A theoretically grounded understanding of achievement motivation appears to be largely overlooked in both initial education programs and ongoing professional development of school psychologists. This is unfortunate because motivation constructs such as perceived control, value, and self-beliefs predict students’ academic performance in a way that complements the variance explained by intelligence tests. This empirical evidence is rooted in long-standing theorizing that motivation constructs hold an important role alongside cognitive constructs in understanding student learning. Moreover, because motivation constructs are viewed as malleable, they provide an untapped source of intervention for school psychologists in supporting students. For these reasons, this special issue presents five review articles that integrate discrete theories of achievement motivation to the practice of school psychology. Largely representing Canadian expertise, the articles describe the potential for the control-value theory of emotions, achievement goal theory, mindset theory, self-determination theory, and self-regulated learning in the work of school psychologists. The final commentary article explicates a whole-child framework to highlight the role motivation can hold alongside cognition and guide school psychologists to partner these constructs for the betterment of children.

在初始教育计划和学校心理学家的持续专业发展中，对成就动机的理论基础理解似乎在很大程度上被忽视了。这是不幸的，因为诸如感知控制、价值和自我信念之类的动机结构以一种补充智力测试解释的差异的方式来预测学生的学业成绩。这一经验证据植根于长期以来的理论，即动机结构与认知结构在理解学生学习方面发挥着重要作用。此外，由于动机结构被视为具有延展性，因此它们为学校心理学家在支持学生方面提供了一个尚未开发的干预来源。由于这些原因，本期特刊介绍了五篇评论文章，将成就动机的离散理论与学校心理学实践相结合。这些文章主要代表了加拿大的专业知识，描述了情绪控制价值理论、成就目标理论、心态理论、自我决定理论和自我调节学习在学校心理学家工作中的潜力。最后一篇评论文章解释了一个全儿童框架，以强调动机可以与认知一起发挥作用，并指导学校心理学家与这些结构合作以改善儿童。和学校心理学家工作中的自我调节学习。最后一篇评论文章解释了一个全儿童框架，以强调动机可以与认知一起发挥作用，并指导学校心理学家与这些结构合作以改善儿童。和学校心理学家工作中的自我调节学习。最后一篇评论文章解释了一个全儿童框架，以强调动机可以与认知一起发挥作用，并指导学校心理学家与这些结构合作以改善儿童。