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

{"title":"Supporting Motivation in Collaborative Learning: Challenges in the Face of an Uncertain Future","authors":"M. Vauras, S. Volet, S. B. Nolen","doi":"10.1108/S0749-742320190000020012","DOIUrl":"https://doi.org/10.1108/S0749-742320190000020012","url":null,"abstract":"This chapter aims to seek insight into engagement in context, conceived through Productive Disciplinary Engagement (PDE), which can be perceived as a condition for sustained disciplinary and interdisciplinary interest and motivation. Despite ongoing trends in the design and implementation of enriched learning environments that are expected to boost effective use of material and digital tools along with new sources of information, the empirical research on their motivational and emotional consequences is still in its infancy. These environments challenge, cognitively as well as motivationally, emotionally, and socially, both students and teachers alike. Keeping in mind the challenging times for future learning and work-life, engagement and motivation are discussed with a focus on science disciplines. In these fields, there is a strong call for proficient skills in collaborative team learning, problem-solving, and collective knowledge creation in anticipation of an uncertain, challenging future. Knowledge-intensive work and knowledge demands are escalating along with fast technological development, and simultaneously tasks that demand new, not yet even existing and partly unpredicted knowledge and expertise are increasing. In addition, knowledge and expertise are progressively more distributed, with new knowledge, products and innovations being created in collaboration that crosses disciplinary borders. In this chapter, three case illustrations in different science fields and learning contexts provide empirical evidence for the discussion on the learned lessons from these illustrated studies designed to support PDE, and the potential significance of PDE for productive collaboration, sustained disciplinary interest, and motivation given later development of adaptive expertise.","PeriodicalId":91996,"journal":{"name":"Advances in motivation and achievement : a research annual","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86912953","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}

{"title":"Index","authors":"","doi":"10.1108/s0749-742320190000020013","DOIUrl":"https://doi.org/10.1108/s0749-742320190000020013","url":null,"abstract":"","PeriodicalId":91996,"journal":{"name":"Advances in motivation and achievement : a research annual","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72660380","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}

{"title":"The Role of Parental Beliefs and Practices in Children’s Motivation in a Changing World","authors":"Marja‐Kristiina Lerkkanen, Eija Pakarinen","doi":"10.1108/S0749-742320190000020008","DOIUrl":"https://doi.org/10.1108/S0749-742320190000020008","url":null,"abstract":"The role of parental involvement in their child’s education and academic success has been widely acknowledged in recent educational theories, policies, and practices. Parental beliefs and expectations concerning their child’s learning and success have been shown to be reflected in the parents’ involvement in their child’s education and their practices with their offspring, thereby shaping the child’s motivational development in school. In addition, parental trust in their child’s teacher is a key factor in enhancing the home–school partnership and in supporting a child’s academic motivation and successful schooling. However, political, economical, and technological changes in society and uncertainty about the future may present several challenges for raising children in the twenty-first century. The aim of this chapter is to present recent theories and empirical research focusing on the role of parental beliefs, expectations, and trust in their child’s teacher in supporting children’s interest in learning, self-concept of ability, and achievement behaviors in the challenging and unpredictable future. We will also reflect on how the changing world and uncertainty in society may influence parental beliefs and expectations in their child’s success.","PeriodicalId":91996,"journal":{"name":"Advances in motivation and achievement : a research annual","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84299012","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}

{"title":"Motivation in Education at a Time of Global Change","authors":"N. Aelterman, L. Haerens, B. Soenens","doi":"10.1108/s0749-7423201920","DOIUrl":"https://doi.org/10.1108/s0749-7423201920","url":null,"abstract":"Given 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 repre-sents 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 Motivation in Education at a Time of Global Change: Theory, Research, and Implications for Practice 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 fl exibly adjusting themselves to diversity, uncertainty, and change.","PeriodicalId":91996,"journal":{"name":"Advances in motivation and achievement : a research annual","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84587965","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}

{"title":"HARNESSING VALUES TO PROMOTE MOTIVATION IN EDUCATION.","authors":"Judith M Harackiewicz, Yoi Tibbetts, Elizabeth Canning, Janet S Hyde","doi":"10.1108/S0749-742320140000018002","DOIUrl":"10.1108/S0749-742320140000018002","url":null,"abstract":"<p><strong>Purpose: </strong>We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in those STEM courses, how can we keep students motivated and promote their academic achievement?</p><p><strong>Design/methodology/approach: </strong>We have approached these two motivational questions from several perspectives, examining the theoretical issues with basic laboratory research, conducting longitudinal questionnaire studies in classrooms, and developing interventions implemented in different STEM contexts. Our research is grounded in three theories that we believe are complementary: expectancy-value theory (Eccles & Wigfield, 2002), interest theory (Hidi & Renninger, 2006), and self-affirmation theory (Steele, 1988). As social psychologists, we have focused on motivational theory and used experimental methods, with an emphasis on values - students' perceptions of the value of academic tasks and students' personal values that shape their experiences in academic contexts.</p><p><strong>Findings: </strong>We review the experimental field studies in high-school science and college psychology classes, in which utility-value interventions promoted interest and performance for high-school students in science classes and for undergraduate students in psychology courses. We also review a randomized intervention in which parents received information about the utility value of math and science for their teens in high school; this intervention led students to take nearly one semester more of science and mathematics, compared with the control group. Finally, we review an experimental study of values affirmation in a college biology course and found that the intervention improved performance and retention for first-generation college students, closing the social-class achievement gap by 50%. We conclude by discussing the mechanisms through which these interventions work.</p><p><strong>Originality/value: </strong>These interventions are exciting for their broad applicability in improving students' academic choices and performance, they are also exciting regarding their potential for contributions to basic science. The combination of laboratory experiments and field experiments is advancing our understanding of the motivational principles and almost certainly will continue to do so. At the same time, interventions may benefit from becoming increasingly targeted at specific motivational processes that are effective with particular groups or in particular contexts.</p>","PeriodicalId":91996,"journal":{"name":"Advances in motivation and achievement : a research annual","volume":"18 ","pages":"71-105"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5589190/pdf/nihms893184.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35393713","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}