Dampened motivation as a side effect of contemporary educational policy: a self-determination theory perspective

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Abstract

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.
Original languageEnglish
Pages (from-to)331-345
Number of pages15
JournalOxford Review of Education
Volume46
Issue number3
Early online date19 Nov 2019
DOIs
Publication statusPublished - 2020

Keywords

  • Educational Policy
  • Motivation, Educational Policy, Psychology

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