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<p>Existing motivation interventions typically focus on what can be done to enhance learners’ motivation. However, these approaches do not systematically teach learners to become their own motivational agents. This article proposes motivational apprenticeship, a conceptual framework that extends cognitive apprenticeship principles to help learners develop autonomous motivational regulation skills. The framework comprises six key components: modeling (experts demonstrate motivational strategies and thought processes), coaching (experts provide individualized guidance), scaffolding (supports that gradually fade as learners gain proficiency), articulation (learners verbalize their motivational states), reflection (learners analyze their motivational patterns), and exploration (learners apply strategies to new contexts). The framework emphasizes making motivational processes visible, situating motivational development in authentic contexts, and fostering metacognitive awareness of motivation. The framework contributes to motivation theory by viewing motivation as a teachable skill set rather than solely an internal state. It provides educators with practical methods for cultivating learners’ capacity for lifelong motivational self-regulation. We discuss practical implementation considerations, acknowledge key challenges, and outline directions for future research.</p>

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Motivational Apprenticeship: An Apprenticeship Framework for Developing Students’ Motivational Competencies

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年1月19日

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  • Shan Li,
  • Juan Zheng

摘要

Existing motivation interventions typically focus on what can be done to enhance learners’ motivation. However, these approaches do not systematically teach learners to become their own motivational agents. This article proposes motivational apprenticeship, a conceptual framework that extends cognitive apprenticeship principles to help learners develop autonomous motivational regulation skills. The framework comprises six key components: modeling (experts demonstrate motivational strategies and thought processes), coaching (experts provide individualized guidance), scaffolding (supports that gradually fade as learners gain proficiency), articulation (learners verbalize their motivational states), reflection (learners analyze their motivational patterns), and exploration (learners apply strategies to new contexts). The framework emphasizes making motivational processes visible, situating motivational development in authentic contexts, and fostering metacognitive awareness of motivation. The framework contributes to motivation theory by viewing motivation as a teachable skill set rather than solely an internal state. It provides educators with practical methods for cultivating learners’ capacity for lifelong motivational self-regulation. We discuss practical implementation considerations, acknowledge key challenges, and outline directions for future research.