Advances in motivation and achievement : a research annual最新文献

Understanding Long-Term Effects of Motivation Interventions in a Changing World. 在不断变化的世界中理解动机干预的长期影响。

Advances in motivation and achievement : a research annual Pub Date : 2019-03-25 DOI: 10.1108/S0749-742320190000020005

Cameron A Hecht, Stacy J Priniski, Judith M Harackiewicz

{"title":"Understanding Long-Term Effects of Motivation Interventions in a Changing World.","authors":"Cameron A Hecht, Stacy J Priniski, Judith M Harackiewicz","doi":"10.1108/S0749-742320190000020005","DOIUrl":"https://doi.org/10.1108/S0749-742320190000020005","url":null,"abstract":"As intervention science develops, researchers are increasingly attending to the long-term effects of interventions in academic settings. Currently, however, there is no common taxonomy for understanding the complex processes through which interventions can produce long-lasting effects. The lack of a common framework results in a number of challenges that limit the ability of intervention scientists to effectively work toward their goal of preparing students to effectively navigate a changing and uncertain world. A comprehensive framework is presented to aid understanding of how interventions that target motivational processes in education produce downstream effects years after implementation. This framework distinguishes between three types of processes through which interventions may produce long-term effects: recursive processes (feedback loops by which positive effects can build on themselves over time), non-recursive chains of effects (\"domino effects\" in which proximal outcomes affect distinct distal outcomes), and latent intrapersonal effects (changed habits, knowledge, or perceptions that affect how students respond in different situations in the future). The framework is applied to intervention research that has reported long-term effects of motivation interventions, evidence for the processes described in this framework is evaluated, and suggestions are presented for how researchers can use the framework to improve intervention design. The chapter concludes with a discussion of how application of this framework can help intervention scientists to achieve their goal of positively influencing students' lifelong trajectories, especially in times of change and uncertainty.","PeriodicalId":91996,"journal":{"name":"Advances in motivation and achievement : a research annual","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S0749-742320190000020005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41223258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

Facing Motivational Challenges in Secondary Education: A Classroom Intervention in Low-track Schools and the Role of Migration Background 面对中学教育动机挑战:低轨学校课堂干预及移民背景的作用

Advances in motivation and achievement : a research annual Pub Date : 2019-03-25 DOI: 10.1108/S0749-742320190000020011

Claudia C. Sutter-Brandenberger, Gerda Hagenauer, T. Hascher

{"title":"Facing Motivational Challenges in Secondary Education: A Classroom Intervention in Low-track Schools and the Role of Migration Background","authors":"Claudia C. Sutter-Brandenberger, Gerda Hagenauer, T. Hascher","doi":"10.1108/S0749-742320190000020011","DOIUrl":"https://doi.org/10.1108/S0749-742320190000020011","url":null,"abstract":"Empirical findings have repeatedly demonstrated that students’ motivation decreases over the course of secondary education. This decline in learning motivation is one of the top challenges nowadays and is relevant for policy, as well as research and practice. Taking this educational challenge into account, the chapter targets the following questions: (1) Is a multicomponent, two-year intervention (combined student/teacher versus student-only intervention group) effective regarding the self-determined motivation and academic self-concept in mathematics of at-risk students? (2) How effective is the intervention for students with and without a migration background? And more generally: (3) Does the motivation (including students’ academic self-concept as a motivational self-belief) differ between students with and without a migration background at three different time points (beginning of Grade 7, end of Grades 7 and 8)? The results indicate that the intrinsic motivation of the combined intervention group could be fostered in the first intervention year. No significant treatment effect could be detected for the student-only group. In line with prior research, students with a migration background demonstrated higher levels of autonomous and controlled forms of motivation. However, students with and without a migration background did not develop differently across the two years. Implications for intervention research addressing adolescents’ self-determined motivation are discussed.","PeriodicalId":91996,"journal":{"name":"Advances in motivation and achievement : a research annual","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83267082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Motivation and Achievement of Immigrant Students in Times of Economic and Political Instability 经济与政治不稳定时期移民学生的动机与成就

Advances in motivation and achievement : a research annual Pub Date : 2019-03-25 DOI: 10.1108/S0749-742320190000020009

