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Motivation and Evaluation in Education from the Sustainability Perspective: A Review of the Scientific Literature

Author

Listed:
  • José Sánchez-Santamaría

    (Department of Pedagogy, Universidad de Castilla-La Mancha, 16071 Cuenca, Spain)

  • Brenda Imelda Boroel-Cervantes

    (Faculty-of-Administrative-and-Social-Sciences, University Autonomous of Baja California, Ensenada 22860, Mexico)

  • Fátima-María López-Garrido

    (Department of Pedagogy, Universidad de Castilla-La Mancha, 16071 Cuenca, Spain)

  • David Hortigüela-Alcalá

    (Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain)

Abstract

(1) Background: This paper outlines the results of a literature review of meta-analyses published on motivation and evaluation in the last five years. (2) Methods: A systematic review of three educational databases (WoS, SCOPUS and ERIC) was conducted following the PRISMA and PICO approaches. A total of 54 peer-reviewed meta-analysis papers were selected, analysed and compared. (3) Results: A significant number and variety of meta-analyses have been conducted: motivation meta-analyses focus primarily on contextual variables, self-regulation and students’ academic performance, and evaluation meta-analyses examine the effectiveness of the teaching intervention, the use of teaching methodologies and technological resources for learning. (4) Conclusions: There are two important absences: on the one hand, it is necessary to develop meta-analyses that combine motivation and evaluation, also measuring their interaction, from the perspective of sustainability, and not only of educational improvement, and on the other hand, it is necessary to perform meta-analyses on the effectiveness of the formative and shared evaluation of the sustainability of learning processes.

Suggested Citation

  • José Sánchez-Santamaría & Brenda Imelda Boroel-Cervantes & Fátima-María López-Garrido & David Hortigüela-Alcalá, 2021. "Motivation and Evaluation in Education from the Sustainability Perspective: A Review of the Scientific Literature," Sustainability, MDPI, vol. 13(7), pages 1-19, April.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:7:p:4047-:d:530667
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    References listed on IDEAS

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    1. Gabriela Grosseck & Laurențiu Gabriel Țîru & Ramona Alice Bran, 2019. "Education for Sustainable Development: Evolution and Perspectives: A Bibliometric Review of Research, 1992–2018," Sustainability, MDPI, vol. 11(21), pages 1-35, November.
    2. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
    3. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    4. Hamad, Rita & Elser, Holly & Tran, Duy C. & Rehkopf, David H. & Goodman, Steven N., 2018. "How and why studies disagree about the effects of education on health: A systematic review and meta-analysis of studies of compulsory schooling laws," Social Science & Medicine, Elsevier, vol. 212(C), pages 168-178.
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    Cited by:

    1. Yifan Liu & Tiantian Bao & Dan Zhao & Huiyun Sang & Benwei Fu, 2022. "Evaluation of Student-Perceived Service Quality in Higher Education for Sustainable Development: A Fuzzy TODIM-ERA Method," Sustainability, MDPI, vol. 14(8), pages 1-21, April.
    2. Faith Samkange & Haywantee Ramkissoon & Juliet Chipumuro & Henry Wanyama & Gaurav Chawla, 2021. "Innovative and Sustainable Food Production and Food Consumption Entrepreneurship: A Conceptual Recipe for Delivering Development Success in South Africa," Sustainability, MDPI, vol. 13(19), pages 1-20, October.

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