This Integrative Model for Learning and Motivation is published in To Improve the Academy, vol 24. It suggests that motivation is inside the person and that as educators we contribute to, but cannot directly cause, student learning or change in learning outcomes. Our role as educators is to create learning environments which foster students’ satisfaction of basic psychological needs (autonomy, competence, and relatedness), which in turn positively affect student motivation and eventually learning outcomes.
The reference for the complete paper describing the model is provided below. The Integrative Model for Learning and Motivation is based in Self-Determination Theory (SDT) which has been supported by over 40 years of empirical research. The following website provides information on the theory as well as a host of scientific peer reviewed publications describing research on SDT in various contexts including education. The section on education is particularly interesting for issues surrounding teaching and learning.
My own research in this area supports the principles outlined in the Integrative Model.
Research is presently conducted at Missouri State University using the principles of the model and SDT specifically. Several papers are in preparation and/or in press at this time.
Levesque, C., Sell, G. R., & Zimmerman, J. A. (2006). A Theory-based integrative model for learning and motivation in higher education. In S. Chadwick-Blossey (Ed.). To Improve the Academy, vol. 24, pp. 86-103. Anker Publishing, Bolton, MA.
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