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Situating Motivation
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DOI：10.1080/00461520.2015.1075399.png)
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摘要
En 中文
This article describes a situative approach to studying motivation to learn in social contexts. We begin by contrasting this perspective to more prevalent psychological approaches to the study of motivation, describing epistemological and methodological differences that have constrained conversation between theoretical groups. We elaborate on issues of the unit of analysis, the conceptualization of contexts, and the role of identity as a central construct. Finally, we argue that the design of learning environments and interventions to change learning environments are informed by attention to the relationships among meanings, identities, and motives in context. We illustrate our argument with examples of design-based research and design-based implementation research focused on motivation to learn in children and adults.
Keyword:
STUDENT MOTIVATION
MATHEMATICS
ENGAGEMENT
CLASSROOM
OPPORTUNITIES
EXPERIENCE
SETTINGS
SCIENCE
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期刊
E
IF:
11.4
论文数:
898
被引数:
8.7K
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Changing Concepts in Activity: Descriptive and Design Studies of Consequential Learning in Conceptual Practices.png)
EDUCATIONAL PSYCHOLOGIST
EDUCATIONAL PSYCHOLOGISTIF11.4
PREAI
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