Advances in Motivation and Achievement

Motivation significantly influences learning and memory. While a long history of research has focused on simple forms of associative learning, such as Pavlovian conditioning, recent research is beginning to characterize how motivation influences episodic memory. In this chapter we synthesize findings across behavioral, cognitive, and educational neuroscience to characterize motivation’s influence on memory. We provide evidence that neural systems underlying motivation, namely the mesolimbic dopamine system, interact with and facilitate activity within systems underlying episodic memory, centered on the medial temporal lobes. We focus on two mechanisms of episodic memory enhancement: encoding and consolidation. Together, the reviewed research supports an adaptive model of memory in which an individual’s motivational state (i.e., learning under states of reward or punishment) shapes the nature of memory representations in service of future goals. The impact of motivation on learning and memory, therefore, has very clear implications for and applications to educational settings.

Vishnu P. Murty

Kathryn C. Dickerson

Motivational Influences on Memory

记忆的动机影响

Abstract 
Performance feedback about whether responses are correct or incorrect provides valuable information to help guide learning. Although feedback itself has no extrinsic value, it can produce subjective feelings similar to “rewards” and “punishments.” Therefore, feedback can play both an informative and a motivational role. Over the past decade, researchers have identified a neural circuit that processes reward value and promotes reinforcement learning, involving target regions of dopaminergic input (e.g., striatum and ventromedial prefrontal cortex). Importantly, this circuit is engaged by performance feedback even in the absence of reward. Recent research suggests that feedback-related brain activity can be modulated by motivational context, such as whether feedback reflects goal achievement, whether learners are oriented toward the informative versus evaluative aspect of feedback, and whether individual learners are motivated to perform well relative to their peers. This body of research suggests that the brain responds flexibly to feedback, based on the learner’s goals.

Elizabeth Tricomi

Samantha DePasque

The Role of Feedback in Learning and Motivation

反馈在学习与动机中的作用

Current motivation theory and research face serious theoretical, methodological, and practical challenges. One central challenge is the fact that research has focused mainly on motivation for traditional achievement tasks such as graded assignments and normative educational trajectories. Arguably, current motivation theory and research may be inadequate to characterize adaptive motivation in the uncertain, changing, and unpredictable environments of the twenty-first century. How might motivation researchers conceptualize students’ motivation in such dynamic and complex contexts? How can motivational research inform educators, administrators, and policymakers in designing curricula, pedagogy, and evaluation and accountability systems to prepare students for such a world? In the current chapter, we address these challenges with a perspective on motivation as a complex dynamic system (CDS) that is based in the person’s identity. We begin with a brief review of the challenges to the current prevalent approach to motivation research, highlighting the need for a new paradigm. We then review assumptions of the CDSs approach that render it useful for understanding motivation in continuously changing and unpredictable environments. We then present a CDS conceptual model of identity and motivation that incorporates constructs and processes from a variety of identity and motivational theories – the Dynamic Systems Model of Role Identity (DSMRI). We follow with a conceptualization of the characteristics of the identity-motivation system most adaptive for growth in changing and unpredictable environments. We end by considering the implications of this perspective for motivational theory and research and for educational practice and policy.

Avi Kaplan

Joanna K. Garner

Benjamin Brock

Identity and Motivation in a Changing World: A Complex Dynamic Systems Perspective

变化世界中的身份与动机：复杂动态系统视角

Abstract 
Purpose 
Our ongoing program of research works with teachers to help them become more autonomy supportive during instruction and hence more able to promote students’ classroom motivation and engagement. 
 
 
Design/methodology/approach 
We have published five experimentally based, longitudinally designed, teacher-focused intervention studies that have tested the effectiveness and educational benefits of an autonomy-supportive intervention program (ASIP). 
 
 
Findings 
Findings show that (1) teachers can learn how to become more autonomy supportive and less controlling toward students, (2) students of the teachers who participate in ASIP report greater psychological need satisfaction and lesser need frustration, (3) these same students report and behaviorally display a wide range of important educational benefits, such as greater classroom engagement, (4) teachers benefit as much from giving autonomy support as their students do from receiving it as teachers show large postintervention gains in outcomes such as teaching efficacy and job satisfaction, and (5) these ASIP-induced benefits are long lasting as teachers use the ASIP experience as a professional developmental opportunity to upgrade the quality of their motivating style. 
 