T. Urdan, N. Sharma, M. Dunn

{"title":"Motivation and Achievement of Immigrant Students in Times of Economic and Political Instability","authors":"T. Urdan, N. Sharma, M. Dunn","doi":"10.1108/S0749-742320190000020009","DOIUrl":"https://doi.org/10.1108/S0749-742320190000020009","url":null,"abstract":"A strong anti-immigrant and anti-refugee sentiment permeates the political discourse in the United States and many Western European countries. This political discourse, along with policies designed to limit immigration, is likely to influence the academic motivation of students from immigrant groups. In this chapter, we consider how anti-immigrant sentiment in the host countries may affect the motivation and achievement of immigrant and refugee students. Specifically, we apply findings from research examining stress and anxiety, belonging, identity, teacher expectancies, and stereotype threat to speculate about how these motivational factors may be affected by anti-immigrant rhetoric. Next, we use Maehr’s (1984) theory of personal investment (PI) as a framework for integrating the various components of motivation that can be applied to the current plight of immigrant and refugee students. The chapter concludes with a brief discussion about the steps we can take, both at the personal and the policy levels, to counteract the hostile political discourse and promote higher levels of PI in education among immigrant and refugee students.","PeriodicalId":91996,"journal":{"name":"Advances in motivation and achievement : a research annual","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74564223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Gender, Motivation, and Society: New and Continuing Challenges 性别、动机和社会:新的和持续的挑战

Advances in motivation and achievement : a research annual Pub Date : 2019-03-25 DOI: 10.1108/S0749-742320190000020007

R. Butler

{"title":"Gender, Motivation, and Society: New and Continuing Challenges","authors":"R. Butler","doi":"10.1108/S0749-742320190000020007","DOIUrl":"https://doi.org/10.1108/S0749-742320190000020007","url":null,"abstract":"Abstract \u0000In this chapter, I consider how and why gender continues to impact motivation, task engagement, self-regulation, and educational aspirations, choices, and outcomes among both boys and girls. How can motivation theory and research contribute to understanding gender differences in achievement at school, where girls now tend to do better than boys, especially in less advantaged social groups, and at work, where women still tend to achieve and earn less than similarly qualified men? In the first section of this chapter, I review evidence of gender-related motivational orientations whereby boys tend more to “prove and protect” and girls tend more to “doubt and try to improve” their abilities. I analyze the benefits and costs of these orientations, focusing on how they contribute to the superior school performance of girls, to spurring high-achieving boys to succeed more in later life than similarly able girls, and to placing lower-achieving boys, who often belong to minority groups, at particular risk for academic disengagement. I then consider how boys and girls construct and maintain motivating and motivated beliefs and strategies in interactions with parents, teachers, and peers within the social and educational contexts of their daily lives. In the final section, I first present some educational recommendations that follow from my analysis. I then engage directly with the overarching theme of this volume by considering some broad societal trends that present continuing challenges to educators concerned to promote optimal motivation for learning among both boys and girls in the twenty-first century.","PeriodicalId":91996,"journal":{"name":"Advances in motivation and achievement : a research annual","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80316086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

School alienation and its association with student learning and social behavior in challenging times 挑战时代学校异化及其与学生学习和社会行为的关系

Advances in motivation and achievement : a research annual Pub Date : 2019-03-25 DOI: 10.1108/S0749-742320190000020010

J. Morinaj, Kaja Marcin, T. Hascher

{"title":"School alienation and its association with student learning and social behavior in challenging times","authors":"J. Morinaj, Kaja Marcin, T. Hascher","doi":"10.1108/S0749-742320190000020010","DOIUrl":"https://doi.org/10.1108/S0749-742320190000020010","url":null,"abstract":"Abstract \u0000Current challenges in the educational sector along with age-related changes during early adolescence contribute to an increased sense of school alienation (SAL) among students. Some of the central concerns of SAL are failure to participate in classroom and socially deviant behaviors. This study examined the change in and cross-lagged relationships among alienation from learning, teachers, and classmates, and different self-reported learning and social behaviors across 508 secondary school students spanning a one-year interval from Grade 7 to Grade 8. The results revealed a slight increase in SAL and a decline in classroom participation. Earlier SAL predicted students’ later in-class participation and delinquent behavior, but not vice versa. The three alienation domains were shown to have different relationships with targeted learning and social behaviors: Alienation from learning and from teachers negatively predicted student classroom participation. Alienation from teachers and from classmates contributed to subsequent delinquent behavior. The study results emphasized the importance of SAL for students’ participation in classroom activities as well as in disruptive behaviors. Theoretical and practical implications of the findings for educational research and practice are discussed.","PeriodicalId":91996,"journal":{"name":"Advances in motivation and achievement : a research annual","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86864515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Identity and Motivation in a Changing World: A Complex Dynamic Systems Perspective 身份和动机在一个变化的世界:一个复杂的动态系统的观点

