Exploring Motivation and Self-Concept Across Learning Domains
A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".
Deadline for manuscript submissions: 15 January 2027 | Viewed by 63
Special Issue Editors
Interests: self-concept, motivation and emotions; development in elementary school age; social and learning behavior; diagnostics at school
Interests: teaching and learning research; motivation; self-concept; epistemic beliefs; self-regulated learning; digital media in education; creative learning
Special Issue Information
Dear Colleagues,
Motivation and self-concept are central psychological constructs for understanding how individuals engage with learning, regulate their behavior, and develop competence across learning domains. Motivation influences the initiation, direction, and persistence of learning activities, while self-concept reflects learners’ self-perceptions of their abilities in specific domains and determines how learners interpret success, failure, and feedback. However, evidence on the motivational processes and interplay of these two constructs remains fragmented across learning domains. Advancing knowledge of motivation and self-concept across learning domains is therefore essential for developing evidence-based practices and interventions aimed at supporting adaptive learning and engagement across learning domains.
This Special Issue invites original research articles, reviews, and theoretical contributions that deepen our understanding of how motivation and self-concept influence learning across diverse learning domains. We encourage submissions that adopt interdisciplinary perspectives, innovative methodologies, and diverse populations. Both quantitative and qualitative approaches are welcome, including longitudinal, experimental, mixed-methods, and cross-cultural designs. Of particular interest are studies that examine domain-specificity, contextual influences, and practical implications for educational practice and policy. By integrating evidence across learning domains, this Special Issue aims to advance theory, inform intervention design, and support educational practices that foster adaptive motivation and positive self-concepts across learning domains.
Dr. Annette Lohbeck
Prof. Dr. Barbara Moschner
Guest Editor
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- motivation in learning
- academic self-concept
- individual differences
- domain-specificity
- determinants of motivation and academic self-concept
- reciprocal relations between motivation and self-concept
- educational contexts
- cross-cultural and contextual influences
- longitudinal development
- educational interventions
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