Motivation theory in educational practice: Knowledge claims, challenges, and future directions.

Avi Kaplan, Idit Katz, Hanoch Flum

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

We begin our chapter with a critical perspective on contemporary knowledge claims regarding the application of motivational theory to educational practice. Our aim here is not to review the theories. Extensive reviews of motivational theories, their assumptions, and their applications to educational practice can be found in other excellent sources. Rather, for the purpose of this chapter, we highlight how assumptions that underlie contemporary motivational perspectives guide both theoretical explanations of motivational phenomena and the approach to and principles for applying these theoretical understandings to practice. We follow this discussion by pointing to epistemological assumptions about motivation and educational research shared by several of the currently dominant motivational theories and by listing theoretical, methodological, practical, and ethical challenges to these assumptions that can undermine the application of these motivational theories in educational settings. Fi
Original languageEnglish
Title of host publicationAPA educational psychology handbook:
Subtitle of host publicationIndividual differences and cultural and contextual factors
EditorsKaren R. Harris, Steve Graham, Tim Urdan, Sandra Graham, James M. Royer, Moshe Zeidner
PublisherAmerican Psychological Association Inc.
Pages165 - 194
Volume2
ISBN (Print)1-4338-0998-2
StatePublished - 2012

Publication series

NameAPA handbooks in psychology®
PublisherAmerican Psychological Association

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