John Keller’s ARCS Model of Motivation is based upon the idea that there are four key elements in the learning process which can encourage and sustain learners’ motivation: Attention, Relevance, Confidence and Satisfaction (ARCS). Motivation and self-regulated learning
Edward L. Deci and Richard M. Ryan’s self-determination theory links personality, human motivation, and optimal functioning. It posits that there are two main types of motivation—intrinsic and extrinsic—and that both are powerful forces in shaping who we are and how we behave. Motivation and self-regulated learning
Paul R Pintrich’s goal theory emphasises that different types of goals can influence behaviours in achievement situations. In his view, this motivation had three components, namely: “(a) value (including task value and achievement goal orientation), (b) expectancies (including control beliefs, self-efficacy beliefs, and expectancy for success), and (c) affect (focusing..Read More
Barry Zimmerman defined self-regulated learning as the self-directive process through which learners transform their mental and physical abilities into task-related skills. This form of learning involves metacognitive, motivational, and behavioral subprocesses that are personally initiated to acquire knowledge and skill, such as goal setting, planning, learning strategies, self-reinforcement, self-recording, and..Read More
Martin V Covington’s self-worth theory of achievement motivation assumes that the highest human priority is the search for self-acceptance and that “one’s worth often comes to depend on the ability to achieve competitively”. Motivation and self-regulated learning
Dweck and Leggett’s paper ‘A Social Cognitive approach to motivation and personality’ examines the extent to which an individual believes change is possible, largely determines their ability to affect change. Motivation and self-regulated learning
