Where do we go from here in academic motivation theory and research? Some reflections and recommendations for future work

Abstract We conclude this special issue with our perspective on theoretical convergences and distinctions among the theories included in the special issue; how the theory article authors answered our questions on diversity, methodology, and motivation interventions; and sense of how the motivation field has advanced over the last 20 years. The convergences include multiple theorists holding the view that motivation is bidirectional and dynamic, that contextual influences on motivation are crucial, and that there are “hierarchies” of motivational beliefs rather than isolated, specific ones. Distinctions include the theories’ scope or range, constructs included in some theories but not others, breadth of antecedents influencing motivation, and consequences of certain processes (i.e., social comparisons) on motivational beliefs. We believe that each of the theorists discussed important ways in how their model incorporates diversity but argue that a consideration of how experiences of racism and discrimination impact motivation needs further consideration. Both commentators and theorists made interesting suggestions regarding methodologies to use as research on motivation moves forward. Theory article authors also documented the success of interventions based in their theories and several made good suggestions for next step interventions. Taken together, we strongly believe that the academic motivation field is in an excellent position to move past its current critical juncture and it will continue to make major advances in our understanding of students’ motivation.