Mobile-learning (M-Learning), also known as mobile assisted learning, has emerged over the years as a non-traditional format of teaching and learning. This pedagogical approach, facilitated with the advent of technological advances, may include the use of portable devices, such as MP3 players, tablets, e-books, cell phones, and smartphones. There is extensive research that has been undertaken, providing empirical yields for further research consideration. In this chapter, a special focus on mobile-learning, we explore the importance of this pedagogical approach from the perspective of motivation. We argue that research, to date, has yet to examine the situational placement of mobile-learning within the sociocultural context of motivation. In our quest to promote and develop the notion of mobile-learning, it is important that we take into account psychosocial issues that could explain its successes and failures. Is mobile-learning simply a transient fad that will fade away with the passing of time? Why would we engage in mobile-learning whenthere are so many defining limitations, such as small screen size, one-finger typing, etc.? Our conceptualization, developed in motivational contexts, seeks to identify and discuss four notable issues: (i) the importance of cognitive load theory, (ii) a constructivist paradigm for learning, (iii) the introduction of effective functioning as a personal well-being component, and (iv) the social world and its ongoing disparities, leading to imbalances between individuals. Our theoretical examination, balanced in its positioning, makes attempts to situate the concept of mobile-learning within the framework of motivation.

The present study explored the effects of academic and social self-efficacy beliefs on students' well-being at school, academic engagement, and achievement outcome. Well-being at school is conceptualized as a central mediator of students' engagement and learning in achievement contexts. It was hypothesized that well-being at school would mediate the effects of social and academic self-efficacy beliefs on engagement and achievement outcome. This research focus has credence and may provide grounding for educational-social interventions. A cohort of 284 (122 girls, 162 boys) Year 11 secondary school students participated in this correlational study. A theoretical-conceptual model was explored and tested using structural equation modeling. Subsequent structural equation modeling analyses provided moderate support for the hypothesized model. The results showed that both academic and social self-efficacy depended on each other in their effect on well-being at school. Both academic engagement and well-being at school served as partial mediators of the effects of academic and social self-efficacy on academic engagement.