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József Balázs Fejes: The Role of Context in Learning Motivation Research

This literature review aims to describe the developmental trend in learning motivation research by focusing on the relationship between the learner and the learning environment. First, difficulties in interpreting the definition of learning motivation are discussed, then the emergence of a contextual approach is presented in the fields of education and learning motivation research. Theoretical and methodological problems in the field are reviewed to offer reference points in analyzing the interaction between the learners and their environment from the perspective of motivation and to reveal the distance between theory and practice in enhancing learning motivation. Learning motivation may be treated as not a characteristic of the individual; rather, it describes the individual acting in a specific social context. This realization has shifted the emphasis to the learning environment and put the contextual approach in focus. The contextual approach calls for the simultaneous study of the social and psychological processes that accompany motivation. Thus it emerges as a key issue in fostering learning motivation in a school context, in both gaining knowledge to inform developmental efforts and applying knowledge in intervention. Design experiments and participatory action research are recommended to promote practice-relevant research. In addition, the literature emphasizes the exploration of pedagogical beliefs in more detail as well as focusing on the factors affecting the shift in methodology.

MAGYAR PEDAGÓGIA 114. Number 2. 115-129. (2014)

Levelezési cím / Address for correspondence: : Fejes József Balázs, Szegedi Tudomány¬egye¬tem, Neveléstudományi Intézet. H–6722 Szeged, Petőfi S. sgt. 30–34.


Magyar Tudományos Akadémia