Adaptive Motivation and Emotion in Education: Research and Principles for Instructional Design. (October 2016)

• Record Type: Journal Article
• Authors: Linnenbrink-Garcia, Lisa; Patall, Erika A.; Pekrun, Reinhard
• Other Names: Levine Felice guest-editor.; Mayer Richard guest-editor.; Murphy Karen guest-editor.; Newcombe Nora guest-editor.; Worrell Frank guest-editor.
• Is Part Of: Policy insights from the behavioral and brain sciences. Volume 3:Number 2(2016)
• Page Start: 228
• Page End: 236
• Publication Date: 2016-10
• Subjects: motivation -- emotion -- education -- academic engagement -- academic achievement -- instructional practice; Human behavior -- Periodicals; Brain -- Periodicals; Political planning -- Periodicals; Behavioral Sciences; Public Policy; Brain; Human behavior; Political planning; Periodicals; Periodicals; 150
• DOI: 10.1177/2372732216644450
• Languages: English
• ISSNs: 2372-7322

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.