SILPAKORN UNIVERSITY JOURNAL OF SOCIAL SCIENCES, HUMANITIES, AND ARTS, Vol 15, No 2 (2015)

Variances in Student Motivation and Educators’ and School Leaders’ Tactics to Motivate: An Integrative Literature

Mahmoud Moussa




Abstract


The main purpose of this study was to identify gaps in motivational literature in Thailand and, subsequently, to provide some recommendations for further studies to fill these gaps. While it was a colossal task to review the voluminous research publications on student motivation, the author presented several major theories of motivation and research findings meant to capture development in this field of study. The motivation theories covered in this paper are, as follows: the ERG theory; Herzberg’s two-factor approach; the universalist assumption versus the assumption of content and process; achievement motivation theory; expectancy theory; equity theory of motivation; acquired needs theory; reinforcement theory: a noncognitive theory of motivation; social motivation, instrumental motivation, and achievement motivation; John Biggs theory of motivation; and the expectancy-valence theory. This paper attempts to identify issues untracked in motivation literature and offers some recommendations that could be traced and filled by further studies.

Keywords: Motivation; Student, Learning, Theory

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