Motivational Theory
Motivation: A Literature Review
Research Report
Emily R. Lai
April 2011
MOTIVATION
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About Pearson Pearson, the global leader in education and education technology, provides innovative print and digital education materials for preK through college, student information systems and learning management systems, teacher licensure testing, teacher professional development, career certification programs, and testing and assessment products that set the standard for the industry. Pearson’s other primary businesses include the Financial Times Group and the Penguin Group. For more information about the Assessment & Information group of Pearson, visit http://www.pearsonassessments.com/. About Pearson’s Research Reports Pearson’s research report series provides preliminary dissemination of reports and articles prepared by TMRS staff, usually prior to formal publication. Pearson’s publications in .pdf format may be obtained at: http://www.pearsonassessments.com/research.
MOTIVATION Abstract Motivation refers to reasons that underlie behavior that is characterized by willingness and volition. Intrinsic motivation is animated by personal enjoyment, interest, or pleasure, whereas extrinsic motivation is governed by reinforcement contingencies. Motivation involves a constellation of closely related beliefs, perceptions, values, interests, and actions. Motivation within individuals tends to vary across subject areas, and this domain specificity increases with age. Motivation in children predicts motivation later in life, and the stability of this relationship strengthens with age. Traditionally, educators consider intrinsic motivation to be more desirable
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and to result in better learning outcomes than extrinsic motivation. In general, children appear to enter school with high levels of intrinsic motivation, although motivation tends to decline as children progress through school. Research suggests that motivation can be manipulated through certain instructional
Research Report
Emily R. Lai
April 2011
MOTIVATION
1
About Pearson Pearson, the global leader in education and education technology, provides innovative print and digital education materials for preK through college, student information systems and learning management systems, teacher licensure testing, teacher professional development, career certification programs, and testing and assessment products that set the standard for the industry. Pearson’s other primary businesses include the Financial Times Group and the Penguin Group. For more information about the Assessment & Information group of Pearson, visit http://www.pearsonassessments.com/. About Pearson’s Research Reports Pearson’s research report series provides preliminary dissemination of reports and articles prepared by TMRS staff, usually prior to formal publication. Pearson’s publications in .pdf format may be obtained at: http://www.pearsonassessments.com/research.
MOTIVATION Abstract Motivation refers to reasons that underlie behavior that is characterized by willingness and volition. Intrinsic motivation is animated by personal enjoyment, interest, or pleasure, whereas extrinsic motivation is governed by reinforcement contingencies. Motivation involves a constellation of closely related beliefs, perceptions, values, interests, and actions. Motivation within individuals tends to vary across subject areas, and this domain specificity increases with age. Motivation in children predicts motivation later in life, and the stability of this relationship strengthens with age. Traditionally, educators consider intrinsic motivation to be more desirable
2
and to result in better learning outcomes than extrinsic motivation. In general, children appear to enter school with high levels of intrinsic motivation, although motivation tends to decline as children progress through school. Research suggests that motivation can be manipulated through certain instructional
References: MOTIVATION Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44–48. Entwisle, D. R., Alexander, K. L., Cadigan, D., & Pallas, A. (1986). The schooling process in 40 MOTIVATION Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. Webb, N.M. (1991). Task related verbal interaction and mathematical learning in small groups. Research in Mathematics Education, 22 (5) 366–389. Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Educator, 31(2), 8–19.