Abstract
Scholarship on engagement and motivation presents complementary profiles. This enables the strengths of each to help compensate for the shortcomings of the other. The strengths of work on academic motivation are its deep roots in multiple generative traditions and its rich body of well-researched theories; its corresponding limitations are its overarching fragmentation and lack of coherence. In contrast, the strengths of student engagement as a field are its wholistic appreciation for factors from many levels that contribute to school success, combined with its focus on a malleable observable process that is a primary engine of academic functioning; its corresponding limitations are its overarching confusion about the core construct itself and uncertainty about its place in a full explanatory model. We identify three ways that conceptualizations of engagement can support efforts to create a more integrated and coherent account of academic motivation: (1) engagement as “energy in action” provides a point of convergence for all theories of motivation; (2) it highlights the central role of action in processes of motivation; and (3) engagement as a “meta-construct” encourages a more wholistic and comprehensive conceptualization of academic motivation. We also explore three insights from the field of motivation that may help work on engagement make progress in clarifying conceptualizations and building out more complete explanatory models: (1) theories of motivation confirm the power of engagement as “energy in action”; (2) they help differentiate components within the meta-construct of engagement and allow each to be more fully realized; and (3) they suggest a common horizontal structure for theories of engagement that highlight the sequential functioning of their components as a dynamic and recursive explanatory process. We end by identifying three insights taken from the intersection of motivation and engagement to illustrate their utility in guiding efforts to promote competence and positive youth development. Our goal is to help unlock the synergy between these two areas, so researchers in both fields have the opportunity to learn from each other, and together to create richer, more comprehensive, nuanced, and coherent accounts of both motivation and engagement.
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Skinner, E.A., Raine, K.E. (2022). Unlocking the Positive Synergy Between Engagement and Motivation. In: Reschly, A.L., Christenson, S.L. (eds) Handbook of Research on Student Engagement. Springer, Cham. https://doi.org/10.1007/978-3-031-07853-8_2
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