The DOI matches its Crossref record; 18 of the 18 references it cites were found in a registry or an index.
Adaptive Motivation and Emotion in Education: Research and Principles for Instructional Design
Abstract
Students frequently experience various types of motivation and emotion that contribute to their engagement and learning. However, translating research on motivation and emotion into educational practice and policy has so far been limited. To facilitate greater synergy among research, practice, and policy, this overview addresses educationally relevant motivation and emotion. This summary discusses different forms of motivation or emotion, their relevant theoretical basis, evidence on how they relate to academic engagement and learning, and potential classroom supports for adaptive motivation and emotion. The article concludes with five instructional design principles that can guide educators and policymakers in promoting adaptive student motivation and emotion: (a) support students’ feelings of competence, (b) enhance autonomy, (c) use personally relevant and active tasks, (d) emphasize learning and de-emphasize social comparison, and (e) encourage feelings of belonging.
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Cites
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An attributional theory of achievement motivation and emotion
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Building a practically useful theory of goal setting and task motivation: A 35-year odyssey.
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“…models successfully demonstrate a task (e.g., Schunk & Hanson, 1985), encouraging students to set specific, challenging, but attainable goals (e.g., Locke & Latham, 2002), and providing positive, encouraging, and informational feedback (e.g., Vallerand & Reid, 1988) all are strategies that…”
BackgroundClassrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
Pekrun, R. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9029-9 · Cited by 5,566 · cited 1×
“Control–value theory simultaneously considers how control and value beliefs shape emotions and subsequent academic outcomes (Pekrun, 2006; Pekrun & Perry, 2014): Individuals experience achievement emotions when they feel in (or out of) control of valued achievement activities and outcomes.”
BackgroundSelf-citationBlackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.00995.x · Cited by 3,784
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“Consequently, supports for intrinsic motivation in the classroom focus on strategies to enhance the fulfillment of these three needs among students (e.g., Reeve, 2009; Skinner & Belmont, 1993).”
BackgroundApproach and avoidance motivation and achievement goals
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Cited by
Activity Achievement Emotions and Academic Performance: A Meta-analysis
Camacho-Morles, J., Slemp, G. R., Pekrun, R., Loderer, K., Hou, H., & Oades, L. G. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09585-3 · Cited by 475
Self-citationBoguslawski, S., Deer, R., & Dawson, M. G. (2025) · Information and Learning Sciences · doi:10.1108/ils-10-2023-0163 · Cited by 66
Beymer, P. N., Rosenberg, J. M., & Schmidt, J. A. (2020) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.101812 · Cited by 31
Rémeau, M., Raffy, G., & Borst, G. (2026) · Journal of Adolescence · doi:10.1002/jad.70190 · Cited by 4
Metadata
- Authors
- Linnenbrink-Garcia, L., Patall, E. A., & Pekrun, R.
- Venue
- Policy Insights from the Behavioral and Brain Sciences
- Publisher
- SAGE Publications
- Published
- 2016-07-08
- Volume
- 3
- Issue
- 2
- Pages
- 228-236
- ISSN
- 2372-7322 (ISSN-L)
- 2372-7330
- OpenAlex
- W2509003089
- Cited by
- 301
- References
- 18
- FWCI
- 13.88
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
