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Cited by 17Education, Achievement, and GiftednessInnovative Teaching and Learning MethodsMotivation and Self-Concept in Sports

Engineering Motivation Using the Belief-Expectancy-Control Framework

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E. Clark, Richard, Saxberg, Bror·2018·Interdisciplinary Education and Psychology
DOI 10.31532/interdiscipeducpsychol.2.1.004
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Abstract

This article describes a practical approach to diagnosing and solving some of the motivation problems encountered in educational settings using the evidence-based Belief-Expectancy-Control (BEC) Framework. We think of this framework as a “learning engineering” approach, because it integrates and applies a wide array of research results and clinical experience by teachers and instructional designers to guide the solution of a practical problem at scale: how to identify and solve some of the typical motivation problems experienced by teachers and instructional designers serving adolescent and adult students. Our hope is that the BEC framework, will result in a growing practice base and will allow us to personalize effort-based motivation to benefit a greater diversity of students.

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  • Relatively little attention has been paid to supporting the full range of motivation processes key to learning and achievement.

    “Though relatively little attention has been paid to supporting the full range of motivation processes key to learning and achievement (Clark & Saxberg, 2018), intervention efforts that target motivational systems show great promise (Lazowski & Hulleman, 2016;Paunesku et al., 2015;Yeager & Walton, 2011).”

    From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Clark & Saxberg, 2018

  • Values, self-efficacy, emotions, and attribution errors influence beliefs about control and expectancies for success, and can impact a student's ability to start, persist, or apply sufficient mental effort to complete and succeed at a task.

    “Each of the four factors in the framework-values, self-efficacy, emotions, and attribution errors-influences beliefs about control and expectancies for success, and can impact a student's ability to start, persist, or apply sufficient mental effort to complete and succeed at a task.”

    From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Clark & Saxberg, 2018

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Research works printed but not linked: 19

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Authors
E. Clark, R., & Saxberg, B.
Affiliations
University of Southern California (US)
Venue
Interdisciplinary Education and Psychology
Publisher
Rivera Publications Inc.
Published
2018-03-06
Volume
2
Issue
1
ISSN
2576-8271 (ISSN-L)
DOI
10.31532/interdiscipeducpsychol.2.1.004
OpenAlex
W2892505165
Cited by
17
References
79
Citations by year
2026: 1 · 2023: 5 · 2022: 1 · 2021: 2 · 2020: 2 · 2019: 4 · 2018: 2
FWCI
3.27
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
Interdisciplinary Education and Psychology (publishedVersion, cc-by)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Keywords
student motivation, learning engineering, personalized learning, instructional design, teacher practices

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