ABSTRACT
Motivation is an indisputable factor in students’ engagement, learning, and achievement within academic settings ( Graham & Weiner, 1996; Schunk, Pintrich, & Meece, 2008). The effects of motivation, moreover, are conceptually distinct from those of pre-existing abilities and prior achievement. Even the most skilled students may not do well if they have no drive to understand, no willingness to work hard, no sense that they can be successful, or no enthusiasm for the material or skills they are faced with learning. Almost as certain, unfortunately, is that students will often be faced with circumstances, tasks, or contexts within which their motivation is stunted and inhibits their ability to achieve at optimal levels.
