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    Learning and motivation in multiple contexts: the development of a heuristic framework

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    Authors
    Wosnitza, Marold
    Beltman, Susan
    Date
    2012
    Type
    Journal Article
    
    Metadata
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    Citation
    Wosnitza, Marold and Beltman, Susan. 2012. Learning and motivation in multiple contexts: the development of a heuristic framework. European Journal of Psychology of Education 27: pp. 177-193.
    Source Title
    European Journal of Psychology of Education
    DOI
    10.1007/s10212-011-0081-6
    ISSN
    0256-2928
    URI
    http://hdl.handle.net/20.500.11937/21858
    Collection
    • Curtin Research Publications
    Abstract

    This paper presents the development of a heuristic framework that integrates three aspects of context (perspective, content and level) from a number of established theoretical approaches. In this framework, context is viewed from different perspectives (subjective and objective), it comprises different contents (physical, social and formal) and it is conceptualised as being multi-level (micro-, meso-, exo- and macrolevel). The resulting graphical representation has 24 individual elements. Examples of empirical studies are used to illustrate how the different elements in the framework may be operationalised to examine learning and motivation. A number of studies by the authors and other researchers are provided that exemplify different combinations of the perspectives, contents and levels of context. The empirical research used reflects a variety of quantitative and qualitative methods including questionnaires, interviews and graphical representations. Examples are drawn not only from academic learning settings but also from domains such as sport and music. Unifying diverse perspectives and incorporating research from multiple settings can deepen our understanding of learning and motivation. The heuristic framework represents a useful way of organising multiple aspects of context. It enables researchers to locate current studies and to generate further empirical work. Conceptual and methodological issues associated with operationalising the framework are briefly discussed, and the complexity of representing multiple, dynamic contexts is highlighted, with some directions for future research noted.

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