The Need to Demonstrate Relevance to Practice: A Crossroads for Motivation Research

• In Event: Practice-Relevant Motivation Research 2.0: Building a New Approach

Abstract

In this presentation, we discuss the need for models that outlines dimensions of rigorous, collaborative practice-relevant motivation research. We also discuss contemporary efforts to make motivation research relevant to educators and chart the future progress that must be made in order for motivation research to achieve greater relevance among practitioners.
In motivational research specifically, it is important to focus research efforts on practices usable and relevant in today’s classrooms, as human motivation is multidimensional, complex, dynamic, and heavily context-dependent (Kaplan et al., 2012; Turner & Meyer, 2000). Kaplan and colleagues (2012) proposed a focus on methodologies that can be used to study the more dynamic and context-dependent reality of motivation in schools that they consider central to effective and relevant research. Such methodologies would involve examining motivation constructs and theories as residing within natural settings, as well as targeting methods that are suitable for natural school settings (e.g., design-based research, participatory action research) (Kaplan et al., 2012). Such a process would also involve developing specific practices for gathering stakeholders to discuss relevant needs to ultimately to achieve research findings that are more likely to be translated into real classrooms (Gutiérrez & Penuel, 2014). Moreover, asking meaningful research questions (Coburn, 2003; Kerdeman, 2015) that are contextualized and tailored towards the school also is important for demonstrating practical value.

Some motivation researchers have specifically sought to reach educators with their research findings. For example, Brett Jones’ MUSIC Model of Academic Motivation (Jones, 2009), Carol Dweck’s Mindset, The New Psychology of Success (Dweck, 2007), and Duckworth and Yeager’s grit (Duckworth & Yeager, 2015) all present motivation findings in wording that is easily comprehensible to practitioners. In addition, classroom-based studies guided by achievement goal theory and expectancy value theory have delineated clear recommendations for educators (Urdan & Turner, 2005). To move this practice-relevant work forward even more, researchers will need to systematically document their collaborative efforts and processes for creating mutual buy-in (Gutiérrez & Penuel, 2014; Kaplan et al., 2012). We have found that a structured and usable framework of procedures for rigorous, collaborative practice-relevant motivation research from project start to finish, and beyond, is lacking.
“What is a partnership if the research plan is fully predefined by researchers?” (Gutiérrez & Penuel, 2014, p. 21). While motivation researchers have made substantial efforts to reach practitioners with their findings, a need still exists for an approach to motivation research that documents the research application process from beginning to end.

Author

• Jessica Chittum, East Carolina University