special issue in Contemporary Educational Psychology recently highlighted a dialogue amongst motivation scholars around issues of diversity as it relates to theory building and methodological advances in motivation science (Koenka, 2020).…”

Section: The Who: Science Motivation Among Students Of Colormentioning

confidence: 99%

There are two I’s in motivation: Interpersonal dimensions of science motivation among racially diverse adolescent youth

Kim¹,

Anderson²,

DeRosia³

et al. 2020

Preprint

View full text Add to dashboard Cite

With the increased growth of career opportunities in STEM fields, educators and policymakers have sought to better understand the nature and development of students’ self-efficacy for science, interest in science, and future plans to pursue science pathways. However, our understanding of these motivational constructs has largely been based on studies of predominantly White samples, neglecting the perspectives and experiences of students from historically marginalized groups underrepresented in STEM academic and career pathways. In the present study, we used a mixed methods approach to examine science motivation in six high school students of color who participated in a brief, near peer mentoring program with undergraduate mentors of color. Our quantitative survey findings, as well as inductive coding of semi-structured interviews, revealed that science self-efficacy, interest in science, and future plans in science center around the importance of forming and maintaining interpersonal connections with others. These data point to the utility of a sociocultural perspective in expanding our understanding of motivational processes in a way that is more inclusive of the experiences of racial and ethnic minority youth.

show abstract

Academic motivation theories revisited: An interactive dialog between motivation scholars on recent contributions, underexplored issues, and future directions

Cited by 68 publications

References 38 publications

Analysis and Prediction of Engineering Student Behavior and Their Relation to Academic Performance Using Data Analytics Techniques

Analysis and Prediction of Engineering Student Behavior and Their Relation to Academic Performance Using Data Analytics Techniques

Manuscript_accepted

There are two I’s in motivation: Interpersonal dimensions of science motivation among racially diverse adolescent youth

Contact Info

Product

Resources

About