Extending Gardner’s Socio-Educational Model to Learner Well-Being: Research Propositions Linking Integrative Motivation and PERMA Theory

Abstract

This chapter takes a theoretical approach to exploring connections between Gardner’s integrative motivation and Seligman’s PERMA framework of well-being. The integrative motive is a well-known approach to conceptualizing motivation in second language acquisition. PERMA, encompassing positive emotion, engagement, relationships, meaning and accomplishment, is also well known in the domain of positive psychology as a basis for understanding happiness and well-being. Our analysis demonstrates that Gardner’s integrative motive and the PERMA framework share at least three key attributes. The first notable attribute is that each theory reflects a multidimensional collection of cohesive, mutually-reinforcing elements that function together to create a unified and meaningful whole. Second, both place strong value on research support and empirical testing of relationships. Finally, both are applied outside educational contexts. We propose a testable hypothesis concerning the relative contributions of each PERMA dimension to each of integrativeness, attitudes towards the learning situation and motivation. The chapter concludes with three specific research propositions for empirically testing the relationship between integrative motivation and PERMA.