Motivation theories in education have converged on a learner-centered focus over recent decades¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Across prominent motivation theories, the current focus is on promoting student engagement, interest, agency, and feelings of competence, reflecting a shift from external control of behavior toward the active learner. → Richard M. Ryan 2024

Evidence¶

Richard M. Ryan 2024¶

Richard M. Ryan. (2024). Comments on Integration, Theory Conflicts, and Practical Implementations: Some Contrarian Ideas for Consideration. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09858-1

q1 · i? · theoretical · r2

Theoretical argument by the author reviewing the history of the field since the 1970s, when behavioral and cognitive-behavioral perspectives dominated. He describes the shift as the "Copernican turn" of putting the learner at the center; no empirical data are offered for this historical claim.

"Today, the focus across many of our most prominent motivation theories, including those represented in this SI, is on promoting student engagement, interest, agency, and feeling of competence."

Discussion¶

Related Claims¶

• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — a narrower finding that bears on this claim
• Well-designed games can promote persistence in practice and high-quality engagement, and when basic needs of autonomy, competence, and relatedness are met, learning becomes its own reward, reducing the temptation to outsource cognitive effort to LLMs. — a narrower finding that bears on this claim
• Students want curriculum connected to real life, careers, and life skills, and report that the majority of the high school curriculum lacks real-world application — related
• Youth with an IEP experience bullying and suspension at higher rates and are less engaged in school and social activities than peers, though most youth with and without an IEP feel positive about school — related
• The constellation of dominant motivation theories in educational psychology has changed very little over recent decades — related