ABSTRACT
This chapter will consider some of the more recent theories and supporting evidence in the research literature that we might apply to the enhancement of motivation for learning in Higher Education (HE). Three theoretical perspectives are described: the Self-determination theory (Deci and Ryan, 1985), competence motivation theory (eg Nicholls, 1984) and goal orientation (eg Dweck and Leggett, 1988; Duda and Nicholls, 1992). These theories are viewed as complementary, with none in itself sufficient for an adequate explanation of motivation. Two dimensions of self-construct – valence and expectancy – that affect motivated behaviour for achievement are discussed as threads that run through the three theories, providing another way of approaching complex notions of behaviour within the different theoretical framworks.