 
Originality/value 
Our ASIP helps teachers learn how to better support their students’ autonomy during instruction. The value of this teaching skill can be seen in teachers’ and students’ enhanced classroom experience and functioning.

Johnmarshall Reeve

Sung Hyeon Cheon

An Intervention-Based Program of Research on Teachers’ Motivating Styles

基于干预的教师激励风格研究项目

The need for social and emotional learning (SEL) has never been so clear. The growing understanding of its benefits has been made more evident by the stronger focus of state, district, and school leaders, educators, and families to leverage SEL as a strategy to promote emotional well-being, to combat systemic and interpersonal inequities, and to engage students in positive learning environments. With this urgency to use SEL practices, now is the time to ensure a focus on creating environments and experiences that promote social and emotional development and deepening understanding of the motivational factors that promote student and adult success. Motivation researchers have been studying the motivational elements – and associated interventions – that better equip youth and adults to engage in their learning environments, suggesting the importance that the two fields learn with and from each other. The introductory chapter of the volume, Motivating the SEL Field Forward Through Equity, explores the intersections and accelerators of the two fields to create optimal learning environments and experiences for all youth. Specifically, we provide a high-level overview of the two fields, including ways each field takes into account personal development in relation to context and culture. We further explore ways in which the two fields intersect, elevating the importance of understanding the role of equity and excellence in research and practice. We then focus on one approach that we believe elevates equity of voice in research – research–practice partnerships. Finally, we highlight how this volume is organized.

Nicholas Yoder

Alexandra Skoog-Hoffman

Motivating the SEL Field Forward Through Equity

Introduction: Motivating the SEL Field Forward through Equity

引言：通过公平推动社会情感学习领域发展

Social and emotional learning (SEL) programs have traditionally evaded or been silent on issues of (in)equity and, thus, critiqued for their lack of attention to how social injustices create different outcomes for different groups (The Education Trust, 2020). Furthermore, these efforts have been criticized for placing the burden on individual youth to navigate challenges to SEL without recognizing the influence of systems. Transformative SEL offers an alternative approach that centers the integration of an explicit equity and social justice lens into the conceptualization and implementation of SEL (Jagers, Rivas-Drake, & Williams, 2019). Notwithstanding its usefulness as a conceptual framework, mechanisms for “how” a transformative SEL approach may occur have not been well-specified. We recognize that historically, the curricular materials available to SEL educators often take a conformist approach focused on skill-building, coping, and even resilience absent attention to broader social injustices (Jagers, 2016), further burdening teachers with having to redesign curricula to incorporate their commitments into a culturally responsive, justice-oriented pedagogy. We offer stretching as a conceptual category that aims to capture the ways in which educators adapt SEL frameworks and school policies, student–educator relationships, curricula, and instructional practices in order to critically consider and responsibly address their students' experiences of injustice. We argue that stretching of SEL practice is a critical mechanism for conceptualizing how teachers go beyond traditionally equity–evasive notions of SEL to more proactively engage equity issues in their SEL implementation. We will use examples of teaching practice to illustrate and define what constitutes stretching in SEL instruction.

Enid M. Rosario-Ramos

Deborah Rivas-Drake

Robert J. Jagers

Implementing SEL with an Equity Lens: The Role of “Stretching” in Teachers' Practice

实施社会情感学习与公平视角：教师实践中“延伸”的作用

Publication Information	Publisher: Emerald Group Publishing Ltd.，Publishing cycle: ，Journal Type: book-series，Open Access Journals: No
Basic data	Year of publication: 2021，Proportion of original research papers: ，Self Citation Rate:， Gold OA Rate:

Advances in Motivation and Achievement

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Motivational Influences on Memory

The Role of Feedback in Learning and Motivation

Identity and Motivation in a Changing World: A Complex Dynamic Systems Perspective

An Intervention-Based Program of Research on Teachers’ Motivating Styles

Introduction: Motivating the SEL Field Forward through Equity

Introduction: Motivating the SEL Field Forward through Equity

Implementing SEL with an Equity Lens: The Role of “Stretching” in Teachers' Practice

Identity and Motivation in a Changing World: A Complex Dynamic Systems Perspective

Motivational Influences on Memory

The Role of Feedback in Learning and Motivation