Achievement motivation theory: Balancing precision and utility

被引：112
作者：
Anderman, Eric M. [1 ]
机构：
[1] Ohio State Univ, Columbus, OH 43210 USA
来源：
CONTEMPORARY EDUCATIONAL PSYCHOLOGY | 2020年 / 61卷
关键词：
Motivation; Attributions; Self-efficacy; Self-determination theory; Achievement goal theory; Expectancy-value theory; Social-cognitive theory; EXPECTANCY-VALUE THEORY; EDUCATIONAL-PSYCHOLOGY; SELF-DETERMINATION; STUDENT MOTIVATION; PERFORMANCE; EFFICACY; EXPERIENCES; CHALLENGES; BELIEFS; GOALS;
D O I：
10.1016/j.cedpsych.2020.101864
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
The articles in this special issue review the impressive bodies of research that have been generated from achievement motivation theories, emphasizing developments over the past 20 years. In this commentary, I first discuss some of the most noteworthy contributions that have emerged from each of the theories. I then discuss the extent to which there are commonalities across theories; I point out that whereas there is some overlap, this overlap allows for precision in research, but also at times leads to confusion for practitioners and policymakers. Finally, I discuss the degree of alignment between current motivation theory and contemporary education policy and practice. Motivation researchers are examining some important contemporary practice- and policy-related issues; nevertheless, this research has not been systematic across theories.
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页数：7
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