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This volume provides a platform for discussing theoretical and
methodological developments in the field of motivation research
related to learning and instruction. The combination of
socio-cultural, situative and socio-cognitive epistemological
traditions underlying the different contributions enables the
integration of the motivational, affective and cognitive aspects of
learning and the examination of their mutually interacting
influences. The methodological implications of these conceptual
developments are discussed and a range of innovative research
methodologies reported throughout the different chapters. The
emphasis on integrative, holistic, systematic and situated
approaches to the study of motivation and engagement during the
process of learning and over time is in line with contemporary
thinking in the discipline of educational psychology as a whole.
Overall, this volume highlights how motivation research is reaching
out beyond its own traditional domain of study and is taking a
leading role in the overall study of learning and instruction.
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