Advances in motivation and achievement : a research annual Pub Date : 2019-03-25 DOI: 10.1108/S0749-742320190000020006

Avi Kaplan, J. Garner, Benjamin Brock

{"title":"Identity and Motivation in a Changing World: A Complex Dynamic Systems Perspective","authors":"Avi Kaplan, J. Garner, Benjamin Brock","doi":"10.1108/S0749-742320190000020006","DOIUrl":"https://doi.org/10.1108/S0749-742320190000020006","url":null,"abstract":"Current motivation theory and research face serious theoretical, methodological, and practical challenges. One central challenge is the fact that research has focused mainly on motivation for traditional achievement tasks such as graded assignments and normative educational trajectories. Arguably, current motivation theory and research may be inadequate to characterize adaptive motivation in the uncertain, changing, and unpredictable environments of the twenty-first century. How might motivation researchers conceptualize students’ motivation in such dynamic and complex contexts? How can motivational research inform educators, administrators, and policymakers in designing curricula, pedagogy, and evaluation and accountability systems to prepare students for such a world? In the current chapter, we address these challenges with a perspective on motivation as a complex dynamic system (CDS) that is based in the person’s identity. We begin with a brief review of the challenges to the current prevalent approach to motivation research, highlighting the need for a new paradigm. We then review assumptions of the CDSs approach that render it useful for understanding motivation in continuously changing and unpredictable environments. We then present a CDS conceptual model of identity and motivation that incorporates constructs and processes from a variety of identity and motivational theories – the Dynamic Systems Model of Role Identity (DSMRI). We follow with a conceptualization of the characteristics of the identity-motivation system most adaptive for growth in changing and unpredictable environments. We end by considering the implications of this perspective for motivational theory and research and for educational practice and policy.","PeriodicalId":91996,"journal":{"name":"Advances in motivation and achievement : a research annual","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75119240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 25

What Does Expectancy-value Theory Have to Say about Motivation and Achievement in Times of Change and Uncertainty? 在变化和不确定的时代，期望值理论对动机和成就有什么启示?

Advances in motivation and achievement : a research annual Pub Date : 2019-03-25 DOI: 10.1108/S0749-742320190000020002

Allan Wigfield, Jessica R. Gladstone

{"title":"What Does Expectancy-value Theory Have to Say about Motivation and Achievement in Times of Change and Uncertainty?","authors":"Allan Wigfield, Jessica R. Gladstone","doi":"10.1108/S0749-742320190000020002","DOIUrl":"https://doi.org/10.1108/S0749-742320190000020002","url":null,"abstract":"Abstract \u0000We discuss the development of achievement motivation from the perspective of Eccles and colleagues’ expectancy-value theory (EVT), focusing on the importance of children developing positive expectancies for success and valuing of achievement to help them cope with change and uncertainty. Although research has shown that, overall, children’s expectancies and values decline, recent studies show many different trajectories in the overall pattern. Children’s expectancies and values predict their school performance and choices of which activities to pursue in and out of school, with these relations getting stronger as children get older. When children’s expectancies and values stay more positive, they can better cope with change and uncertainty, such as the increasing difficulty of many school subjects, or broader changes such as immigrating to a new country. Parents can buffer children’s experiences of change and uncertainty by encouraging them to engage in different activities and by providing them opportunities to do so. Parents’ positive beliefs about their children’s abilities and discussing with them the importance of school can moderate the observed decline in children’s ability beliefs and values. For immigrant and minority children, parents’ emphasis on the importance of school and encouragement of the development of a positive sense of their racial/ethnic identity are critical buffers. Positive teacher–child relations also are a strong buffer, although research indicates that immigrant and minority children often have less positive relations with their teachers. We close with a discussion on recent EVT-based intervention research that shows how children’s beliefs and values for different school subjects can be fostered.","PeriodicalId":91996,"journal":{"name":"Advances in motivation and achievement : a research annual","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82515098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 22

