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1.
Students' motivation plays an important role in successful science learning. However, motivation is a complex construct. Theories of motivation suggests that students' motivation must be conceptualized as a motivational system with numerous components that interact in complex ways and influence metacognitive processes such as self-evaluation. This complexity is further increased because students' motivation and success in science learning influence each other as they develop over time. It is challenging to study the co-development of motivation and learning due to these complex interactions which can vary widely across individuals. Recently, person-centered approaches that capture students' motivational profiles, that is, the multiplicity of motivational factors as they co-occur in students, have been successfully used in educational psychology to better understand the complex interplay between the co-development of students' motivation and learning. We employed a person-centered approach to study how the motivational profiles, constructed from goal-orientation, self-efficacy, and engagement data of N = 401 middle school students developed over the course of a 10-week energy unit and how that development was related to students' learning. We identified four characteristic motivational profiles with varying temporal stability and found that students' learning over the course of the unit was best characterized by considering the type of students' motivational profiles and the transitions that occurred between them. We discuss implications for the design and implementation of interventions and future research into the complex interplay between motivation and learning. 相似文献
2.
《Learning and Instruction》2006,16(4):295-309
There is a growing interest about learning environments enhancing learning motivation. However, two questions need to be answered to improve learning environment motivational quality: how much motivational value do students attribute to each particular component of learning environments? and in what degree is such value mediated by students' motivational orientations? To answer both questions and in an effort to replicate results coming from previous studies, 630 students, 15–17 years old, from three different schools were given two questionnaires. The first included different learning environment characteristics aimed at enhancing learning motivation. Students had to declare how much motivation to learn was arisen in them by these characteristics. The second assessed students' motivational traits and orientations: Learning orientation, Outcome orientation and Avoidance orientation. Mean, correlation and multiple-regression analyses were performed to answer the questions. As in previous studies, results support predictions concerning both questions. Teaching patterns assessed and expected to enhance learning motivation do it. However, the motivational value attached to the different patterns assessed is modulated by students' motivational characteristics. Implications of these results for designing learning environments aimed at enhancing students' motivation and for teachers' motivational training are discussed. 相似文献
3.
Loreen Huffman Anthony Adamopoulos Gwendolyn Murdock AmyKay Cole Robert McDermid 《Educational Assessment》2013,18(2):90-103
Accountability in higher education has increased, with more institutions requiring standardized tests. These tests are high stakes for institutions, but low-stakes test for students, who seldom experience consequences for their performance. This study describes how one psychology department improved students' scores on the Psychology Area Concentration Achievement Test. Results were compared between three motivation conditions: no incentive, a monetary incentive, and a motivational Microsoft PowerPoint presentation. The presentation gave students information about the assessment, encouraged them to do well, and informed them that faculty would discuss scores while evaluating the psychology program. Results showed that test scores were significantly higher and correlated significantly with grade point average for students exposed to the motivational presentation. The motivational PowerPoint presentation seemed to have reduced the number of underachieving students and provided more accurate assessment data, with minimal investment in time and effort on the part of faculty. 相似文献
4.
Akane Zusho Paul R. Pintrich Brian Coppola 《International Journal of Science Education》2013,35(9):1081-1094
This study investigated how students' level of motivation and use of specific cognitive and self-regulatory strategies changed over time, and how these motivational and cognitive components in turn predicted students' course performance in chemistry. Participants were 458 students enrolled in introductory college chemistry classes. Participants' motivation and strategy use were assessed at three time points over the course of one semester using self-report instruments. Results showed an overall decline in students' motivational levels over time. There was also a decline in students' use of rehearsal and elaboration strategies over time; students' use of organizational and self-regulatory strategies increased over time. These trends, however, were found to vary by students' achievement levels. In terms of the relations of motivation and cognition to achievement, the motivational components of self-efficacy and task value were found to be the best predictors of final course performance even after controlling for prior achievement. 相似文献
5.
