Evidence map›Paper›PMID 42294110›Full record

ArticleEducational psychology review2026

The Case for Multifaceted, Integrative Motivation Interventions Embedded in Classrooms.

Lisa Linnenbrink-Garcia, Allan Wigfield, Lauren Cabrera, Samuela Mouzaoir, David McKinney, Pei Pei Liu, Gwen Marchand, Jennifer A Schmidt, Christopher J Harris, John Guthrie

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In one paragraph

Article in Educational psychology review, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

10 authors.

Lisa Linnenbrink-Garcia *Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI USA.ORCID 0000-0003-4857-9229
Allan Wigfield *Department of Human Development and Quantitative Methodology, University of Maryland, College Park, College Park, MD USA.
Lauren CabreraDepartment of Education, University of Michigan-Dearborn, Dearborn, MI USA.
Samuela MouzaoirIngham Intermediate School District, Mason, MI USA.
David McKinneyScience and Engineering, WestEd, San Francisco, CA USA.
Pei Pei LiuEducation Department, Colby College, Waterville, ME USA.
Gwen MarchandDepartment of Educational Psychology, Leadership, and Higher Education, University of Nevada, Las Vegas, Las Vegas, NV USA.
Jennifer A SchmidtDepartment of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI USA.
Christopher J HarrisScience and Engineering, WestEd, San Francisco, CA USA.
John GuthrieDepartment of Human Development and Quantitative Methodology, University of Maryland, College Park, College Park, MD USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Motivation scholars have grown increasingly interested in the application of motivation theory to educational practice. We provide an overview of various approaches to supporting students' motivation and then focus specifically on the potential benefits of multifaceted interventions that integrate across theoretical perspectives and are embedded in classrooms to support students' motivation. We also discuss how multifaceted interventions can be guided by an understanding of complex dynamic systems (CDS) and present a brief overview of how CDS can be applied to understanding motivation and education. We then discuss in detail two multifaceted, theoretically integrated motivation intervention programs embedded in classrooms that have been successfully implemented. The first focused on reading motivation and engagement and was implemented at both the elementary and middle school levels. The second focused on science motivation and engagement at the middle school level. We close with a discussion of the challenges and promises of implementing embedded motivation interventions that integrate across theories and use a CDS framework.

Indexed as

Complex dynamic systemsMotivation interventionsTheoretical integration

Identifiers

PMID42294110
PMCPMC13260226

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.