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Author: Anastasia Steffen Hagen Publisher: ISBN: Category : Academic achievement Languages : en Pages : 0
Book Description
An integrated model of achievement motivation was proposed that included mastery and performance goal orientation, self-efficacy, test-anxiety, and self-regulated learning. There were two studies performed to evaluate this model. The purpose of the first study was to examine the ways in which the variables in the model contribute to academic achievement. The subjects in this study were college students enrolled in two introductory statistics courses. The measures were also administered at two different times over the course of the semester to test for reciprocal relationships among the variables over time. The data were analyzed using structural equation modeling. Because the subjects in the first study were all enrolled in the same type of course, with similar course requirements and grading policies, the purpose of the second study was to determine how the relationships among the variables in the model might differ as a function of classroom context. The subjects in the second study were enrolled in one of two different College of Business Administration courses. One of the courses placed a greater emphasis on mastering the material (low competitive context), while in the other course the students competed with one another for high grades (high competitive context). The model was first solved separately for each group and then the fit of the model was compared across the two classroom contexts. The findings from the two studies indicated consistent positive relationships among mastery goal orientation, self-efficacy, and self-regulated learning. This suggests that being mastery-oriented results in higher self-efficacy and increased use of self-regulated learning strategies. Another consistent finding was that performance goals were positively related to test anxiety in both studies. This suggests that students with performance goals may also be more likely to experience higher test anxiety. Finally, the fit of the model was significantly different across the two classroom contexts, but only with respect to the relationships between mastery-goal orientation and achievement, performance-goal orientation and achievement, and self-regulated learning and achievement. These differences suggest that mastery and performance goal orientation and use of self-regulated learning strategies contribute to achievement in different ways depending on the classroom context
Author: Anastasia Steffen Hagen Publisher: ISBN: Category : Academic achievement Languages : en Pages : 0
Book Description
An integrated model of achievement motivation was proposed that included mastery and performance goal orientation, self-efficacy, test-anxiety, and self-regulated learning. There were two studies performed to evaluate this model. The purpose of the first study was to examine the ways in which the variables in the model contribute to academic achievement. The subjects in this study were college students enrolled in two introductory statistics courses. The measures were also administered at two different times over the course of the semester to test for reciprocal relationships among the variables over time. The data were analyzed using structural equation modeling. Because the subjects in the first study were all enrolled in the same type of course, with similar course requirements and grading policies, the purpose of the second study was to determine how the relationships among the variables in the model might differ as a function of classroom context. The subjects in the second study were enrolled in one of two different College of Business Administration courses. One of the courses placed a greater emphasis on mastering the material (low competitive context), while in the other course the students competed with one another for high grades (high competitive context). The model was first solved separately for each group and then the fit of the model was compared across the two classroom contexts. The findings from the two studies indicated consistent positive relationships among mastery goal orientation, self-efficacy, and self-regulated learning. This suggests that being mastery-oriented results in higher self-efficacy and increased use of self-regulated learning strategies. Another consistent finding was that performance goals were positively related to test anxiety in both studies. This suggests that students with performance goals may also be more likely to experience higher test anxiety. Finally, the fit of the model was significantly different across the two classroom contexts, but only with respect to the relationships between mastery-goal orientation and achievement, performance-goal orientation and achievement, and self-regulated learning and achievement. These differences suggest that mastery and performance goal orientation and use of self-regulated learning strategies contribute to achievement in different ways depending on the classroom context
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309459672 Category : Education Languages : en Pages : 347
Book Description
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
Author: Farideh Salili Publisher: Springer Science & Business Media ISBN: 1461512735 Category : Psychology Languages : en Pages : 450
Book Description
This book presents the latest developments in the major theories of student motivation as well as up-to-date research on the contextual and cultural variables that influence learning motivation in educational settings. An international roster of experts provides ample illustration of the complexities that are revealed when the study of cultural and contextual interactions is combined with motivational and cognitive variables.
Author: Allan Wigfield Publisher: Academic Press ISBN: 0127500537 Category : Education Languages : en Pages : 386
Book Description
This book discusses research and theory on how motivation changes as children progress through school, gender differences in motivation, and motivational differences as an aspect of ethnicity. Motivation is discussed within the context of school achievement as well as athletic and musical performance. Key Features * Coverage of the major theories and constructs in the motivation field * Focus on developmental issues across the elementary and secondary school period * Discussion of instructional and theoretical issues regarding motivation * Consideration of gender and ethnic differences in motivation
Author: S. Volet Publisher: Elsevier ISBN: 9780080439907 Category : Education Languages : en Pages : 362
Book Description
This volume provides a platform for discussing theoretical and methodological developments in the field of motivation research related to learning and instruction. It highlights how motivation research is reaching out beyond its own traditional domain of study.
Author: Stuart Karabenick Publisher: Emerald Group Publishing ISBN: 0857242539 Category : Education Languages : en Pages : 262
Book Description
Includes chapters which examine the associations between motivation and other constructs, such as emotion and self-regulation. This title also features chapters that examine sociocultural approaches to the study of motivation, the motivation of African American students and teachers' motivation, and the policy implications of motivation research.
Author: Cynthia Hudley Publisher: Oxford University Press ISBN: 0190208090 Category : Psychology Languages : en Pages : 336
Book Description
Decades of research indicate the important connections among academic motivation and achievement, social relationships, and school culture. However, much of this research has been conducted in homogenous American schools serving middle class, average achieving, Anglo-student populations. This edited volume will argue that school culture is a reflection of the society in which the school is embedded and comprises various aspects, including individualism, competition, cultural stereotypes, and extrinsically guided values and rewards. They address three specific conceptual questions: How do differences in academic motivation for diverse groups of students change over time? How do students' social cognitions influence their motivational processes and outcomes in school? And what has been done to enhance academic motivation? To answer this last question, the contributors describe empirically validated intervention programs for improving academic motivation in students from elementary school through college.
Author: Janine Bempechat Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 132
Book Description
This volume describes and critically examines the state of the art in research on achievement motivation in ethnically and culturally diverse groups. The authors address three visible shortcomings in the current literature the problems inherent in decontextualized research, the need to consider culture authentically, and the need to recognize differences within groups. This volume considers the greater insights that come from research that is contextualized, emphasizes individual meaning making, and embraces methods of inquiry that allow for a deep conceptual understanding of the rich and varied ways in which achievement and motivation develop both between and within cultures and contexts of learning. This is the 96th issue of the Jossey-Bass series New Directions for Child and Adolescent Development.
Author: Scott G. Paris Publisher: Routledge ISBN: 135174335X Category : Psychology Languages : en Pages : 314
Book Description
Throughout the twentieth century there had been substantial links between scientific psychology and education. Binet, Dewey, Thorndike, and other early pioneers were strongly interested in both realms. Taking advantage of a period of enthusiasm, this title, originally published in 1983, looks at the amalgamation of the recent advances at the time in theory and research in education and psychology, with a particular focus on cognition, motivation and social policy. This volume presents and discusses the implications of this work on learning and motivation for educational policy.
Author: Anastasia Steffen Hagen
Author: Anastasia Steffen Hagen
Author: National Academies of Sciences, Engineering, and Medicine
Author: Farideh Salili
Author: Allan Wigfield
Author: S. Volet
Author: Stuart Karabenick
Author: M. Kay Alderman
Author: Cynthia Hudley
Author: Janine Bempechat
Author: Scott G. Paris