scholarly journals LA MOTIVATION SCOLAIRE ET SES THÉORIES ACTUELLES : UNE RECENSION THÉORIQUE

2020 ◽  
Vol 54 (3) ◽  
pp. 500-518
Author(s):  
Catherine Fréchette-Simard ◽  
Isabelle Plante ◽  
Annie Dubeau ◽  
Stéphane Duchesne
Keyword(s):  
Achievement Motivation ◽  
Self Determination Theory ◽  
Value Theory ◽  
Goal Achievement ◽  
Self Determination ◽  
Integrative Model ◽  
Goal Theory ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Theoretical Approaches

In school, the importance of motivation to promote achievement is well-recognized. Conceived as what moves people to act and pursue a goal, achievement motivation was studied in light of diverse theoretical approaches. However, these approaches provide distinct but complementary conceptions of achievement motivation, which may make the construct harder to understand, especially for non-experts. This article offers a theoretical review of the three dominant theories of school motivation, namely expectancy-value theory, achievement goal theory, and self-determination theory. It also highlights similarities between each theory and proposes an integrative model to better conceptualize the construct of school motivation.

Firms enabling responsible consumption: a netnographic approach

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bipul Kumar ◽  
Nikhilesh Dholakia
Keyword(s):  
Achievement Motivation ◽  
Research Methodology ◽  
Value Theory ◽  
Social Implications ◽  
Consumer Empowerment ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Content Type ◽  
Consumption Behavior ◽  
Responsible Consumption

PurposeThis study explores enablers that firms could use to motivate consumers toward responsible consumption behavior. Completing the loop of responsible consumption – linking firms and consumers –helps firms to attain responsible consumption targets as part of the sustainable development goals (SDGs).Design/methodology/approachThe study uses netnography as the qualitative research methodology.FindingsThe important enablers of responsible consumption behavior are choice editing, design intervention, addressing consumers' environmental identity, brand assurance, promoting innovation mindset and consumer empowerment – at the level of consumers and at the crosslevel of interaction between firms and consumers. Such enablers can help the firms in nudging their consumers toward responsible consumption.Research limitations/implicationsUsing the lens of the expectancy–value theory of achievement motivation, this study extends the theoretical domain of responsible consumption.Practical implicationsThe enablers of responsible consumption behaviors found here serve as a useful guide for the strategies to attain the SDGs.Social implicationsThe SDG goal 12 of responsible consumption is the focus of this study. The entire fabric of responsible consumption is woven around anthropocentric views, and hence the findings of this study have clear social implications.Originality/valueThis is a first study to explore how firms can facilitate consumers to consume responsibly, to attain the SDGs. This is also one of the first studies on responsible consumption, using netnography as the research methodology. Additionally, it also extends the applicability of the expectancy–value theory of achievement motivation to the context of responsible consumption behavior.

Achievement Motivation in Education

2018 ◽  
Author(s):  
Judith Meece ◽  
Charlotte Agger
Keyword(s):  
Achievement Motivation ◽  
Academic Motivation ◽  
Value Theory ◽  
Male Students ◽  
Theoretical Frameworks ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Current Trends ◽  
Motivation In Education ◽  
Gender Discrepancies

Achievement motivation theories are used to understand gender discrepancies in motivation across various academic domains. Early on in the field of motivation research, researchers commonly used an attribution framework to study achievement-related outcomes among men and women. Self-efficacy theory and a revised expectancy-value theory of achievement-related choices dominate the current literature on gender differences and achievement motivation. Current trends in research on gender and academic motivation include the shifting and expanding of theoretical frameworks, a new focus on the motivation and achievement of male students, and the use of advanced methodologies and cross-national data to conduct comparative research on gender and patterns of motivation.

Integrative and Theoretical Reviews of Achievement Motivation for School Psychologists: Introduction to the Special Issue

2021 ◽  
pp. 082957352110553
Author(s):  
Lia M. Daniels ◽  
Bryce S. Dueck
Keyword(s):  
School Psychologists ◽  
Achievement Motivation ◽  
Perceived Control ◽  
Self Determination Theory ◽  
Value Theory ◽  
Goal Theory ◽  
Whole Child ◽  
Special Issue ◽  
Self Regulated Learning ◽  
Control Value

A theoretically grounded understanding of achievement motivation appears to be largely overlooked in both initial education programs and ongoing professional development of school psychologists. This is unfortunate because motivation constructs such as perceived control, value, and self-beliefs predict students’ academic performance in a way that complements the variance explained by intelligence tests. This empirical evidence is rooted in long-standing theorizing that motivation constructs hold an important role alongside cognitive constructs in understanding student learning. Moreover, because motivation constructs are viewed as malleable, they provide an untapped source of intervention for school psychologists in supporting students. For these reasons, this special issue presents five review articles that integrate discrete theories of achievement motivation to the practice of school psychology. Largely representing Canadian expertise, the articles describe the potential for the control-value theory of emotions, achievement goal theory, mindset theory, self-determination theory, and self-regulated learning in the work of school psychologists. The final commentary article explicates a whole-child framework to highlight the role motivation can hold alongside cognition and guide school psychologists to partner these constructs for the betterment of children.

scholarly journals Will I Stay Married?: Exploring Predictors of Expectations to Divorce in Unmarried Young Adults

2018 ◽  
Vol 8 (2) ◽  
pp. 118-132 ◽  
Author(s):  
Rachel Arocho ◽  
Kelly Purtell
Keyword(s):  
Young Adults ◽  
Transition To Adulthood ◽  
Achievement Motivation ◽  
Young Adulthood ◽  
Panel Study ◽  
Value Theory ◽  
Income Dynamics ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Partnership Status

Expectations that one may eventually divorce may predict behavior in young adulthood and beyond, but studies that have looked at individuals’ assessments of their divorce likelihood have been limited. Guided by the expectancy-value theory of achievement motivation, we tested five categories of potential predictors of divorce expectations in a sample of 1,610 unmarried young adults from the Panel Study of Income Dynamics Transition to Adulthood Study. Predictors were tested separately by gender and partnership status. Results suggested that some predictors mattered more for some groups than others, such as employment for single men or certainty of marriage for partnered women. Consistent with prior research, caregiver divorce was significantly associated with expectations to divorce but was only one of many factors found to predict these expectations. Socioeconomic factors and experiences and expectations of other relationships consistently predicted expectations. Expectations to divorce are multifaceted and complex.

Distinct and Overlapping Dimensions of Reading Motivation in Commonly Used Measures in Schools

2018 ◽  
Vol 46 (1) ◽  
pp. 39-54 ◽  
Author(s):  
Sabina R. Neugebauer ◽  
Ken A. Fujimoto
Keyword(s):  
Social Cognitive ◽  
Cognitive Theory ◽  
Reading Motivation ◽  
Self Determination Theory ◽  
Value Theory ◽  
School Students ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Educational Benefits ◽  
Competence Beliefs

The current investigation addresses critiques about motivation terminology and instrumentation by examining together three commonly used reading motivation assessments in schools. This study explores the distinctiveness and redundancies of the constructs operationalized in these reading motivation assessments with 222 middle school students, using item response theory. Results support distinctions between constructs grounded in self-determination theory, social cognitive theory, and expectancy-value theory as well as conceptual overlap, among constructs associated with competence beliefs and social sources of motivation across different theoretical traditions. Educational benefits of multidimensional and unidimensional interpretations of reading motivation constructs covered in these instruments are discussed.

Sign in / Sign up

Export Citation Format

Share Document