Assessments of student learning outcomes (SLO) have been widely used in higher education for accreditation, accountability, and strategic planning purposes. Although important to institutions, the assessment results typically bear no consequence for individual students. It is important to clarify the relationship between motivation and test performance and identify practical strategies to boost students' motivation in test taking. This study designed an experiment to examine the effectiveness of a motivational instruction. The instruction increased examinees' self-reported test-taking motivation by .89 standard deviations (SDs) and test scores by .63 SDs. Students receiving the instruction spent an average of 14 more seconds on an item than students in the control group. Score difference between experimental and control groups narrowed to .23 SDs after unmotivated students identified by low response time were removed from the analyses. The findings provide important implications for higher education institutions which administer SLO assessments in a low-stakes setting. 相似文献
6.
It is widely postulated that school context characteristics and sex may influence students' motivational orientations. However, relatively little empirical evidence exists to support this postulate. Hence the present study sought to examine both the individual and interactive effects of school and sex differences on students' motivational goals. Participants were 602 middle school students. The effects of school and sex on three academic and five social goals were examined. Results suggest that school and (to a lesser extent) sex differences, as well as the interaction between the two, significantly influence students' motivational orientations. Results are discussed and interpreted within the framework of motivation psychology. 相似文献
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8.
The learning process is affected by manifold individual and contextual influences, among them motivation and emotion. Rather than being stable over time and the same under all circumstances, academic motivation and emotions vary and change in complex and dynamic ways. Understanding such processes requires research approaches that capture students' inthe-moment experiences with situation-specific assessments. This endeavor is at the core of the present Special Issue. Based on intensive longitudinal data, the articles aim to shed light on the situational impact on students’ motivational and emotional experiences and behavior. This introduction summarizes reasons why situational assessments and situation-aware analyses are needed and points out the challenges accompanying such situation-focused methods. As an avenue for future method and theory development, we then propose integrating some dynamic systems ideas when studying the short-term dynamics of emotions and motivation in learning situations. 相似文献
9.
Kit‐ling Lau 《Journal of Research in Reading》2016,39(2):153-170
This study aimed to expand on existing research about motivational change by investigating within‐year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed a questionnaire that measured these two variables at the beginning and near the end of a school year. The study's findings indicated that students' intrinsic reading motivation was generally stable over a school year. A significant increase in the perceived degree of mastery goal structure in reading instruction was observed near the end of the school year. Students' perception of instruction remained a strong and positive predictor of intrinsic motivation after controlling their prior motivation and other background variables. Different factors affecting students' motivational change are discussed to provide insights for promoting their reading motivation and counter the prevalent trend of motivational decline. 相似文献
10.
Empirical research reveals that students face difficulties engaging in learning and achieving their goals in a variety of learning contexts. To study effectively, students need to regulate their learning process. In spite of increased understanding of cognitive aspects of self-regulation, motivational aspects of regulation have not yet been thoroughly probed. This study investigates how motivation is connected to self-regulated learning when elementary school students (N = 32) study science in real classroom contexts using gStudy software. This was done by: (1) identifying students' situated motivation during the learning process, (2) analyzing how the students with different motivational approaches activated cognitive self-regulation in authentic learning situations across multiple learning episodes, and (3) complementing the understanding with the students' individual accounts of their motivation regulation during the learning process. The results show that there are qualitative differences in the self-regulation tactics used by the high- and low-motivation students as they study. Motivation is linked closely to active self-regulation. 相似文献
11.
Eunjin Seo Erika A. Patall Marlone D. Henderson Rebecca R. Steingut 《Journal of Experimental Education》2018,86(3):386-401
Self-set goals, selected by students for themselves, have known motivational benefits leading to increased autonomy and intrinsic motivation. In spite of the motivational benefits, students often fail to accomplish self-set goals because they lack the social motivator ascribed to assigned goals. The purpose of this research was to investigate methods of increasing students' commitments to self-set goals using implementation intentions: plans for when, where, and how to work toward a goal. The results of two studies revealed that implementation intentions increased students' performance on self-set goals relative to assigned goals through enhanced goal commitment and effort. Our findings suggest that the positive effects of self-set goals are greater when they are coupled with implementation intentions. 相似文献
12.
