Explaining the Context-Specificity of Student Motivation: A Self-Determination Theory Approach

Barbara Flunger; Julien Chanal

doi:10.4324/9781003303473-5

Explaining the Context-Specificity of Student Motivation: A Self-Determination Theory Approach

Barbara Flunger, Julien Chanal

University of Geneva

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

Abstract

Self-Determination Theory (SDT) is a theoretical framework that is useful for explaining students' behaviours, motivations, and academic outcomes in educational settings. We highlight the main premises of SDT and clarify how the context-specificity of student motivation can be explained using the Hierarchical Model of Intrinsic and Extrinsic Motivation (HMIEM). We review findings from SDT research on within-subject processes underlying students' motivation and academic outcomes, and on between-subject differences in student motivation. Moreover, we draw attention to critical areas for future research on the context-specificity of motivation in educational settings.

Original language	English
Title of host publication	Motivation and Emotion in Learning and Teaching across Educational Contexts
Subtitle of host publication	Theoretical and Methodological Perspectives and Empirical Insights
Editors	Gerda Hagenauer, Rebecca Lazarides , Hanna Järvenoja
Place of Publication	London
Publisher	Routledge
Chapter	4
Pages	54-68
Number of pages	15
Edition	1
ISBN (Electronic)	9781003303473
ISBN (Print)	9781032301099
DOIs	https://doi.org/10.4324/9781003303473-5
Publication status	Published - 28 Nov 2023

Access to Document

10.4324/9781003303473-5

10.4324_9781003303473-5_chapterpdfFinal published version, 518 KBLicence: Taverne

Cite this

Flunger, B., & Chanal, J. (2023). Explaining the Context-Specificity of Student Motivation: A Self-Determination Theory Approach. In G. Hagenauer, R. Lazarides , & H. Järvenoja (Eds.), Motivation and Emotion in Learning and Teaching across Educational Contexts : Theoretical and Methodological Perspectives and Empirical Insights (1 ed., pp. 54-68). Routledge. https://doi.org/10.4324/9781003303473-5

Flunger, Barbara ; Chanal, Julien. / Explaining the Context-Specificity of Student Motivation : A Self-Determination Theory Approach. Motivation and Emotion in Learning and Teaching across Educational Contexts : Theoretical and Methodological Perspectives and Empirical Insights. editor / Gerda Hagenauer ; Rebecca Lazarides ; Hanna Järvenoja. 1. ed. London : Routledge, 2023. pp. 54-68

@inbook{0e59464c6c2644faa3e462ebbbb0d504,

title = "Explaining the Context-Specificity of Student Motivation: A Self-Determination Theory Approach",

abstract = "Self-Determination Theory (SDT) is a theoretical framework that is useful for explaining students' behaviours, motivations, and academic outcomes in educational settings. We highlight the main premises of SDT and clarify how the context-specificity of student motivation can be explained using the Hierarchical Model of Intrinsic and Extrinsic Motivation (HMIEM). We review findings from SDT research on within-subject processes underlying students' motivation and academic outcomes, and on between-subject differences in student motivation. Moreover, we draw attention to critical areas for future research on the context-specificity of motivation in educational settings.",

author = "Barbara Flunger and Julien Chanal",

year = "2023",

month = nov,

day = "28",

doi = "10.4324/9781003303473-5",

language = "English",

isbn = "9781032301099",

pages = "54--68",

editor = "Hagenauer, {Gerda } and {Lazarides }, {Rebecca } and J{\"a}rvenoja, {Hanna }",

booktitle = "Motivation and Emotion in Learning and Teaching across Educational Contexts",

publisher = "Routledge",

edition = "1",

}

Flunger, B & Chanal, J 2023, Explaining the Context-Specificity of Student Motivation: A Self-Determination Theory Approach. in G Hagenauer, R Lazarides & H Järvenoja (eds), Motivation and Emotion in Learning and Teaching across Educational Contexts : Theoretical and Methodological Perspectives and Empirical Insights. 1 edn, Routledge, London, pp. 54-68. https://doi.org/10.4324/9781003303473-5

Explaining the Context-Specificity of Student Motivation: A Self-Determination Theory Approach. / Flunger, Barbara; Chanal, Julien.
Motivation and Emotion in Learning and Teaching across Educational Contexts : Theoretical and Methodological Perspectives and Empirical Insights. ed. / Gerda Hagenauer; Rebecca Lazarides ; Hanna Järvenoja. 1. ed. London: Routledge, 2023. p. 54-68.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

TY - CHAP

T1 - Explaining the Context-Specificity of Student Motivation

T2 - A Self-Determination Theory Approach

AU - Flunger, Barbara

AU - Chanal, Julien

PY - 2023/11/28

Y1 - 2023/11/28

N2 - Self-Determination Theory (SDT) is a theoretical framework that is useful for explaining students' behaviours, motivations, and academic outcomes in educational settings. We highlight the main premises of SDT and clarify how the context-specificity of student motivation can be explained using the Hierarchical Model of Intrinsic and Extrinsic Motivation (HMIEM). We review findings from SDT research on within-subject processes underlying students' motivation and academic outcomes, and on between-subject differences in student motivation. Moreover, we draw attention to critical areas for future research on the context-specificity of motivation in educational settings.

AB - Self-Determination Theory (SDT) is a theoretical framework that is useful for explaining students' behaviours, motivations, and academic outcomes in educational settings. We highlight the main premises of SDT and clarify how the context-specificity of student motivation can be explained using the Hierarchical Model of Intrinsic and Extrinsic Motivation (HMIEM). We review findings from SDT research on within-subject processes underlying students' motivation and academic outcomes, and on between-subject differences in student motivation. Moreover, we draw attention to critical areas for future research on the context-specificity of motivation in educational settings.

UR - http://www.scopus.com/inward/record.url?scp=85176889643&partnerID=8YFLogxK

U2 - 10.4324/9781003303473-5

DO - 10.4324/9781003303473-5

M3 - Chapter

SN - 9781032301099

SP - 54

EP - 68

BT - Motivation and Emotion in Learning and Teaching across Educational Contexts

A2 - Hagenauer, Gerda

A2 - Lazarides , Rebecca

A2 - Järvenoja, Hanna

PB - Routledge

CY - London

ER -

Flunger B, Chanal J. Explaining the Context-Specificity of Student Motivation: A Self-Determination Theory Approach. In Hagenauer G, Lazarides R, Järvenoja H, editors, Motivation and Emotion in Learning and Teaching across Educational Contexts : Theoretical and Methodological Perspectives and Empirical Insights. 1 ed. London: Routledge. 2023. p. 54-68 doi: 10.4324/9781003303473-5

Explaining the Context-Specificity of Student Motivation: A Self-Determination Theory Approach

Abstract

Access to Document

Fingerprint

Cite this