Motivational aspects of transformative education

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Theory and Research in Education Pub Date : 2022-03-01 DOI:10.1177/14778785221088133

Mark P. Schroeder-Strong

引用次数: 1

Abstract

Douglas Yacek’s Transformative Education is critiqued according to how well various transformative education practices reflect current motivational theories. The conversion, emancipation, reconstruction, and aspirational strategies are set against popular theories of motivation in education: Deci and Ryan’s Self-Determination Theory, Carol Dweck’s Growth Mindset Theory, and Abraham Maslow’s Human Needs Theory. Overall, the aspirational approach is found to be more consistent with motivational theory, and future directions for the aspirational approach are discussed.

查看原文本刊更多论文

变革教育的动机方面

根据各种变革性教育实践对当前动机理论的反映程度，对Douglas Yacek的变革性教育进行了批评。转换、解放、重建和抱负策略是以流行的教育动机理论为背景的：Deci和Ryan的自决理论、Carol Dweck的成长心态理论和Abraham Maslow的人类需求理论。总的来说，有抱负的方法被发现更符合动机理论，并讨论了有抱负方法的未来方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.00

自引率

0.00%

发文量

期刊介绍： Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.