Towards a unified theory of task-specific motivation

Educational Research Review

Volumn 11, Issue , 2014, Pages 27-44

  De Brabander, Cornelis J ^a,b   Martens, Rob L ^a  

^a OPEN UNIVERSITY OF THE NETHERLANDS   (Netherlands)

^b LEIDEN UNIVERSITY   (Netherlands)

Author keywords

Attitude; Extrinsic motivation; Intrinsic motivation; Motivation theory; Subjective task value

Indexed keywords

EID: 84890175357     PISSN: 1747938X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.edurev.2013.11.001     Document Type: Review

References (117)

1. Aarts H., Custers R. Unconscious goal pursuit: Nonconscious goal regulation and motivation. The Oxford handbook of human motivation 2012, pp. 13-27, Oxford University Press, New York. R.M. Ryan (Ed.).
2. Ajzen I. The theory of planned behavior. Organizational and Human Decision Processes 1991, 50:179-211.
3. Ajzen I. Nature and operation of attitudes. Annual Review of Psychology 2001, 52:27-58.
4. Ajzen I. Perceived behavioral control, self-efficacy, locus of control, and the theory of planned behavior. Journal of Applied Social Psychology 2002, 32:665-683.
5. Ajzen, I. (2006). TPB Diagram. Retrieved on 22.05.2012 from http://people.umass.edu/aizen/tpb.diag.html.
6. Ajzen I., Fishbein M. Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological Bulletin 1977, 84:888-918.
7. Ajzen I., Fishbein M. Scaling and testing multiplicative combinations in the expectancy-value model of attitudes. Journal of Applied Social Psychology 2008, 38:2222-2247.
8. Ajzen I., Madden T.J. Prediction of goal-directed behavior: Attitudes, intentions, and perceived behavioral control. Journal of Experimental Social Psychology 1986, 22:453-474.
9. Alexander P.A., Murphy P.K. Profiling the differences in students' knowledge, interest, and strategic processing. Journal of Educational Research 1998, 90:435-447.
10. Armitage C.J., Conner M. Distinguishing perceptions of control from self-efficacy: Predicting consumption of a low-fat diet using the theory of planned behavior. Journal of Applied Social Psychology 1999, 29:72-90.
11. Armitage C.J., Conner M. Efficacy of the theory of planned behaviour: A meta-analytic review. British Journal of Social Psychology 2001, 40:471-499.
12. Bamberg S., Ajzen I., Schmidt P. Choice of travel mode in the theory of planned behavior: The roles of past behavior, habit, and reasoned action. Basic and Applied Social Psychology 2003, 25:175-187.
13. Bandura A. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review 1977, 84:191-215.
14. Bandura A. Social foundations of thought and action 1986, Prentice-Hall, Englewood Cliffs, NJ.
15. Bandura A. On rectifying the comparative anatomy of perceived control: Comments on 'Cognates of personal control'. Applied and Preventive Psychology 1992, 1:121-126.
16. Bandura A. Self-efficacy: The exercise of control 1997, W. H. Freeman & Co., New York.
17. Beck U., Beck-Gernsheim E. Individualization: Institutionalized individualism and its social and political consequences 2002, Sage, London.
18. Boekaerts M., Van Nuland H.J.C., Martens R.L. Perspectives on motivation: What mechanism energise students' behaviour in the classroom. International handbook of psychology in education 2010, pp. 535-568, Bingley, Bingley, UK. K. Littleton, C. Wood, J. Kleine Staarman (Eds.).
19. Bourdieu P., Passeron J.-C. Reproduction in education, society, and culture 1970, Sage, London.
20. Bowles S., Gintis H. Schooling in capitalist America: Educational reform and the contradictions of economic life 1976, Basic Books, New York.
21. Brenes G.A., Strube M.J., Storandt M. An application of the theory of planned behavior to exercise among older adults. Journal of Applied Social Psychology 1998, 28:2274-2290.
22. Brophy J. Motivating students to learn 2004, Lawrence Erlbaum Associates, Mahwah. 2nd ed.
23. Cameron J., Pierce W.D. Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research 1994, 64:363-423.
24. Carver C.S. Approach, avoidance, and the self-regulation of affect and action. Motivation and Emotion 2006, 30:105-110.
25. Collins J. Social reproduction in classrooms and schools. Annual Review of Anthropology 2009, 38:33-48.
26. Corno L., Kanfer R. The role of volition in learning and performance. Review of Research in Education 1993, 19:301-341.
27. Crone E.A., Dahl R.E. Understanding adolescence as a period of social-affective engagement and goal flexibility. Nature Reviews Neuroscience 2012, 13:636-650. 10.1038/nrn3313.
