Adaptive Motivation and Emotion in Education

Students frequently experience various types of motivation and emotion that contribute to their engagement and learning. However, translating research on motivation and emotion into educational practice and policy has so far been limited. To facilitate greater synergy among research, practice, and policy, this overview addresses educationally relevant motivation and emotion. This summary discusses different forms of motivation or emotion, their relevant theoretical basis, evidence on how they relate to academic engagement and learning, and potential classroom supports for adaptive motivation and emotion. The article concludes with five instructional design principles that can guide educators and policymakers in promoting adaptive student motivation and emotion: (a) support students’ feelings of competence, (b) enhance autonomy, (c) use personally relevant and active tasks, (d) emphasize learning and de-emphasize social comparison, and (e) encourage feelings of belonging.

[1]  A. Elliot.  Approach and avoidance motivation and achievement goals , 1999 .

[2]  B. Weiner.  An attributional theory of achievement motivation and emotion. , 1985, Psychological review.

[3]  Lisa S. Blackwell,et al.  Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. , 2007, Child development.

[4]  E. Usher.  Personal Capability Beliefs , 2015 .

[5]  Carole A. Ames.  Classrooms: Goals, structures, and student motivation. , 1992 .

[6]  Ellen L. Usher,et al.  Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions , 2008 .

[7]  Nathan C. Hall,et al.  The Role of Attributional Retraining and Elaborative Learning in College Students' Academic Development , 2004, The Journal of social psychology.

[8]  Angela L. Duckworth,et al.  Boring but important: a self-transcendent purpose for learning fosters academic self-regulation. , 2014, Journal of personality and social psychology.

[9]  M. Zeidner,et al.  Test Anxiety: The State of the Art , 1998 .

[10]  R. Ryan,et al.  PERSONALITY PROCESSES AND INDIVIDUAL DIFFERENCES Origins and Pawns in the Classroom: Self-Report and Projective Assessments of Individual Differences in Children's Perceptions , 1986 .

[11]  D. Schunk,et al.  Peer Models : Influence on Children's Self-Efficacy and Achievement , 1985 .

[12]  M. Brackett,et al.  Transforming Students’ Lives with Social and Emotional Learning , 2014 .

[13]  Reinhard Pekrun,et al.  Control-Value Theory of Achievement Emotions , 2014 .

[14]  Lisa Linnenbrink-Garcia,et al.  Academic Emotions and Student Engagement , 2012 .

[15]  R. Pekrun.  The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice , 2006 .

[16]  R. Pekrun,et al.  Attribution-Based Treatment Interventions in Some Achievement Settings , 2014 .

[17]  Allan Wigfield,et al.  Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes , 2010 .

[18]  Rosemary E. Sutton,et al.  Emotional transmission in the classroom : exploring the relationship between teacher and student enjoyment , 2009 .

[19]  E. Deci,et al.  Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. , 2000, The American psychologist.

[20]  M. Lepper,et al.  Turning “play” into “work” and “work” into “play”: 25 Years of research on intrinsic versus extrinsic motivation , 2000 .

[21]  Kent J. Crippen,et al.  The Interactive Effects of Personal Achievement Goals and Performance Feedback in an Undergraduate Science Class , 2013 .

[22]  M. S. Hoyert,et al.  A Brief Intervention to Aid Struggling Students: A Case of Too Much Motivation? , 2006 .

[23]  K. Fiedler,et al.  International handbook of emotions in education. , 2014 .

[24]  Elizabeth A. Linnenbrink.  The Dilemma of Performance-Approach Goals: The Use of Multiple Goal Contexts to Promote Students' Motivation and Learning. , 2005 .

[25]  P. Pintrich.  A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. , 2003 .

[26]  J. Reeve.  Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive , 2009 .

[27]  E. Skinner,et al.  Sense of Relatedness as a Factor in Children's Academic Engagement and Performance. , 2003 .

[28]  P. Pintrich,et al.  Motivation in Education: Theory, Research, and Applications , 1995 .

[29]  E. A. Locke,et al.  Building a practically useful theory of goal setting and task motivation. A 35-year odyssey. , 2002, The American psychologist.

[30]  S. Graham,et al.  An attributional approach to motivation in school. , 2009 .

[31]  J. Reeve,et al.  Enhancing Students' Engagement by Increasing Teachers' Autonomy Support , 2004 .

[32]  Ulrich Schiefele,et al.  Situational and individual interest. , 2009 .

[33]  S. Harter.  Effectance Motivation Reconsidered. Toward a Developmental Model , 1978 .

[34]  Klaus R. Scherer,et al.  CONCEPTS AND STRUCTURES OF EMOTIONS , 2014 .

[35]  D. Wood.  Self-theories: Their Role in Motivation, Personality and Development. By Carol S. Dweck. Psychology Press, Hove, 1999. pp. 195. £29.95 (hb). , 2000 .

[36]  Akane Zusho,et al.  Achievement goal theory: The past, present, and future. , 2009 .

[37]  Mimi Bong,et al.  Academic Self-Concept and Self-Efficacy: How Different Are They Really? , 2003 .

[38]  Michael Lewis,et al.  Shame and Pride and their Effects on Student Achievement , 2014 .

[39]  S. Hidi,et al.  Revisiting the Conceptualization, Measurement, and Generation of Interest , 2011 .

[40]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[41]  E. Meyer.  Transforming School Cultures , 2010 .

[42]  Andrew J. Martin.  Enhancing student motivation and engagement: The effects of a multidimensional intervention ☆ , 2008 .

[43]  Adah Stock,et al.  Guide to Implementing the Next Generation Science Standards , 2015 .

[44]  Anastasia Kitsantas,et al.  Developing Self-Regulated Learners: Goal Setting, Self-Evaluation, and Organizational Signals During Acquisition of Procedural Skills , 2004 .

[45]  J. Eccles.  Expectancies, values and academic behaviors , 1983 .

[46]  Erika A. Patall,et al.  Antecedents and consequences of situational interest. , 2013, The British journal of educational psychology.

[47]  E. Skinner,et al.  Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. , 1993 .

[48]  Allan Wigfield,et al.  Effects of integrated instruction on motivation and strategy use in reading. , 2000 .

[49]  Reinhard Pekrun,et al.  Emotions and Learning. Educational Practices Series-24. , 2014 .

[50]  Erika A. Patall,et al.  The effectiveness and relative importance of choice in the classroom. , 2010 .

[51]  Chris S. Hulleman,et al.  Promoting Interest and Performance in High School Science Classes , 2009, Science.

[52]  C. Dweck,et al.  Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed , 2012 .

[53]  Robert J. Vallerand,et al.  On the relative effects of positive and negative verbal feedback on males' and females' intrinsic motivation. , 1988 .

[54]  D. Betsy McCoach,et al.  w Increasing Student Mathematics Self-Efficacy Through Teacher Training , 2007 .