This study examined the interplay between university students' trajectories of motivational regulation and autonomous motivation across one semester, exploring both between and within person components. Participants (N = 193) from one large class reported motivation in two-week intervals over the course of one semester. Bivariate latent curve models with structured residuals revealed rates of change in motivational regulation and autonomous motivation were not linear, declining across the first ten weeks of the semester then bouncing back in the final month. Between-person effects of individual change demonstrated mirroring relationships of latent intercepts and slopes across the semester. Within-person findings revealed that autonomous motivation was a negative predictor of future motivation regulation. Students' grade point average only predicted students’ beginning level of motivational regulation. It appears that students with higher states of autonomous motivation view motivation regulation as unnecessary or even a potential threat to their learning pleasure and satisfaction. 相似文献
13.
《Learning and individual differences》1999,11(3):281-299
This study investigates the relation between students' tendency to self-regulate their level of motivation and other aspects of their self-regulated learning and achievement. Ninth- and tenth-grade students (N = 88) responded to survey items designed to assess five motivational regulation strategies identified in previous research. An exploratory factor analyses of these items revealed distinct, internally consistent scales reflecting the strategies of Self-Consequating, Environmental Control, Performance Self-Talk, Mastery Self-Talk, and Interest Enhancement. Self-report measures of effort, use of six cognitive and metacognitive learning strategies, and teacher-reported grades were also collected. Findings revealed mean level differences in students' reported use of the motivational strategies. In addition, results from a series of multivariate regressions indicated that students' use of motivational regulation strategies could be used to predict their use of learning strategies, effort, and classroom performance. As a whole, findings support the belief that motivational self-regulation should be integrated more completely into current models of volition and self-regulated learning. 相似文献
14.
Tor Stornes Edvin Bru Thormod Idsoe 《Scandinavian Journal of Educational Research》2013,57(3):315-329
This study investigates the relationship between students' perceptions of the social structure in the classroom and perceptions of the motivational climate among 1171 Norwegian eighth‐grade students from 65 school classes. A multilevel approach was implemented to investigate relationships at the individual level as well as at the class level. Results showed that perceptions of motivational climates varied considerably more within than between school classes, as well as a general trend for students to perceive the motivational climate to be more mastery than performance oriented. Moreover, emphatic teacher involvement yielded the strongest positive association with perceptions of a mastery motivational climate, as well as the strongest negative association with perceptions of a performance motivational climate. Besides, a mastery motivational climate was also found to be associated with a certain amount of student influence, whereas the final aspect of social structure investigated, regulation, showed relatively weaker associations with students' perceptions of motivational climate. 相似文献
15.
This study assessed the reading motivation of 133 students at individual grade levels (2nd–5th), who were divided in subgroups with and without reading disabilities/difficulties (RD) and with and without attention deficit hyperactivity disorder (ADHD). Major findings were that students in the RD subgroup had lower reading motivation (intrinsic, extrinsic, and self-efficacy) and read less for enjoyment than the nondisability (ND) group; students in the combined group (ADHD + RD) showed these motivational deficits in earlier grade levels. However, students with ADHD did not differ from the ND group in reading motivation, and children with RD (with and without ADHD) were equivalent to ND in social motivation up to the 5th grade. Implications of these findings were (a) social reading is an instructional pathway for both groups of students with RD, (b) assessments of reading motivation, in addition to reading skill, may be important in assessing responses to intervention, and (c) motivational interventions should be implemented early before motivational responses become a motivational style. 相似文献
16.
The study examines whether teacher behavior is a mediator of the relationship between teacher judgment and students' motivation and emotion. Two hundred forty-six sixth grade students completed a standardized English test and answered a questionnaire on motivation, emotion, and perception of differential teacher behavior. Thirteen English teachers assessed students' test performance. Students underestimated in test performance showed lower motivation and emotion than students overestimated in test performance. The two student groups perceived differential teacher behavior. Teacher behavior mediated the relationship between performance judgments and students' motivation and emotion. A rethinking of teacher's behavior towards students might counter these undesirable tendencies. 相似文献
17.
