Situating Motivation

Abstract

This article describes a situative approach to studying motivation to learn in social contexts. We begin by contrasting this perspective to more prevalent psychological approaches to the study of motivation, describing epistemological and methodological differences that have constrained conversation between theoretical groups. We elaborate on issues of the unit of analysis, the conceptualization of contexts, and the role of identity as a central construct. Finally, we argue that the design of learning environments and interventions to change learning environments are informed by attention to the relationships among meanings, identities, and motives in context. We illustrate our argument with examples of design-based research and design-based implementation research focused on motivation to learn in children and adults.

ACKNOWLEDGMENTS

The authors thank the numerous colleagues who have contributed to the development of this perspective over time through joint analysis and theory development work.

FUNDING

This article is grounded in work supported by a Teachers For a New Era grant to the University of Washington from The Carnegie Foundation of New York, the Ford Foundation and Annenberg Foundation; by grants from the National Science Foundation to the first author (DRL-1251595, DRL-1261892) and by a grant to the second author from the Spencer Foundation. The statements made and views expressed are solely the responsibility of the authors.

Notes

² A structured practice for engaging students in close reading and discussion of a text.

³ Teachers in the study found providing opportunities for “meaningful learning” to be one of the most difficult parts of the intervention. Perhaps this is because, in schools, the reasons for learning material are taken for granted by teachers and administrators, while students often find them opaque.