28. Csikszentmihalyi M. Flow: The psychology of optimal experience 1990, Harper & Row, New York.
29. Csikszentmihalyi M., Larson R. Validity and reliability of the experience-sampling method. The Journal of Nervous and Mental Disease 1987, 175:526-536.
30. Cury F., Elliot A.J., Da Fonseca D., Moller A.C. The social-cognitive model of achievement motivation and the 2×2 achievement goal framework. Journal of Personality and Social Psychology 2006, 90:666-679.
31. de Brabander, C. J., & Martens, R. L. (2013, August). Empirical exploration of a unified model of task-specific motivation, Paper presented at the 15th Biennial Earli conference 2013, August, 27-31.
32. de Brabander C.J., Rozendaal J.S., Martens R.L. Investigating efficacy expectancy as criterion for comparison of teacher- versus student-regulated learning in higher education. Learning Environments Research 2009, 12:191-207.
33. deCharms R. The learning of personal causation. Enhancing motivation: Change in the classroom 1976, pp. 200-213, Irvington, New York. R. deCharms (Ed.).
34. Deci E.L., Eghrari H., Patrick B.C., Leone D.R. Facilitating internalization: The self-determination theory perspective. Journal of Personality 1994, 62:119-142.
35. Deci E.L., Koestner R., Ryan R.M. A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin 1999, 125:627-668.
36. Deci E.L., Koestner R., Ryan R.M. Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research 2001, 71:1-27.
37. Deci E.L., Ryan R.M. Intrinsic motivation and self-determination in human behavior 1985, Plenum Press, New York.
38. Deci E.L., Ryan R.M. The "what" and "why" of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry 2000, 11:227-268.
39. Deci E.L., Ryan R.M. Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. The Oxford handbook of human motivation 2012, pp. 85-107, Oxford University Press, New York. R.M. Ryan (Ed.).
40. Dweck C.S., Chiu C., Hong Y. Implicit theories and their role in judgements and reactions: A world from two perspectives. Psychological Inquiry 1995, 6:267-285.
41. Eccles J., Wigfield A. In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin 1995, 21:215-225.
42. Eccles J., Wigfield A., Harold R.D., Blumenfeld P. Age and gender differences in children's self- and task perceptions during elementary school. Child Development 1993, 64:830-847.
43. Eisenberger R., Cameron J. Reward, intrinsic interest, and creativity: New findings. American Psychologist 1998, 53:676-679.
44. Eklöf H. Development and validation of scores from an instrument measuring student test-taking motivation. Educational and Psychological Measurement 2006, 66:643-656.
45. Eklöf H. Self-concept and valuing of mathematics in TIMSS 2003: Scale structure and relation to performance in a Swedish setting. Scandinavian Journal of Educational Research 2007, 51:297-313.
46. Elliot A.J. The hierarchical model of approach-avoidance motivation. Motivation and Emotion 2006, 30:111-116.
47. Elliot A.J., Church M.A. A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 1997, 72:218-232.
48. Elliot A.J., Covington M.V. Approach and avoidance motivation. Educational Psychology Review 2001, 13:73-92.
49. Elliot A.J., Muruyama K., Pekrun R. A 3×2 achievement goal model. Journal of Educational Psychology 2011, 3:632-648.
50. Elliot A.J., Thrash T.M. Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review 2001, 13:139-156.
51. Epstein S. The self-concept revisited or a theory of a theory. American Psychologist 1973, 28:404-416.
52. Epstein S. Integration of the cognitive and the psychodynamic unconscious. American Psychologist 1994, 49:709-724.
53. Eren A. Exploring the relationships among mirror neurons, theory of mind, and achievement goals: Towards a model of achievement goal contagion in educational settings. Educational Research Review 2009, 4:233-247.
54. Hektner J.M., Schmidt J.A., Csikszentmihalyi M. Experience sampling method: Measuring the quality of everyday life 2007, Sage, Thousand Oaks, CA.
55. Hennessey B.A., Amabile T.M. Reward, intrinsic motivation, and creativity. American Psychologist 1998, 53:674-675.
56. Hidi S. Interest, reading, and learning: Theoretical and practical considerations. Educational Psychology Review 2001, 13:191-209.
57. Hidi S. Interest: A unique motivational variable. Educational Research Review 2006, 1:69-82.
58. Hidi S., Renninger K.A., Krapp A. Interest. A motivational construct that combines affective and cognitive functioning. Motivation, emotion and cognition: Integrative perspectives on intellectual functioning and development 2004, pp. 88-115, Erlbaum, Hillsdale, NJ. D. Dai, R. Sternberg (Eds.).
