Motivation Theories

Many theories try to capture student motivation in learning, but so far, relatively few have been applied to research on dashboards.  Instead, dashboard designers tend to focus on Self Regulated Learning (SRL) theories.  SRL is important, and often does make reference to the same kinds of constructs we see in motivation theories. Still, it is probably worth considering how many factors that our outside of the immediate learning situtation might impact student motivation.  

Below you will find a list of some of the possible theories you might consider when designing a dashboard. These are very high level descriptions of these theories. Use them as a starting point for your literature search rather than as a summary of what you need to know.

Achievement Goal Theory (Nicholls): motivation is influenced by students’ mastery and performance goals, which include both approach and avoidance components.

Affect Transitions (D’Mello & Graesser): does not speak directly of broad motivations, but builds on flow theory and Pekrun’s work.

Attribution Theory (Weiner): motivation increases when students attribute their success to effort and decreases when they attribute it to luck.

Circumplex Model (Rogat & Koskey): motivation increases and decreases depending on whether or not students are in activated positive, activated negative, deactivated positive, or deactivated negative emotional states.

Control-Value Theory of Achievement Emotions (Pekrun): motivation is affected by educationally-relevant emotions (e.g., anxiety, anger, frustration, confusion, boredom, shame, hopelessness, enjoyment, hope, relief, contentment, & pride)

Expectancy-Value Theory (Eccles & Wigfield): motivation increases when students believe in their ability to succeed (expectancy) and value the task or subject (meaningfulness/relevance).

Flow Theory (Csikszentmihalyi): motivation increases when students reach a state of flow—an optimal experience where individuals are fully immersed and engaged in an activity

Four Phase Model of Interest (Hidi & Renninger): interest has both cognitive and affective components, and motivation increases when students are intrinsically interested in a topic.

Maslow's Hierarchy of Needs: motivation is tied to the fulfilment needs ranging from physiological to self-actualization

Mindset Theory (Dweck): students are more motivated to learn when they have a growth mindset (i.e., effort improves learning) than when they have a fixed mindset.

Self-Determination Theory (SDT) and Cognitive Evaluation Theory (Deci & Ryan): motivation increases when students feel competent, autonomous and connected to others

Social Comparison Theory (Festinger): upward comparisons can be motivating under certain conditions that may be culturally conditioned; downward comparisons sometimes boost self-confidence.

Social Learning Theory and Social Cognitive Theory (Bandura): motivation increases when students believe in their ability to succeed (self-efficacy).

Zone of Proximal Development (ZPD) (Vygotsky): motivation increases when students engage in tasks within their ZPD (the gap between their current and potential abilities) with appropriate levels of support.