| Abstrakt: |
Given its association with students' success, achievement motivation has been a central focus for researchers and educators. Translating research findings into classroom practices, however, has been challenging because researchers rarely assess motivation as it exists in the classroom - that is, they rarely consider that students may hold multiple motivational beliefs, that all students are not motivated by the same constellation of factors, and that patterns of motivation may shift as a function of time and context. This article focuses on three key challenges for researchers and practitioners alike in considering student motivation in school: (1) students are motivated by many different factors; (2) students simultaneously rely on multiple reasons for engaging in school; and (3) motivation is a dynamic process that varies across time and contexts. To address these three challenges, we propose that motivational researchers consider adopting a dynamic, person-oriented approach that integrates across motivational theories. Relevant existing studies are reviewed, along with limitations of the current literature, implications for practice, and directions for future research. [ABSTRACT FROM AUTHOR] |
