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 | |
| Publication status | Published - 28 Nov 2023 |
Bibliographical note
Publisher Copyright:© 2024 selection and editorial matter, Gerda Hagenauer, Rebecca Lazarides and Hanna Jarvenoja; individual chapters, the contributors. All rights reserved.