Understanding Motivation for Education
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".
Deadline for manuscript submissions: 31 May 2024 | Viewed by 3459
Special Issue Editors
Interests: academic motivation; social education
Special Issue Information
Dear Colleagues,
The importance of motivation towards learning has been a recurring theme in education through the decades. Thus, the concept has been changing from more theoretical and philosophical approaches to practical cognitive–behavioral proposals that are the basis for achieving optimal learning based on an individual's intrinsic motivation.
This Special Issue aims to delve into the multifaceted realm of academic motivation, shedding light on its pivotal role in education. Focusing on intrinsic motivation in students, teacher methodologies for fostering motivation, the interplay between motivation and emotions, and the application of positive psychology, we are seek the submissions new proposals, methodologies, resources, research, innovations, reviews, etc., which would help to improve the personal, academic and social benefits of education through teaching.
The intrinsic motivation of students, driven by internal factors such as curiosity, interest, and personal satisfaction, lies at the heart of academic achievement, but the role of teachers in inspiring and nurturing student motivation is paramount. Therefore, studies about diverse pedagogical approaches and strategies employed by educators to create an engaging and motivating learning environment are welcome.
This Special Issue also aims to explore the relationship between motivation and emotion from the principles of positive psychology as emotional experiences can influence students' motivation levels and academic outcomes. It is necessary to understand the role of emotions in shaping motivation, strategies for managing negative emotions, and the reciprocal nature of motivation and emotional well-being.
Prof. Dr. Ana María De Caso Fuertes
Prof. Dr. Jana Blanco Fernández
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- academic motivation
- teacher methodologies
- motivation and emotion
- positive psychology
Planned Papers
The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.
Title: Transition to university: the role of academic intrinsic motivation and academic self-concept in the perception of future academic success
Highlights: It is important, especially in the Italian context, to find mediators and precursors of academic success. Preventing drop-out (analysing the transition process) and working on the right orientation represent fundamental elements to reduce the risks linked to various problems in the university context.