2002/04/01 by Andrew Martin
paper · doi:10.1177/000494410204600104
crossref issued 2002/04/01 · crossref published 2002/04/01 · crossref published-online 2002/04/01 · crossref published-print 2002/04/01 · crossref created 2013/03/07 · crossref deposited 2026/04/28 · crossref indexed 2026/07/29
This paper explores a model of motivation and introduces the concept of academic resilience. Although motivation is critical to academic success, academic gains that students make can be lost if they are not resilient to setback, study pressure, and stress in the school setting. It is therefore important that students are motivated and resilient to academic pressures. A problem with motivation theory and research, however, is that it has not been formulated in a way that provides educators and students with a common language with which to develop motivation and academic resilience in the classroom. This paper draws together seminal motivation theory, posits clear constructs that represent these theories, and then repackages them into a model that can be used by educators and understood by students. Such a model also holds direct implications in the classroom and counselling contexts, and the strategies for enhancing motivation and academic resilience are discussed.