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Multi-Theoretical Perspectives on Instructional Supports for Student Motivation

Fri, April 12, 7:45 to 9:15am, Pennsylvania Convention Center, Floor: Level 100, Room 115C

Session Type: Symposium

Abstract

The study of motivation and engagement in the classroom is complex, with multiple (often intersecting) theoretical approaches for conceptualizing students’ motivation and engagement and the contextual factors that support it. The purpose of this symposium is to highlight ways in which researchers draw upon multiple theoretical perspectives (within a single study) to understand these processes. Using a variety of methods (qualitative, quantitative, mixed methods), the papers in this session highlight start-of-the-art approaches for conceptualizing, measuring, and analyzing supports for motivation and engagement and their instantiation in the classroom. An important (and unique) element of the papers featured is that they attempt to bridge theoretical silos to provide a more integrated framework for considering motivation and engagement in K-16 classrooms.

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