Self-determined motivation, motivational consequences and specificity hypothesis in the school context: State of the art, implications and perspectives
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2019
- handle: 10670/1.dsrpmy
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pupil outcome learning school motivationSujets proches
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Delphine Paumier et al., « Self-determined motivation, motivational consequences and specificity hypothesis in the school context: State of the art, implications and perspectives », Revue française de pédagogie, ID : 10670/1.dsrpmy
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This article provides an overview of research on the Self-Determination Theory and more specifically on the links observed in the literature between self-determined motivation and its affective, behavioural and cognitive outcomes in the school context. This review shows that the results of these studies are inconsistent and depend on the choice of the operationalization of the motivation as well as on the hierarchical level considered. Finally, we discuss how the specificity hypothesis can explain this inconsistency and the implications of this new hypothesis for researchers in the field.