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Theories of Motivation in Education: an Integrative Framework
Several major theories have been established in research on motivation in education to describe, explain, and predict the direction, initiation, intensity, and persistence of learning behaviors. The most commonly cited theories of academic motivation include expectancy-value theory, social cognitive theory, self-determination theory, interest theory, achievement goal theory, and attribution theory. To gain a deeper understanding of the similarities and differences among these prominent theories, we present an integrative framework based on an action model (Heckhausen & Heckhausen, 2018). The basic model is deliberately parsimonious, consisting of six stages of action: the situation, the self, the goal, the action, the outcome, and the consequences. Motivational constructs from each major theory are related to these determinants in the course of action, mainly revealing differences and to a lesser extent commonalities. In the integrative model, learning outcomes represent a typical indicator of goal-directed behavior. Associated recent meta-analyses demonstrate the empirical relationship between the motivational constructs of the six central theories and academic achievement. They provide evidence for the explanatory value of each theory for students’ learning.
Journal Article
Critical Consciousness: A Critique and Critical Analysis of the Literature
The education system has been heralded as a tool of liberation and simultaneously critiqued as a tool of social control to maintain the oppressive status quo. Critical consciousness (CC), developed by the Brazilian educator, Paulo Freire, advanced an educational pedagogy to liberate the masses from systemic inequity maintained and perpetuated by process, practices and outcomes of interdependent systems and institutions. If people are not aware of inequity and do not take action steps to constantly resist oppressive norms and ways of being, then the result is residual inequity in perpetuity. If inequity is likened to a disease or poison, then CC has been deemed the antidote to inequity and the prescription needed to break the cycle. As such, CC is a construct that has important scholarly, practice and policy implications. Scholars, noting the relevance and application of CC to current social problems, have advanced CC theory and practice. However, these innovative advancements have left fissures in the CC theoretical base in need of resolution and consensus to advance a collective and organized body of CC theory. This paper explores the divergent CC scholarship within CC theory and practice articles, provides an in-depth review of the inconsistencies, and suggests ideas to resolve the discrepancies from the literature to support the need for a new, CC-based construct, transformative potential. Without such a review, moving toward conceptual clarity, the lack of a coherent CC knowledgebase will impede the reflection and action needed to transform systems and institutions that maintain and perpetuate systemic inequity that have dehumanizing consequences. If implemented within urban education, theoretical models, grounded in CC theory, could help achieve a system of education that is just, equitable and liberating.
Journal Article
Beyond leadership : a relational approach to organizational theory in education
This book systematically elaborates Scott Eacott's \"relational\" approach to organizational theory in education. Contributing to the relational trend in the social sciences, it first surveys relational scholarship across disciplines before providing a nuanced articulation of the relational research program and key concepts such as organizing activity, auctors, and spatio-temporal conditions. It also includes critical commentaries on the program from key figures such as Tony Bush, Megan Crawford, Fenwick English, Helen Gunter, Izhar Oplatka, Augusto Riveros, and Dawn Wallin. As such, the text models an approach to, or social epistemology for building knowledge claims in relation rather than through parallel monologues. - Publisher Description
Book
Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories
Various theories from the field of educational psychology, including high expectation theory (HET) and self-determination theory (SDT), focus on the classroom conditions which facilitate students’ motivation, learning, and well-being. In the current paper, we aimed to breech the theoretical division between HET and SDT through a synthesis of both theories. We identified multiple areas of convergence and complementarity. The teaching practices that are theorized to support students’ motivation, learning, and well-being put forward by both HET and SDT show a high degree of conceptual overlap. Moreover, findings from both research fields suggest a gap between theory and practice: although the teaching principles put forward by both theories are believed to be effective for all students, not all teachers optimally apply these principles in their teaching or apply them equally for all classes or all students. Both theories acknowledge that teacher beliefs and contextual factors may account for this gap between theory and practice. In the paper, we put forward an integrative model to show how the two theories converge and complement each other. The integration of the two theories offers a way forward in terms of understanding and applying these two theoretical stances to the classroom.
Journal Article
Accessing academic discourse : systemic functional linguistics and legitimation code theory
Academic discourse is the gateway not only to educational success but to worlds of imagination, discovery and accumulated wisdom. Understanding the nature of academic discourse and developing ways of helping everyone access, shape and change this knowledge is critical to supporting social justice. Yet education research often ignores the forms taken by knowledge and the language through which they are expressed. This volume comprises cutting-edge work that is bringing together sociological and linguistic approaches to access academic discourse. Systemic functional linguistics (SFL) is a long-established and widely known approach to understanding language. Legitimation Code Theory (LCT) is a younger and rapidly growing approach to exploring and shaping knowledge practices. Now evermore research and practice are using these approaches together. This volume presentsnew advances from this inter-disciplinary dialogue, focusing on state-of-the-art work in SFL provoked by its productive dialogue with LCT. It showcases work by the leading lights of both approaches, including the foremost scholar of SFL and the creator of LCT. Chapters introduce key ideas from LCT, new conceptual developments in SFL, studies using both approaches, and guidelines for shaping curriculum and pedagogy to support access to academic discourse in classrooms. The book is essential reading for all appliable and educational linguists, as well as scholars and practitioners of education and sociology.
Book
Theorising pedagogical dimensions of higher education leadership—a non-affirmative approach
Today, multilevel analytics on educational governance, management, and leadership are common in educational leadership research, drawing on a variety of approaches and academic disciplines. This article develops a threefold critique of the state of the art. First, this article argues that research on higher education leadership often represents an unreflected position regarding the societal role of higher education—decontextualising leadership from external practices and disregarding its internal object. Second, the approaches applied in leadership as a multilevel phenomenon can be problematic. On one end of the spectrum, we find particularist approaches focusing on individual levels representing disparate and often incompatible theoretical perspectives. As these positions rarely communicate, they have difficulties producing a coherent representation of higher education leadership. Universalist approaches, in turn, study leadership on several levels but offer identical conceptual tools for any societal practice, thereby losing the sensibility of the societal, cultural, and economic tasks of higher-education institutions, and for their specific character as institutions for research and teaching. Thirdly, research on educational leadership mostly fail to provide adequate theory of pedagogical interaction and influence. This is a twofold challenge. On the one hand, research lacks a theory of the object of educational leadership, namely teaching and studying. On the other, although research often defines leadership as a process of influence aimed at supporting learning, it lacks a theory able to explain what constitutes this influence. This article elaborates the possibilities for non-affirmative theory of education to provide a theory and language to overcome these challenges.
Journal Article
Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
In cognitive load theory, element interactivity has been used as the basic, defining mechanism of intrinsic cognitive load for many years. In this article, it is suggested that element interactivity underlies extraneous cognitive load as well. By defining extraneous cognitive load in terms of element interactivity, a distinct relation between intrinsic and extraneous cognitive load can be established based on whether element interactivity is essential to the task at hand or whether it is a function of instructional procedures. Furthermore, germane cognitive load can be defined in terms of intrinsic cognitive load, thus also associating germane cognitive load with element interactivity. An analysis of the consequences of explaining the various cognitive load effects in terms of element interactivity is carried out.
Journal Article