{"title":"混合心理学理论:权衡目的与手段","authors":"Patricia A. Alexander","doi":"10.1007/s10648-024-09856-3","DOIUrl":null,"url":null,"abstract":"<p>In this commentary, I explore the contributions of the articles in this special issue from the vantage point of a theorist, researcher, and educator invested in student learning and academic development. First, I consider how these writings differentiate on the basis of the <i>means</i> authors applied to achieve the special issue goal of dismantling theoretical siloes and forwarding alternative models that strengthen the construct strains that exist in the educational psychology literature. Second, I position the articles in this special issue along a motivation-nonmotivation continuum, which describes the emphasis authors placed on motivation constructs and theories. Finally, I bring my ideas about these thought-provoking articles back to my personal investment in student learning and achievement to question the viability of the new theoretical variants that the contributing scholars have proposed.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1000,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Hybridizing Psychological Theories: Weighing the Ends Against the Means\",\"authors\":\"Patricia A. Alexander\",\"doi\":\"10.1007/s10648-024-09856-3\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>In this commentary, I explore the contributions of the articles in this special issue from the vantage point of a theorist, researcher, and educator invested in student learning and academic development. First, I consider how these writings differentiate on the basis of the <i>means</i> authors applied to achieve the special issue goal of dismantling theoretical siloes and forwarding alternative models that strengthen the construct strains that exist in the educational psychology literature. Second, I position the articles in this special issue along a motivation-nonmotivation continuum, which describes the emphasis authors placed on motivation constructs and theories. Finally, I bring my ideas about these thought-provoking articles back to my personal investment in student learning and achievement to question the viability of the new theoretical variants that the contributing scholars have proposed.</p>\",\"PeriodicalId\":48344,\"journal\":{\"name\":\"Educational Psychology Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":10.1000,\"publicationDate\":\"2024-02-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Psychology Review\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s10648-024-09856-3\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychology Review","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10648-024-09856-3","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Hybridizing Psychological Theories: Weighing the Ends Against the Means
In this commentary, I explore the contributions of the articles in this special issue from the vantage point of a theorist, researcher, and educator invested in student learning and academic development. First, I consider how these writings differentiate on the basis of the means authors applied to achieve the special issue goal of dismantling theoretical siloes and forwarding alternative models that strengthen the construct strains that exist in the educational psychology literature. Second, I position the articles in this special issue along a motivation-nonmotivation continuum, which describes the emphasis authors placed on motivation constructs and theories. Finally, I bring my ideas about these thought-provoking articles back to my personal investment in student learning and achievement to question the viability of the new theoretical variants that the contributing scholars have proposed.
期刊介绍:
Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.