Motivation in Education: Theory, Research, and Applications

by Paul R. Pintrich, Dale H. Schunk

The primary objectives of Motivation in Theory, Research, and Application , third edition, Although different perspectives on motivation are presented, the text emphasizes the role of personal cognitions and beliefs during teaching and learning. This focus is consistent with the view that learners are active, constructive participants in the learning process; consequently, the text highlights how motivation is situated, facilitated, and constrained by various classroom and contextual factors. Following an introductory chapter that defines and exemplifies motivation and discusses motivation research, how motivation relates to learning, and historical views of motivation, the next six chapters discuss theoretical and conceptual perspectives that stress the role of personal cognitions, beliefs, affects and values in expectancy-value theory, attribution theory, social cognitive theory, goal theory, interest and affect, and intrinsic and extrinsic motivation. The remaining three chapters focus on various contextual factors in promoting sociocultural influences, teacher influences, and classroom and school influences. By blending theory, research, and applications throughout, the text provides instructors and students with a unified view of the role of motivation in education.

Genres: Education, Psychology

448 pages, Paperback

First published September 21, 1995

About the author

Paul R. Pintrich was an influential educational psychologist known for his work on motivation, self-regulated learning, and epistemological beliefs. A professor at the University of Michigan, he authored over 140 publications and played a key role in advancing educational psychology. Pintrich earned his PhD and MA in developmental psychology from Michigan and a BA in psychology from Clark University.

Reviews

[Eduardo · Rating 4 out of 5]

I read this book immediately following Motivation to Learn: Integrating Theory and Practice as part of a project in a graduate-level education class. I think that Stipek's book was written to be used practically by teachers while I feel that this book is written with those in academia as its primary audience. I do not intend to say that one approach or book is better than the other, but that perspective may be helpful for those looking for book written from a certain standpoint.

I found this book to be thorough and all-encompassing. The authors begin with foundational work in psychology from the 19th century so that readers can have a better understanding of how more recent research fits into the field as well as how newer work is built on questions and insufficiencies of older work.

Without picking winners and losers, the authors give background and applications for more recent research, particularly when research in the field has coalesced around the same central concepts.

I thought that the authors summarized the (then) current state of the research extremely well and, as a result, I think this book is an excellent overview for future researchers. I think that it can also be useful for teachers and administrators that are looking for a deep dive into the factors that affect their everyday work.

[James · Rating 4 out of 5]

This is good introduction to motivation theory. Although it is framed around K-12 (and my interest is adults) I found it helpful and useful. The authors maintain a good structure and good organization of the material. They are careful in their use of terms, which in this field can at a times get crossed and confused into each other.

[Kevin Fulton · Rating 5 out of 5]

A very accessible textbook written by three giants in motivation research.

[Elisha Lawrence · Rating 4 out of 5]

This was quite helpful in thinking about the direction of my future research. Most of the concepts are somewhat simple, but research requires a laser-targeted focus on an area. Engagement is the concept I emerged from this book with the greatest interest in studying. These are the types of questions I'd like to investigate:

What inspires students to intrinsic motivation with learning?

What practices get a student involved with their learning?

How do you spark and maintain the interest of a student?

I would like to see students demonstrate greater effort, curiosity, and initiative in their learning. These are all aspects of engagement. Part of my interest in these concepts applies to theology, as well. It doesn't take a rocket scientist to deduce the apathy in the Christian church in America. Why does SES not play the same role with faith that it plays with cognitive engagement? Europe and America seem to have gotten less interested in faith, the greater their educational attainment.

Additionally, it is sad but interesting to see a massive increase in anxiety and depression among emerging adolescents. It is more difficult to be engaged in learning when you are anxious and worried. The same goes for being distracted. Technology in education is often lauded for the role it plays in enhancing engagement. I am curious if it also hurts engagement by its connection to distraction and constant contact with others.

There is a need for Christians to be focused on research in education. I think there is great opportunity to shape how future generations approach school and theology.

[Scott Furtwengler · Rating 4 out of 5]

This is a great introduction to the many constructs under the broad umbrella of motivation in educational settings. It is a text book for courses in educational psychology and higher education, but the overviews and sources that it provides would benefit not only those interested in research in these areas but teachers throughout P-16.

[Hannes]

Motivation in Education: Theory, Research, and Applications

[Hadi · Rating 4 out of 5]

good