In this commentary, I explore the contributions of the articles in this special issue from the vantage point of a theorist, researcher, and educator invested in student learning and academic development. First, I consider how these writings differentiate on the basis of the means authors applied to achieve the special issue goal of dismantling theoretical siloes and forwarding alternative models that strengthen the construct strains that exist in the educational psychology literature. Second, I position the articles in this special issue along a motivation-nonmotivation continuum, which describes the emphasis authors placed on motivation constructs and theories. Finally, I bring my ideas about these thought-provoking articles back to my personal investment in student learning and achievement to question the viability of the new theoretical variants that the contributing scholars have proposed.

在这篇评论中，我从一个致力于学生学习和学术发展的理论家、研究人员和教育家的角度探讨了本期特刊中文章的贡献。首先，我考虑这些著作如何根据作者为实现拆除理论孤岛和提出加强教育心理学文献中存在的建构压力的替代模型的特殊问题目标所采用的手段而有所不同。其次，我将本期特刊中的文章定位在动机-非动机连续体上，它描述了作者对动机构造和理论的重视。最后，我将这些发人深省的文章的想法带回到我个人对学生学习和成就的投资，以质疑贡献学者提出的新理论变体的可行性。