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written by Paul R. Pintrich
A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired basic research on motivation. Seven substantive questions are then suggested as important directions for current and future motivational science research efforts. They include (1) What do students want? (2) What motivates students in classrooms? (3) How do students get what they want? (4) Do students know what they want or what motivates them? (5) How does motivation lead to cognition and cognition to motivation? (6) How does motivation change and develop? and (7) What is the role of context and culture? Each of the questions is addressed in terms of current* knowledge claims and future directions for research in motivational science.

*Editor's Note: This review of the scientific literature on motivation relies on studies that predate 2001, so the term "current" is to be viewed through the lens of research available at that time.
Journal of Educational Psychology: Volume 95, Issue 4, Pages 667-686
Subjects Levels Resource Types
Education - Basic Research
- Behavior
- Cognition
- Learning Theory
- Research Design & Methodology
= Literature
- Student Characteristics
= Ability
= Affect
= Skills
- High School
- Lower Undergraduate
- Reference Material
= Article
PER-Central Types Intended Users Ratings
- Curriculum
- Curriculum / Pedagogy Guide
- Researchers
- Professional/Practitioners
- Administrators
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© 2003 American Psychological Association
DOI:
10.1037/0022-0663.95.4.667
Keywords:
Motivational Theory, Social-Cognitive constructs, affective domain, culturally relevant education, intrinsic motivation, metacognition, motivation research, self-regulation
Record Creator:
Metadata instance created July 7, 2022 by Lauren Bauman
Record Updated:
August 5, 2022 by Caroline Hall
Last Update
when Cataloged:
November 12, 2003
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Record Link
AIP Format
P. Pintrich, , J. Educ. Psychol. 95 (4), 667 (2003), WWW Document, (https://doi.org/10.1037/0022-0663.95.4.667).
AJP/PRST-PER
P. Pintrich, A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts, J. Educ. Psychol. 95 (4), 667 (2003), <https://doi.org/10.1037/0022-0663.95.4.667>.
APA Format
Pintrich, P. (2003, November 12). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. J. Educ. Psychol., 95(4), 667-686. Retrieved August 14, 2022, from https://doi.org/10.1037/0022-0663.95.4.667
Chicago Format
Pintrich, Paul R.. "A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts." J. Educ. Psychol. 95, no. 4, (November 12, 2003): 667-686, https://doi.org/10.1037/0022-0663.95.4.667 (accessed 14 August 2022).
MLA Format
Pintrich, Paul R.. "A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts." J. Educ. Psychol. 95.4 (2003): 667-686. 14 Aug. 2022 <https://doi.org/10.1037/0022-0663.95.4.667>.
BibTeX Export Format
@article{ Author = "Paul R. Pintrich", Title = {A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts}, Journal = {J. Educ. Psychol.}, Volume = {95}, Number = {4}, Pages = {667-686}, Month = {November}, Year = {2003} }
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%A Paul R. Pintrich %T A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts %J J. Educ. Psychol. %V 95 %N 4 %D November 12, 2003 %P 667-686 %U https://doi.org/10.1037/0022-0663.95.4.667 %O text/html

EndNote Export Format

%0 Journal Article %A Pintrich, Paul R. %D November 12, 2003 %T A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts %J J. Educ. Psychol. %V 95 %N 4 %P 667-686 %8 November 12, 2003 %U https://doi.org/10.1037/0022-0663.95.4.667


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