Updated 2020-02-13

Framing Unschooling Using Theories Of Motivation

Dr. Sherman utilizes research surrounding multiple theories of motivation to defend the practices of Self-Directed Education in unschooling.
Whitney Sherman author
Sherman, W. (2017). Framing unschooling using theories of motivation. Journal of Unschooling and Alternative Learning, 11(22), 76-99. Retrieved from https://jual.nipissingu.ca/wp-content/uploads/sites/25/2017/12/v11224.pdf


As more families consider alternative learning approaches such as unschooling, little is known about the role motivation plays in self-directed education. Synthesizing major concepts of several theories of motivation (transformative experience, self-efficacy, self-regulation, expectancy-value theory, and intrinsic and extrinsic motivation), the research demonstrates that unschooling is a viable approach to learning. Motivation requires goals, activity and commitment to achieve outcomes and within the context of unschooling, the literature demonstrates that individuals sustain motivation so they can achieve certain tasks. The findings demonstrate a need to invoke students to follow their aptitudes and curiosity outside of the rigid structures of conventional schooling, potentially altering the current landscape of education.

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