Motivation and instruction are two major substantive domains in educational psychology. Theory and research relevant to each of these domains tend to be diffuse and fragmented. This presents challenges for scholars and practitioners seeking to implement parsimonious and cohesive approaches to help students to learn. This review articulates a two-step integration process that is an illustrative effort towards tackling these challenges and unifying two psycho-educational domains: intra-domain integration (within each of motivation and instruction) and inter-domain integration (between motivation and instruction). With respect to motivation, the Motivation and Engagement Wheel (Martin, 2007) is presented as an example of intra-domain integration of key facets of motivation (Step 1a). With respect to instruction, Load Reduction Instruction (LRI; Martin, 2016; Martin & Evans, 2018) is an example of intra-domain integration of explicit instruction and guided independent learning (Step 1b). The review then proposes an inter-domain integration of motivation and instruction (Step 2), arguing that each domain is tied to the other. The joint operation of intra- and inter-domain integration of motivation and instruction holds potential for more coherent theorizing, measurement, and practical application.

动机和指导是教育心理学的两大实质性领域。与这些领域中的每一个领域相关的理论和研究往往是分散和零散的。这对寻求实施简约和有凝聚力的方法来帮助学生学习的学者和从业者提出了挑战。这篇综述阐述了一个两步整合过程，它是应对这些挑战和统一两个心理教育领域的说明性努力：域内整合（在动机和指导中）和域间整合（动机和指导之间）。关于动机，动机和参与轮 (Martin, 2007) 作为内部激励的示例提出- 动机关键方面的领域整合（步骤 1a）。关于指令，Load Reduction Instruction (LRI; Martin, 2016; Martin & Evans, 2018) 是显式指令和引导式独立学习（步骤 1b）域内集成的一个例子。然后，审查提出动机和指导的跨域整合（步骤 2），认为每个域都与另一个域相关联。动机和指导的域内和域间整合的联合操作具有更连贯的理论化、测量和实际应用的潜力。