Wosnitza / Karabenick / Efklides Contemporary Motivation Research

From Global to Local Perspectives
1. Auflage 2009
ISBN: 978-1-61676-356-5
Verlag: Hogrefe Publishing
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 394 Seiten

As with all scientific endeavors, the study of motivation – understanding behavior’s direction and intensity, as well as the persistence of behavior and its cognitive and affective concomitants – faces the issue of theoretical and empirical generalizability: Knowing “what works” and under what range of conditions.

The present volume confronts this issue directly by showcasing contemporary motivation theory and research that provide “snapshots” and those contributing to a “global picture.” In the process, a stellar international group of scholars represent different theoretical perspectives (e.g., achievement goal, self-determination, cognitive load, control value of achievement emotions, interest, self-efficacy) in diverse contexts (e.g., cooperative learning, help seeking, teacher education, technology-facilitated achievement) to highlight the dynamic interplay between more basic research and actual practice in classrooms, the workplace, and social environments.

This volume provides stimulating reading for researchers and practitioners in fields related to education and those with an interest in motivation in organizations in general. It is also an excellent resource for advanced undergraduate and graduate courses.

Autoren/Hrsg.

Wosnitza, Marold

Karabenick, Stuart A.

Efklides, Anastasia

Nenniger, Peter

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie Emotion, Motivation, Handlung

Inhaltsverzeichnis

1;Contents, List of Contributors, Preface;6
2;Motivation in School from Contextual and Longitudinal Perspectives;18
3;Seeking Help;42
4;A Framework for Personal Content Goals in Collaborative Learning Contexts;66
5;Motivational Aspects of Cognitive Load Theory;86
6;Global and Local Perspectives on Human Affect;114
7;Metacognitive Experiences as theLink between Situational Characteristics, Motivation, and Affect in Self-Regulated Learning;134
8;On a Differential Explanation of Self-Direction in Motivating Learning Environments;164
9;Linking Personality to Work Motivation and Performance;184
10;Mediators and Moderators of Approach-Performance and Avoidance-Performance Relationships in Children;202
11;Interest and Efficacy Beliefs in Self-Regulated Learning;224
12;The Impact of Goal and Feedback Treatments on Self-Determined Motivation and Situational Interest in a Computer-Based Learning Context;246
13;Specification Issues in the Use of Multilevel Modeling to Examine the Effects of Classroom Context;266
14;Motivation Development in Novice Teachers;282
15;Students’ Perceptions of Parental Attitudes toward Academic Achievement;296
16;Influencing Students’ Motivation for School;316
17;Normative vs. Non-Normative Performance Goals;338
18;Incentives and Flow Experience in Learning Settings and the Moderating Role of Individual Differences;356
19;Striving for Personal Goals;376

Leseproben

Motivation Development in Novice Teachers (S. 265-266)

The Development of Utility Filters

Susan Bobbitt Nolen, Christopher J. Ward, Ilana Seidel Horn, Sarah Childers, Sara Sunshine Campbell, &, Karan Mahna

This chapter describes how graduate students in a teacher preparation program develop motivational filters used to make utility judgments in deciding which promoted practices to learn. Preservice teachers enter teacher education programs (TEPs) expecting to learn methods of instruction in their subject area and classroom management techniques from TEP instructors at the university, “in the field” from “real” teachers, or both. Their approach to learning is largely instrumental, with the overarching goal of becoming a competent teacher. We used person-centered ethnographic methods in a longitudinal design to examine how students decide which practices are worth taking up into their own work as teachers, and which to learn well enough for external demands (e.g., to satisfy course requirements).

Most theories treat motivation as an orientation to school learning, a subject area (e.g., science), or a specific learning situation. For example, a student might be described as having a performance-approach orientation (Elliot &, Harackiewicz, 1996) in math class, as interested in a subject or activity (Hidi &, Renninger, 2006), or as being “internally regulated” when studying (Ryan &, Deci, 2000). Simons and her colleagues (Simons, Dewitte, &, Lens, 2004) found that internally-regulated students who perceived the utility of what they learned used more adaptive learning strategies and had increased motivation.

Similarly, we found evidence that preservice teachers are continually deciding what to learn and how well to learn specific ideas or practices. At the same time, they frequently asked how a promoted practice or idea might be used in the classroom. Thus, they might be described as self-regulated learners seeking utility information (Zimmerman &, Schunk, 2004). This description is of limited practical use to teacher educators, however, as it does not tell why preservice teachers select some promoted practices over others. As novices with restricted opportunities to try out promoted practices, it is important to understand the basis for these utility decisions. Are they matching their instructors’ or cooperating teachers’ recommendations to their own experience as students (Lortie, 1975)?

Are they examining scientific evidence of the effectiveness of possible teaching techniques? Understanding how novices make these decisions could be useful to teacher educators trying to convince their students of the need to learn “best” practices. Equally important, the variable-centered survey and experimental research that aims at generalizations about individual characteristics and external influences on motivation has difficulty explaining how particular motivations and values arise and develop “in the wild.”

Even longitudinal studies with conventional self-report measures require construct invariance across time and contexts, an assumption that is based on a view of motivations and values as residing in the individual. Situative and sociocultural perspectives, on the other hand, frame them as co-constructed through negotiation in particular systems of meaning that must be studied at the same time as the individuals that construct them (Nolen &, Ward, in press). Theories of self-regulation have begun to consider the role of others in the social context as important to understanding regulation in classroom settings.