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.
|Number of pages||15|
|Journal||Oxford Review of Education|
|Early online date||19 Nov 2019|
|Publication status||Published - 3 May 2020|
- Educational Policy
- Motivation, Educational Policy, Psychology
FingerprintDive into the research topics of 'Dampened motivation as a side effect of contemporary educational policy: a self-determination theory perspective'. Together they form a unique fingerprint.
Person: Research & Teaching