What Constructs Matter in Academic Motivation

• In Event: Poster Session 5
  In Poster Session: Motivation in Education SIG: Poster Session 1 of 2

Abstract

Over the past few decades, motivation constructs and terminology have proliferated leaving many confused about what constructs matter in student motivation (Murphy & Alexander, 2000). In an attempt to integrate different theoretical perspectives and identify constructs that make a difference in motivation, we conducted a mixed method investigation. First, we identified constructs from contemporary motivation theories and engaged in a quantitative investigation to determine which constructs best discriminated between college classroom experiences when students were the most and least motivated. Second, we interviewed students and engaged in a qualitative investigation to identify the frequency that motivation constructs were experienced when students were the most and least motivated. Support was obtained for a combination of cognitive-affective constructs from different contemporary theories.

Authors

• Kenn E. Barron, James Madison University

• Chris S. Hulleman, University of Virginia

• Rory Lazowski, James Madison University

• Jessica K. Flake, James Madison University

• Makayla Grays, James Madison University