College Student Motivation: An Interdisciplinary Approach to an Integrated Learning Systems Model

Abstract

Based on an interdisciplinary approach and a learning systems perspective couched in a broad motivational framework, an integrated model of student academic achievement motivation is presented. The model shows the classroom environment is influenced by macro-environmental factors, and is specifically determined by the teacher and five structural factors which, in turn, influences students’ achievement goal(s) choice, volition, and intrinsic outcomes. Students’ volition–moderated by their individual characteristics, expectancies, and outcomes’ valence—leads to outcomes through goal achievements, with outcomes consequently influencing students’ attributional patterns. Discussions indicate utility of the model in understanding, analyzing, managing, and enhancing student motivation in classrooms.