Motivation and Evaluation in Education from the Sustainability Perspective: A Review of the Scientific Literature

José Sánchez-Santamaría,Fátima-María López-Garrido,David Hortigüela-Alcalá,Brenda Imelda Boroel-Cervantes

doi:10.3390/su13074047

José Sánchez-Santamaría, Fátima-María López-Garrido + Show 2 more

Open Access

https://doi.org/10.3390/su13074047

Copy DOI

Abstract

(1) Background: This paper outlines the results of a literature review of meta-analyses published on motivation and evaluation in the last five years. (2) Methods: A systematic review of three educational databases (WoS, SCOPUS and ERIC) was conducted following the PRISMA and PICO approaches. A total of 54 peer-reviewed meta-analysis papers were selected, analysed and compared. (3) Results: A significant number and variety of meta-analyses have been conducted: motivation meta-analyses focus primarily on contextual variables, self-regulation and students’ academic performance, and evaluation meta-analyses examine the effectiveness of the teaching intervention, the use of teaching methodologies and technological resources for learning. (4) Conclusions: There are two important absences: on the one hand, it is necessary to develop meta-analyses that combine motivation and evaluation, also measuring their interaction, from the perspective of sustainability, and not only of educational improvement, and on the other hand, it is necessary to perform meta-analyses on the effectiveness of the formative and shared evaluation of the sustainability of learning processes.

Highlights

The comparative analysis informs five issues: (1) In recent years, we have witnessed a proliferation in the use of meta-analysis to provide empirical evidence on the effects of variables related to motivation, evaluation and assessment in education
(4) Meta-analyses on motivation are mainly focused on the context and educational process variables, while meta-analyses on assessment are focused on the effectiveness of the intervention, the use of methodologies or technological resources or self-regulation in learning
This article highlighted the importance of motivation and evaluation to our understanding of educational processes from a sustainable perspective

Summary

Introduction

A quality education inspired by the social value of sustainability can be established as one that is able to provide meaningful and relevant learning environments, processes and tools for all students, ensuring access, promoting retention and contributing to the educational success of all in alignment with SDG number 4 of the 2030 Agenda framework: guaranteeing an inclusive, fair and quality education, and promoting opportunities for lifelong learning for all [1] This kind of education must promote the acquisition of reflective and critical competences for the development of a citizenship committed to the current challenges from a transversal, holistic and complex perspective [2,3]. This means that educational actors can be aware of their capacity to learn, to generate change and to make policy decisions through discourses that articulate and sustain good practices, as well as innovative approaches to new educational demands

Objectives

Methods

Results

Conclusion