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ERIC Number: EJ1255934
Record Type: Journal
Publication Date: 2020
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0305-4985
Dampened Motivation as a Side Effect of Contemporary Educational Policy: A Self-Determination Theory Perspective
Carr, Sam
Oxford Review of Education, v46 n3 p331-345 2020
It has been suggested that features of contemporary educational policy create and encourage teaching and learning practices that dampen human motivation. This paper sought to analyse and extend this discussion through the lens of self-determination theory (SDT). Key questions are discussed such as (1) what is human motivation from a self-determination theory perspective, and (2) how and why is it dampened by features of contemporary educational policy? The discussion is then extended to explore the extent to which dampened human motivation from an SDT perspective might be considered unjust if they systematically dampen motivation.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A