Exploring the Complex and Dynamic Nature of Sustained Motivation

Author:

Beltman Susan1,Volet Simone2

Affiliation:

1. Curtin University of Technology, Perth, Western Australia

2. Murdoch University, Perth, Western Australia

Abstract

Abstract. This paper addresses the issue of sustained motivation over time, in relation to real-life activities requiring complex skills in multiple contexts of participation. It reports an empirical study that explores how high achieving athletes and musicians appraise salient aspects of person and context as affordances and constraints, and how these appraisals shape motivation over time. Longitudinal and retrospective qualitative data were gathered about the life trajectories of 30 adolescent and adult participants, including details of their development in sport and music, people who had influenced them, their beliefs and hopes, difficulties and life events encountered and how these had been dealt with. Three major findings emerged. First, sustained motivation is inextricably linked to both person and context. Second, it is mediated by individuals' ongoing appraisal process of personal and contextual aspects of their current situation, which are interpreted as affordances or constraints. Third, the nature and extent of participation is constantly revised as a result of ongoing changes in personal and contextual circumstances over time.

Publisher

Hogrefe Publishing Group

Subject

General Psychology,Arts and Humanities (miscellaneous)

Reference44 articles.

1. Considering Contexts in Educational Psychology: Introduction to the Special Issue

2. Smart People or Smart Contexts? Cognition, Ability, and Talent Development in an Age of Situated Approaches to Knowing and Learning

3. Beltman, S. (2005). Motivation of high-achieving athletes and musicians: A person-context perspective . Unpublished doctoral dissertation, Murdoch University, Perth, Western Australia.

4. Bloom, B.S. Ed. (1985). Developing talent in young people . New York: Ballantyne.

5. Bringing about change in the classroom: strengths and weaknesses of the self-regulated learning approach—EARLI Presidential Address, 2001

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