Understanding Motivation and Schooling: Where We've Been, Where We Are, and Where We Need to Go
dc.contributor.author | Maehr, Martin L. | en_US |
dc.contributor.author | Meyer, Heather A. | en_US |
dc.date.accessioned | 2006-09-11T14:49:22Z | |
dc.date.available | 2006-09-11T14:49:22Z | |
dc.date.issued | 1997-12 | en_US |
dc.identifier.citation | Maehr, Martin L.; Meyer, Heather A.; (1997). "Understanding Motivation and Schooling: Where We've Been, Where We Are, and Where We Need to Go." Educational Psychology Review 9(4): 371-409. <http://hdl.handle.net/2027.42/44456> | en_US |
dc.identifier.issn | 1573-336X | en_US |
dc.identifier.issn | 1040-726X | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/44456 | |
dc.description.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. | en_US |
dc.format.extent | 2442102 bytes | |
dc.format.extent | 3115 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.language.iso | en_US | |
dc.publisher | Kluwer Academic Publishers-Plenum Publishers; Plenum Publishing Corporation ; Springer Science+Business Media | en_US |
dc.subject.other | Educational Psychology | en_US |
dc.subject.other | Pedagogic Psychology | en_US |
dc.subject.other | Psychology | en_US |
dc.subject.other | Education (General) | en_US |
dc.subject.other | Clinical Psychology | en_US |
dc.subject.other | Psychological Methods/Evaluation | en_US |
dc.subject.other | Motivation | en_US |
dc.subject.other | Education | en_US |
dc.subject.other | Individual Differences | en_US |
dc.title | Understanding Motivation and Schooling: Where We've Been, Where We Are, and Where We Need to Go | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Psychology | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | Combined Program in Education and Psychology, The University of Michigan, 1406 School of Education, Ann Arbor, Michigan, 48109-1259 | en_US |
dc.contributor.affiliationum | The University of Michigan, Ann Arbor, Michigan | en_US |
dc.contributor.affiliationumcampus | Ann Arbor | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/44456/1/10648_2004_Article_414425.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1023/A:1024750807365 | en_US |
dc.identifier.source | Educational Psychology Review | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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