Abstract
Motivation for learning is concerned with the activation of learning behaviors. It has previously been proposed that decision-making models might offer an explanation for how learning behaviors do become activated. The aim of this position paper was to investigate this proposal. The three main decision-making models were described and analyzed. There were problematic aspects common to all the models, so it was argued that some modifications were necessary, in the following way. It was proposed that there are many factors that can influence learning behaviors, and some of these would have a positive influence (e.g., high self-efficacy, high individual interest, supportive peers) whereas others would have a negative influence (e.g., very low self- efficacy, lack of individual interest, disruptive peers, hunger and fatigue). In one particular lesson, a student could experience a combination of positive and negative factors, so this implies that a decision-making event would be necessary in order to determine whether or not learning behaviors become activated. For several reasons, it was concluded that at least part of the process of comparing the factors and making a decision could occur at a subconscious level.
Highlights
Motivation is the term used to describe the mechanisms that activate and direct behavior
A student could experience a combination of positive and negative factors, so this implies that a decision-making event would be necessary in order to determine whether or not learning behaviors become activated
There has been a large amount of research on educational motivation, it is not yet clear exactly how learning behaviors do become activated or directed
Summary
Motivation is the term used to describe the mechanisms that activate and direct behavior. In trying to identify a way forward, Maehr and Zusho (2009) suggested that motivation should be considered as a process in which several factors collectively contribute and figure strongly in the outcome. They proposed that achievement goals, for example, should be considered as part of a larger and more situated process involving a combination of critical variables. In their view, reviving a choice and decision theory model might help to clarify the nature of motivation and its causes. The aim of the present paper is to follow up on this idea, by determining to extent to which decision-making models can offer a plausible mechanism for the activation of learning behavior
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