Seeking Stability in Stormy Educational Times: A Need-based Perspective on (De)motivating Teaching Grounded in Self-determination Theory 在动荡的教育时代寻求稳定:基于自我决定理论的需求视角下的(去)激励教学

Advances in motivation and achievement : a research annual Pub Date : 2019-03-25 DOI: 10.1108/S0749-742320190000020004

M. Vansteenkiste, N. Aelterman, L. Haerens, B. Soenens

{"title":"Seeking Stability in Stormy Educational Times: A Need-based Perspective on (De)motivating Teaching Grounded in Self-determination Theory","authors":"M. Vansteenkiste, N. Aelterman, L. Haerens, B. Soenens","doi":"10.1108/S0749-742320190000020004","DOIUrl":"https://doi.org/10.1108/S0749-742320190000020004","url":null,"abstract":"Abstract \u0000Given the complexity of societal, technological, and economic challenges encountered by schools and teachers, one may wonder whether and how teachers can still optimally motivate their students. To adopt a motivating role in today’s ever-changing, even stormy, educational landscape, teachers need more than a checklist of motivating practices. They also need a fundamental theoretical perspective that can serve as a general source of inspiration for their everyday classroom practices across various situations and in interaction with different students. Herein, we argue that self-determination theory represents such a valuable perspective. In Part I, we discuss the satisfaction of learners’ psychological needs for autonomy, competence, and relatedness as a source of student motivation, engagement, and resilience. We also present a recently developed circular model involving a broad variety of motivating (i.e., need-supportive) and demotivating (i.e., need-thwarting) teaching practices appealing to these three needs. In Part II, we discuss several implications of this circular model, thereby discussing the diverse pathways that lead to student need satisfaction, motivation, and engagement as well as highlighting teachers’ capacity for calibration to deal with uncertainty and change. We conclude that school principals and teachers do well to invest in both students’ and teachers’ psychological need experiences, such that they become skilled in flexibly adjusting themselves to diversity, uncertainty, and change.","PeriodicalId":91996,"journal":{"name":"Advances in motivation and achievement : a research annual","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82572684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 32

Motivation in Education at a Time of Global Change: Theory, Research, and Implications for Practice 全球变化时期的教育动机:理论、研究和实践启示

Advances in motivation and achievement : a research annual Pub Date : 2019-03-25 DOI: 10.1108/s0749-742320190000020001

E. Gonida

引用次数: 12

Relevant Education in a Changing World: Expanding Value for the Motivation Sciences 变化世界中的相关教育:动机科学的扩展价值

Advances in motivation and achievement : a research annual Pub Date : 2019-03-25 DOI: 10.1108/S0749-742320190000020003

Jeffrey Albrecht, S. Karabenick

{"title":"Relevant Education in a Changing World: Expanding Value for the Motivation Sciences","authors":"Jeffrey Albrecht, S. Karabenick","doi":"10.1108/S0749-742320190000020003","DOIUrl":"https://doi.org/10.1108/S0749-742320190000020003","url":null,"abstract":"The idea that education should be made relevant to students is long-standing and pervasive in American society. Recently, motivation scientists have clarified important characteristics of students’ relevance beliefs, ways to intervene, and individual characteristics moderating intervention effects. Yet, there has been little consideration of the role of situational constraints and sociocultural influences on students’ relevance appraisal processes. We describe how societal changes and broader educational purposes affect the issues that students consider to be relevant to their educational experiences and the values they subsequently attribute to their studies. After differentiating components of relevance and highlighting ways in which particular components may be influenced by changing sociocultural milieus, we consider the implications of these processes for the development of subjective task value beliefs. Specifically, we show how the proposed model of relevance helps to parse out aspects of relevance appraisals that can be used to differentiate between components of subjective task value and argue that there is need to expand current models proposed in expectancy-value theory (EVT). Finally, we explore how recent global events may impact the social construction of educational relevance and constrain students’ developing beliefs about the value of their educational opportunities and implications for future research and educators.","PeriodicalId":91996,"journal":{"name":"Advances in motivation and achievement : a research annual","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73723428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5