Motivation and Learning: Modern Theories

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom

“…Our finding from focus groups and EFA that task value and personal effort are key factors in promoting student engagement has strong support in the sociocognitive literature (Dweck, 1986; Wigfield and Eccles, 2000; Eccles and Wigfield, 2002; Svinicki, 2004; Hidi and Renninger, 2006; Hulleman et al. , 2008).…”

The importance of students’ motivational dispositions for designing learning analytics

“…As the focus of learning analytics is on supporting learning where motivation is a crucial factor, students' motivation needs to be taken into account when designing learning analytics systems. This need is further supported by the assumption of motivation being a result of individual as well as environmental factors (Svinicki and Vogler 2012). A study conducted by Lonn et al (2015) found that confronting students at risk in a summer bridge course with feedback from an early warning system led to a decrease of their learning goal orientation.…”

“…Further, research on motivation draws on several wellestablished theoretical perspectives, such as expectancy value theory (Wigfield and Eccles 2000), attribution theory (Weiner 1985), social-cognitive theory (Bandura 1977), goal-orientation theory (Dweck and Leggett 1988;Elliot 2005), or selfdetermination theory (Deci and Ryan 1991). Contemporary motivational theories influencing research in learning sciences recognize that aspects that motivate one learner might not motivate another (Svinicki and Vogler 2012). Furthermore, modern theories of motivation presume the intentionality of human behavior: people are motivated when they are willing to achieve a certain future state (Deci and Ryan 1991).…”

“…Motivation in (self-regulated) learning processes Motivation is considered to be a result of an interaction between environmental and individual factors (Cook and Artino Jr 2016;Hartnett et al 2011;Keller 2008b;Svinicki and Vogler 2012). Thus, internal as well as external factors can influence a person's motivation, such as self-efficacy beliefs (Bandura 1977;Zimmerman et al 2017), perceived autonomy (Deci and Ryan 2008;Deci et al 1996), attributions (Schunk 2008;Weiner 1985), value of the task, and expected difficulty in reaching the goal (Eccles and Wigfield 2002;Engelschalk et al 2016;Wigfield et al 2009), goal orientations (Elliot 2005;Elliot and Hulleman 2017), academic self-concept, or the design of the learning environment (Keller and Suzuki 2004).…”

Process factors facilitating and inhibiting medical ethics teaching in small groups

“…Learners integrate new experiences and information with their existing understandings 19. Constructivist learning theory is a derivative of constructivist epistemology, wherein the desired focal learning occurs by changing the mental representation of information of the learner 20. To achieve an effective learning process, learners must undergo a mental processing of new material and then integrate it with their previous understandings; this process produces a new cognitive structure that is unique to each learner and contingent on their own process of information construction 21…”