59. Husman, J., & Corno, L. (2010). Volitional control of learning. In Peterson, P., Baker, E. L., & Mcgaw, B., International Encyclopedia of Education (3rd ed.). (pp. 724-731). Boston: Elsevier/AP.
60. Imants J.G.M., de Brabander C.J. Sense of efficacy of teachers and principals for learner and school oriented tasks in primary schools. Teaching and Teacher Education 1996, 12:179-195.
61. Jackson, P. W. (1968). Life in Classrooms. New York: Holt, Rinehart and Winston.
62. Jacobs J.E., Lanza S., Osgood D.W., Eccles J.S., Wigfield A. Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development 2002, 73:509-527.
63. Katz I., Assor A. When choice motivates and when it does not. Educational Psychology Review 2007, 19:429-442.
64. Krapp A. Structural and dynamic aspects of interest development: theoretical considerations from an ontogenetic perspective. Learning and Instruction 2002, 12:383-409.
65. Krapp A. Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction 2005, 15:381-395.
66. Kubey R., Larson R., Csikszentmihalyi M. Experience sampling method applications to communication research questions. Journal of Communication 1996, 46:99-120.
67. Kuhl J. Action control: The maintenance of motivational states. Motivation, intention, and volition 1987, pp. 279-291, Springer, New York. F. Halisch, J. Kuhl (Eds.).
68. Kyndt E., Baert H. Antecedents of employees' involvement in work-related learning: A systematic review. Review of Educational Research 2013, 83:273-313.
69. Lang P.J., Bradley M.M., Cuthbert B.N. Emotion, motivation, and anxiety: Brain mechanisms and psychophysiology. Biological Psychiatry 1998, 44:1248-1263.
70. LeFevre J. Flow and the quality of experience during work and leisure. Optimal experience: Psychological studies of flow in consciousness 1988, pp. 307-318, Cambridge University Press, New York. M. Csikszentmihalyi, I.S. Csikszentmihalyi (Eds.).
71. Lepper M.R. A whole much less than the sum of its parts. American Psychologist 1998, 53:675-676.
72. Maas A., Cadinu M. Stereotype threat: When minority members underperform. European Review of Social Psychology 2003, 14:243-275.
73. Martens R., de Brabander C., Rozendaal J., Boekaerts M., van der Leeden R. Inducing mind sets in self-regulated learning with motivational information. Educational Studies 2010, 36:311-327.
74. Martens R., Gulikers J., Bastiaens T. The impact of intrinsic motivation on e-learning in authentic computer tasks. Journal of Computer Assisted Learning 2004, 20:368-376.
75. McAuley E., Duncan T., Tammen V.V. Psychometric properties of the intrinsic motivation inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport 1989, 60:48-58.
76. McEachan R.R.C., Conner M., Taylor N., Lawton R.J. Prospective prediction of health-related behaviors with the theory of planned behavior: A meta-analysis. Health Psychology Review 2011, 5:97-144.
77. Miller G.A., Galanter E., Pribram K.H. Plans and the structure of behavior 1960, Holt, Rinehart and Winston, New York.
78. Moè A. Are males always better than females in mental rotation? Exploring a gender belief explanation. Learning and Individual Differences 2009, 19:21-27.
79. Moè A., Meneghetti C., Cadinu M. Women and mental rotation: Incremental theory and spatial strategy use enhance performance. Personality and Individual Differences 2009, 46:187-191.
80. Moè A., Pazzaglia F. Follow the instructions! Effects of gender beliefs in mental rotation. Learning and Individual Differences 2006, 16:369-377.
81. Murayama K., Matsumoto M., Izuma K., Matsumoto K. Neural basis of the undermining effect of monetary reward on intrinsic motivation. Proceedings of the National Academy of the Sciences of the United States of America 2010, 107:20911-20916.
82. Reeve J., Lee W. Neuroscience and human motivation. The Oxford handbook of human motivation 2012, pp. 365-380, Oxford University Press, New York. R.M. Ryan (Ed.).
83. Reeve J., Nix G., Hamm D. Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology 2003, 95:375-392.
84. The role of interest in learning and development 1992, Erlbaum, Hillsdale, NJ. K.A. Renninger, S. Hidi, A. Krapp (Eds.).
85. Rummel A., Feinberg R. Cognitive evaluation theory: A meta-analytic review of the literature. Social Behavior and Personality 1988, 16:147-164.
86. Ryan R.M., Deci E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well being. The American Psychologist 2000, 55.
87. Ryan R.M., Deci E.L. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology 2000, 25:54-67.
