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Integrative Model for Learning and Motivation

This Integrative Model for Learning and Motivation is published in To Improve the Academy, Vol. 24 (Levesque et al., 2006). It suggests that motivation is inside the person and that as educators we contribute to, but cannot directly cause, student learning or change in learning outcomes. Our role as educators is to create learning environments that are student centered and foster students' satisfaction of basic psychological needs (autonomy, competence and relatedness), motivation and engagement, and ultimately learning outcomes.

The reference for the complete paper describing the model is provided below. The Integrative Model for Learning and Motivation is based in Self-Determination Theory (SDT) which has been supported by over 40 years of empirical research. The following website provides information on the theory as well as a host of scientific, peer-reviewed publications describing research on SDT in various contexts including education, www.psych.rochester.edu/SDT. The section on education is particularly interesting for issues surrounding teaching and learning. www.psych.rochester.edu/SDT/publications_search.php?action=domain_search&dID=11

My own research in this area supports the principles outlined in the Integrative Model. You will find a sample of those publications at the following link;www.psych.rochester.edu/SDT/publications_search.php?author=58&action=author_search

Research is presently conducted at Purdue University using the principles of the model and SDT specifically. Several of the research projects associated with IMPACT are also using the principles of this education model. Several papers are in preparation and/or in press at this time.

Levesque, C., Sell, G. R., & Zimmerman, J. A. (2006). A Theory-based integrative model for learning and motivation in higher education. In S. Chadwick-Blossey (Ed.). To Improve the Academy, Vol. 24, pp. 86-103. Anker Publishing, Bolton, MA.