Motivating the Academically Unmotivated: A Critical Issue for the 21st Century
Abstract
Interests and goals have been identified as two important motivational variables that impact individuals' academic performances, yet little is known about how best to utilize these variables to enhance childrens' learning. We first review recent developments in the two areas and then examine the connection between interests and goals. We argue that the polarization of situational and individual interest, extrinsic and intrinsic motivation, and performance and mastery goals must be reconsidered. In addition, although we acknowledge the positive effects of individual interest, intrinsic motivation, and the adoption of mastery goals, we urge educators and researchers to recognize the potential additional benefits of externally triggered situational interest, extrinsic motivation, and performance goals. Only by dealing with the multidimensional nature of motivational forces will we be able to help our academically unmotivated children.
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The opportunity to demonstrate mastery is often an important motivational factor for many students.
“This opportunity to demonstrate mastery is often an important motivational factor for many students (Hidi & Harackiewicz, 2000;Linnenbrink & Pintrich, 2002) because they can, based on their own level of commitment, work until they achieve satisfactory results.”
From The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students (2009) · cites this paper as Hidi & Harackiewicz, 2000
Students' valuing of subject matter, competence beliefs, and personal interest are important cognitive variables that will have positive effects on persistence, engagement and long-term motivation.
“Students' valuing of subject matter, competence beliefs, and personal interest are important cognitive variables that will have positive effects on persistence, engagement and long-term motivation (Hidi & Harackiewicz, 2000;Wigfield, Eccles, & Rodriguez, 1998).”
From Teachers’ perceptions of declining participation in school music (2011) · cites this paper as Hidi & Harackiewicz, 2000
Personal interest has a significant role in sustaining learning engagement.
“While few studies (e.g.Barrett & Smigiel, 2007 studied music enjoyment) have examined personal interest in music learning, motivational research has established its significant role in sustaining learning engagement (Hidi & Harackiewicz, 2000).”
From Teachers’ perceptions of declining participation in school music (2011) · cites this paper as Hidi & Harackiewicz, 2000
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References 159 · Cited by 1,689
- Authors
- Hidi, S., & Harackiewicz, J. M.
- Affiliations
- University of Toronto (CA)
- University o f Wisconsin
- Venue
- Review of Educational Research
- Published
- 2000-06
- Volume
- 70
- Issue
- 2
- Pages
- 151-179
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2159363440
- Cited by
- 1,689
- References
- 159
- Citations by year
- 2026: 24 · 2025: 54 · 2024: 59 · 2023: 77 · 2022: 103 · 2021: 104 · 2020: 90 · 2019: 97 · 2018: 66 · 2017: 75 · 2016: 94 · 2015: 93 · 2014: 89 · 2013: 76 · 2012: 92
- FWCI
- 42.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Review of Educational Research (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychological and Educational Research Studies
- Keywords
- academic motivation, unmotivated students, situational interest, personal interests, extrinsic motivation, intrinsic motivation, performance goals, mastery goals, children's learning, motivation theories
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