Sociocultural Contexts and Relationships as the Cornerstones of Students’ Motivation: Commentary on the Special Issue on the “Other Half of the Story”

Abstract

This special issue on the development of academic motivation covers many issues that are groundbreaking in the field of motivation and interpersonal relationships. In this commentary, I discuss the following elements: (a) the challenges of integrating central motivational constructs; (b) interpersonal relationships as supports for motivation at school; (c) school or cultural contexts that sustain motivation; (d) new avenues for research. I hope that the articles in this special issue will stimulate new research that would have the potential to advance the field but that would also be useful to research professionals working day to day with children and adolescents.

Contributions of Reading Support from Teachers, Parents, and Friends to Reading Related Variables in Academic and Recreational Contexts

“…Considering that reading can take place both inside and outside the school, social support from multiple sources (e.g., teachers, parents, and friends) is essential for motivational resources (e.g., reading motivation and self‐concept), reading frequency, and engagement in reading (Guthrie et al., 2012; Guthrie & Wigfield, 2018; Klauda & Wigfield, 2012). However, in reading as in other academic disciplines, it remains unclear whether support from a single source is sufficient to obtain positive impacts on reading outcomes, or whether the addition of two or three sources is necessary to optimize these benefits (Guay, 2022). In the field of reading research, this question remains unanswered because studies that have compared the effects of two or three sources of support on motivational resources, engagement, and achievement are rare (see, e.g., De Naeghel & Van Keer, 2013; Klauda & Wigfield, 2012; Villiger et al., 2012).…”