When Learning Feels Impossible: A Scoping Review of Academic Motivation and Student Mental Health

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 4
  In Roundtable Session: Motivational Perspectives on Emotions and Mental Health

Abstract

Mental health and well-being affect multiple aspects of children’s lives and may be particularly salient to students’ academic motivation. This scoping review assessed the prevalence and nature of studies related to students’ mental health and academic motivation across Kindergarten through Grade 12. We used Johanna Briggs Institute Manual for Evidence Synthesis, searched three databases, screened 4,869 studies, and extracted data from 238 studies. Results included the following: (a) self-determination theory was the most frequently used motivation framework, (b) few studies focused on marginalized populations, (c) studies focused on belonging and well-being, as opposed to psychopathology, (d) the majority of study participants were enrolled in secondary schooling, and (e) the majority of studies used quantitative methodologies.

Authors

• Charlotte A. Agger, Indiana University

• Jack Komer, Indiana University

• Heather Ormiston, Indiana University

• Elizabeth McPherson, Indiana University