School or cultural contexts are framed as sustaining student motivation¶

Claim · All claims
Evidence · 1 study · theoretical r? · q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The commentary treats school or cultural contexts as contexts that sustain motivation. → Guay 2022

Evidence¶

Guay 2022¶

Guay, F. (2022). Sociocultural Contexts and Relationships as the Cornerstones of Students' Motivation: Commentary on the Special Issue on the "Other Half of the Story". Educational Psychology Review, 34, 2043–2060. https://doi.org/10.1007/s10648-022-09711-3

q1 · i? · theoretical · r?

Author's enumeration in the abstract; element (c) names school or cultural contexts that sustain motivation. This is the author's framing of the special issue, not an empirical finding of this article.

"In this commentary, I discuss the following elements: (a) the challenges of integrating central motivational constructs; (b) interpersonal relationships as supports for motivation at school; (c) school or cultural contexts that sustain motivation; (d) new avenues for research."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• The commentary identifies challenges of integrating central motivational constructs — related
• Interpersonal relationships are framed as supports for motivation at school — related
• School jazz bands exemplify the IDC loops of interest, creativity, and habit in a participatory group context — a narrower finding that bears on this claim