Chapter

Motivation and Classroom Learning

Educational Psychology

  1. Eric M. Anderman PhD,
  2. DeLeon L. Gray,
  3. Yujin Chang

Published Online: 26 SEP 2012

DOI: 10.1002/9781118133880.hop207005

Handbook of Psychology, Second Edition

Handbook of Psychology, Second Edition

How to Cite

Anderman, E. M., Gray, D. L. and Chang, Y. 2012. Motivation and Classroom Learning. Handbook of Psychology, Second Edition. 7:5.

Author Information

  1. Ohio State University, College of Education and Human Ecology, Columbus, OH, USA

Publication History

  1. Published Online: 26 SEP 2012

Abstract

As we discuss in this chapter, motivation does not just reside in the mind of the student; rather, motivation is related to a complex dynamic that transcends relationships between students, teachers, and the environments created in schools and classrooms. We review several contemporary theoretical frameworks that guide research on achievement motivation in the educational psychology literature. Specifically, self-determination theory, attribution theory, social cognitive theory, expectancy-value theory, and achievement goal theory are reviewed. Each theory contributes uniquely to our understanding of academic motivation, and can be applied to actual classroom settings. In particular, we focus on how teachers' choices regarding daily instructional tasks are related to student motivation. We end by discussing important areas for future research and stressing that the improvement of achievement motivation in school involves the collaborative efforts of researchers, educators and policy makers.

Keywords:

  • academic motivation;
  • classroom learning;
  • instructional practices