A critical analysis of the current motivation theories in educational psychology: Why the same theories continue to dominate

Although empirical research on motivation has been growing, one remarkable observation is that the same major theories continue to dominate the field, and the constellation of motivation theories has changed very little in recent decades. We argue that this status quo can be explained by the ways in which the major motivation theories are formulated and tested. Specifically, while existing theories of motivation have identified important motivation constructs (e.g., goals, values, needs), the theories are somewhat underspecified and lack a detailed account of the dynamic causal mechanisms that underpin motivated behavior. Thus, strong tests of these theories are difficult, and empirical tests of the theories tend to consist of simple and rather obvious tests of statistical relationships between the constructs and their antecedents and outcomes. It is imperative that motivation theories be formulated with greater specificity for the field to advance. More formal training in theory and theory development is thereby needed, and we encourage (especially early-career) researchers to engage in more lively discussions about the theories themselves, rather than simply continuing to test them.

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Ryan Watkins

Professor at George Washington University

I am a Professor with Human-Technology Collaboration and Educational Technology programs at George Washington University in Washington DC. I have written 12 books and more than 100 articles, and I co-host of the Parsing Science podcast where scientists tell the stories behind their research. I am also the developer of the WeShareScience.com online platform for sharing research videos, and SciencePods.com where researchers can create free podcasts about their science. My research interests include human interactions with intelligent machines, needs, needs assessments, and instructional design.