Motivational development represents a key element in any educational context. This topic has traditionally been studied in order to enhance academic performance. This Research Topic focuses on Self-Determination Theory and Motivational Climate, which is associated with the level of self-determination generated in the students. It determines a continuum that varies from intrinsic motivations to demotivation. Along these lines, motivational climate plays an essential role when it comes to configuring this type of motivation. This is defined as the set of implicit and explicit signals generated by a specific environment, defining the keys to success and failure; therefore, motivational climates can be configured for task or performance. The relevance of this topic within educational context seems logical, since learning experiences of students will be determined by the teaching performance, as well as the resources, methodology or groupings of students.
Scientific literature has emphasized the interest of promoting self-determined motivations based on task-oriented climates, where student satisfaction and well-being are produced. All this will allow them to achieve high levels of motivation, improving their interest, level of participation and academic performance, while reducing mental exhaustion, drop-out, and stress. Likewise, this article collection takes special interest in the current situation due to the pandemic generated by the SARS-COV-2, where educational settings have been transformed, giving rise to virtual, mixed or face-to-face models. Thus, it is important to know how motivational processes operate in the face of different teaching-learning models, at any stage or area of knowledge.
The objective of this Research Topic focuses on bring light on research studying motivational development and motivational climate in students, as well as its association with other factors such as academic performance or well-being. This article collection has a multidisciplinary nature, being open to any educational stage and area of knowledge. Studies carried out in both formal and non-formal education, as well as all levels -- from elementary education to university -- are welcome. In addition, papers may be about any teaching model -- face-to-face or virtual --, as well as any discipline (language learning, mathematics, physical education, natural sciences, etc.).
Finally, this Research Topic is open to review, descriptive, or experimental studies that contribute new knowledge to this topic, as well as new methodological proposals related to new educational processes aiming for the improvement of motivation.
Motivational development represents a key element in any educational context. This topic has traditionally been studied in order to enhance academic performance. This Research Topic focuses on Self-Determination Theory and Motivational Climate, which is associated with the level of self-determination generated in the students. It determines a continuum that varies from intrinsic motivations to demotivation. Along these lines, motivational climate plays an essential role when it comes to configuring this type of motivation. This is defined as the set of implicit and explicit signals generated by a specific environment, defining the keys to success and failure; therefore, motivational climates can be configured for task or performance. The relevance of this topic within educational context seems logical, since learning experiences of students will be determined by the teaching performance, as well as the resources, methodology or groupings of students.
Scientific literature has emphasized the interest of promoting self-determined motivations based on task-oriented climates, where student satisfaction and well-being are produced. All this will allow them to achieve high levels of motivation, improving their interest, level of participation and academic performance, while reducing mental exhaustion, drop-out, and stress. Likewise, this article collection takes special interest in the current situation due to the pandemic generated by the SARS-COV-2, where educational settings have been transformed, giving rise to virtual, mixed or face-to-face models. Thus, it is important to know how motivational processes operate in the face of different teaching-learning models, at any stage or area of knowledge.
The objective of this Research Topic focuses on bring light on research studying motivational development and motivational climate in students, as well as its association with other factors such as academic performance or well-being. This article collection has a multidisciplinary nature, being open to any educational stage and area of knowledge. Studies carried out in both formal and non-formal education, as well as all levels -- from elementary education to university -- are welcome. In addition, papers may be about any teaching model -- face-to-face or virtual --, as well as any discipline (language learning, mathematics, physical education, natural sciences, etc.).
Finally, this Research Topic is open to review, descriptive, or experimental studies that contribute new knowledge to this topic, as well as new methodological proposals related to new educational processes aiming for the improvement of motivation.
