NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1150173
Record Type: Journal
Publication Date: 2017-Sep
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1751-2271
Wanting and Liking: Components of Situated Motivation Constructs?
Palmer, David
Mind, Brain, and Education, v11 n3 p99-108 Sep 2017
Brain studies have revealed that 2 neurological systems, one for "wanting" and one for "liking," are responsible for many instances of motivated behavior. If wanting and liking are fundamental elements of motivation, then we should also expect to see them represented in educational models of motivation for learning. However, it has not yet been established whether this is the case. Situated instances of motivation, such as when a student feels motivated to immediately engage in learning, can potentially be informed by education constructs such as curiosity, situational interest, intrinsic motivation, achievement emotions, and flow. The purpose of this article is to investigate whether the two elements, wanting and liking, can be identified in each of these constructs. The analysis revealed that the education constructs could be inferred to include wanting and liking. It is proposed that a focus on these fundamental elements might aid our understanding of motivation in educational settings.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A