88. Ryan R.M., Deci E.L. When rewards compete with nature: The undermining of intrinsic motivation and self-regulation. Intrinsic and extrinsic motivation 2000, pp. 13-54, Academic Press, San Diego, CA. C. Sansone, J.M. Harackiewicz (Eds.).
89. Ryan R.M., Koestner R., Deci E.L. Ego-involved persistence: When free-choice behaviour is not intrinsically motivated. Motivation and Emotion 1991, 15:185-205.
90. Ryan R.M., Kuhl J., Deci E.L. Nature and autonomy: An organizational view of social and neurobiological aspects of self-regulation in behaviour and development. Developmental and Psychopathology 1997, 9:701-728.
91. Sansone C., Harackiewicz J.M. "Reality" is complicated. American Psychologist 1998, 53:673-674.
92. Saunders P. Social class and stratification 1990, Routledge, London.
93. Schepers J., Wetzels M. A meta-analysis of the technology acceptance model: Investigating subjective norm and moderation effects. Information & Management 2007, 44:90-103.
94. Schiefele U. Situational and individual interest. Handbook of motivation at school 2009, pp. 197-222, Routledge, New York. K.R. Wentzel, A. Wigfield (Eds.).
95. Schmidt, J. A. (2010). Flow in education. In Peterson, P., Baker, E. L., & Mcgaw, B., International Encyclopedia of Education (3rd ed.). (pp. 605-611). Boston: Elsevier/AP.
96. Schunk D.H., Pintrich P.R., Meece J.L. Motivation in education. Theory, research, and applications 2008, Pearson Education Inc., Upper Saddle River, New Jersey.
97. Schunk D.H., Usher E.L. Social cognitive theory and motivation. The Oxford handbook of human motivation 2012, pp. 13-27, Oxford University Press, New York. R.M. Ryan (Ed.).
98. Shah J.Y., Kruglanski A.W. The structure and substance of intrinsic motivation. Intrinsic and extrinsic motivation 2000, pp. 105-127, Academic Press, San Diego, CA. C. Sansone, J.M. Harackiewicz (Eds.).
99. Silberman S.E. Crisis in the classroom 1970, Random House, New York.
100. Smith J.L. Understanding the process of stereotype threat: A review of meditational variables and new performance goal directions. Educational Psychology Review 2004, 16:177-206.
101. Steele C.M., Aronson J. Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology 1995, 69:797-811.
102. Tang S.-H., Hall V.C. The overjustification effect: A meta-analysis. Applied Cognitive Psychology 1995, 9:365-404.
103. Tumin M.M. Social stratification: The forms and functions of inequality 1985, Prentice-Hall, Englewood Cliffs, NJ.
104. Vallerand R.J. Towards a hierarchical model of intrinsic and extrinsic motivation. Advances in experimental and social psychology 1997, pp. 271-359, Academic Press, New York. M.P. Zanna (Ed.).
105. van Leijenhorst, L. (2009). Why teens take risks. A neurocognitive analysis of developmental changes and individual differences in decision-making under risk. Doctoral dissertation. Leiden: Leiden University, Faculty of Social and Behavioural Sciences.
106. van Nuland H., Dusseldorp E., Martens R., Boekaerts M. Exploring the motivation jungle: Predicting performance on a novel task by investigating constructs from different motivation perspectives in tandem. International Journal of Psychology 2010, 45:250-259.
107. Vansteenkiste M., Sierens E., Soenens B., Luyckx K., Lens W. Motivational profiles from a self-determination perspective: The Quality of motivation matters. Journal of Educational Psychology 2009, 101:671-688.
108. Vansteenkiste M., Simons J., Lens W., Soenens B., Matos L., Lacante M. Less is sometimes more: Goal content matters. Journal of Educational Psychology 2004, 96:755-764.
109. Vroom V.H. Work and motivation 1964, Wiley, New York.
110. Walton G.M., Cohen G.L. Stereotype lift. Journal of Experimental Social Psychology 2003, 39:456-467.
111. Weiner B. The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist 2010, 45:28-36.
112. Handbook of motivation at school 2009, Routledge, New York, NY. K.R. Wentzel, A. Wigfield (Eds.).
113. Wiersma U.J. The effects of extrinsic rewards in intrinsic motivation: A meta-analysis. Journal of Occupational and Organizational Psychology 1992, 65:101-114.
114. Wigfield A. Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review 1994, 6:49-78.
115. Wigfield A., Eccles J.S. Expectancy-value theory of achievement motivation. Contemporary Educational Psychology 2000, 25:68-81.
116. Willis P. Learning to labour: How working class kids get working class jobs 1978, Ashgate, London.
117. Zajonc R. On the primacy of affect. The American Psychologist 1984, 39:117-123.