Integration in the Achievement Motivation Literature and the Hierarchical Model of Achievement Motivation

被引：21

作者：

Elliot, Andrew J. ^{[1
]}

Sommet, Nicolas ^{[2
]}

机构：

[1] Univ Rochester, Rochester, NY 14627 USA

[2] Univ Lausanne, Lausanne, Switzerland

来源：

EDUCATIONAL PSYCHOLOGY REVIEW | 2023年 / 35卷 / 03期

关键词：

Integration; Achievement motivation; Hierarchical model; Achievement goal complex; PERFORMANCE-AVOIDANCE GOALS; MIDDLE SCHOOL STUDENTS; PHYSICAL-EDUCATION; ACADEMIC-ACHIEVEMENT; TEST ANXIETY; INTRINSIC MOTIVATION; PERCEIVED COMPETENCE; CONTROLLED REASONS; PSYCHOLOGICAL CONTROL; SOCIOECONOMIC-STATUS;

D O I：

10.1007/s10648-023-09785-7

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Integration is a valuable yet underutilized process in scientific literatures, including the achievement motivation literature. In this piece, we advocate for and illustrate the benefits of giving integration a central place within the achievement motivation literature. We pay particular attention to the hierarchical model of achievement motivation that is explicitly and intensively integrative in nature. We believe that this hierarchical model may be used as a theoretical foundation from which to organize and bring together the many different constructs and concepts in the extant literature. We further believe that the most important contributions to the literature in the next decade and beyond will be integrative-bringing together what is currently separate to form a more complete and comprehensive whole.

引用

页数：31

共 255 条

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