为突破传统高考模式下文理区隔造成的负面影响,促进学生完善知识结构,为学生的个性化学习和多元化发展提供可能,新高考改革尝试引入灵活的科目选考制。研究使用改革试点地区的调查数据,系统分析学生的考试科目选择现状,探寻科目选择行为背后的动机,探究科目选择与高考成绩间的关联性。研究发现,科目选考制一方面有效促进了学生开展文理交融的跨学科学习,但另一方面也导致物理科目的选择比例低且逐年缩减。学生考试科目选择行为背后具有多元化的动机,以学科能力和自我发展规划为选科导向的学生,其高考成绩具有相对优势。与之相异,分数策略导向的科目选择反而会造成学生高考成绩下滑。鉴于此,新高考改革在赋予学生选择权的同时,还应建立完善的生涯规划与升学咨询指导体系,提升学生的选择能力与自主意识。 相似文献
18.
Ya‐huei Wang Hung‐Chang Liao 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(1):66-87
In the conventional English as a Second Language (ESL) class‐based learning environment, teachers use a fixed learning sequence and content for all students without considering the diverse needs of each individual. There is a great deal of diversity within and between classes. Hence, if students' learning outcomes are to be maximised, it is important to know how to provide learning content using students' preferences, learning characteristics and knowledge background as a basis. A five‐step algorithm was proposed that was based on the four factors (gender, learning motivation, cognitive style and learning style) as the different learner characteristics. The percentage increase between the pretest and posttest scores was used to determine optimal adaptive learning sequences to accommodate a variety of individual differences. The algorithm included the following five steps—to obtain the learning performance, to distinguish the learning performance of the lowest and highest groups, to use the different learning sequences as a basis for categorisation, to test the four factors between the lowest and highest performance, and to reduce the number of handouts. Finally, an empirical study for validating the adaptive learning sequence was conducted. By analysing the students' characteristics and the optimal learning sequences, an attempt was made to develop an adaptive learning sequence system to facilitate students' learning and to maximise their learning outcome, thus addressing the problem of fixed learning sequences in conventional ESL instruction. 相似文献
19.
The aim of this study was to analyse whether conducting physical education lessons according to different motivational climates leads to a significant difference between students' achievement goals, motivational strategies and attitudes towards physical education. Participants (81-ninth grade students) were allocated to one of three experimental groups. The researchers conducted a 12-week programme of physical education lessons with the experimental groups. The programme used the same lesson plans; however, in each experimental group, the researchers created different motivational climates (mastery, performance approach or performance avoidance) according to the Motivational Climate Observer Control List. The students' achievement goals, motivational strategies and attitudes towards physical education were measured at the beginning and end of the semester. Consequently, it was observed that the mastery-and performance-approach focused-motivational climates within physical education lessons produced positive outputs in terms of cognitive and affective scores. 相似文献
20.
Simone Plak Chris van Klaveren Ilja Cornelisz 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(2):554-580
Participation in educational activities is an important prerequisite for academic success, yet often proves to be particularly challenging in digital settings. Therefore, this study set out to increase participation in an online proctored formative statistics exam by digital nudging. We exploited targeted nudges based on the Fogg Behaviour Model, highlighting the relevance of acknowledging differences in motivation and ability in allocating nudges to elicit target behaviour. First, we assessed whether pre-existing levels of motivation and perceived ability to participate are effective in identifying different propensities of responsiveness to plain untailored nudges. Next, we evaluated whether tailoring nudges to students' motivation and perceived ability levels increases target behaviour by means of a randomized field experiment in which 579 first-year university students received 6 consecutive emails over the course of three weeks to nudge behaviour regarding successful participation in the online exam. First, the results point out that motivation explains differences in engagement as indicated by student responsiveness and participation, whereas the perceived ability to participate does not. Second, the results from the randomized field experiment indicate that tailored nudging did not improve observed engagement. Implications for the potential of providing motivational information to improve participation in online educational activities are discussed, as are alternatives for capturing perceived ability more effectively.
Practitioner notes
What is already known about this topic- Participation in educational activities is an important prerequisite for academic success, yet often proves to be particularly challenging in digital settings.
- Students' internal barriers to online participation and persistence in higher education are lack of motivation and perceived ability.
- Nudging interventions tackle students' behavioural barriers, and are particularly effective when guided by a theory of behaviour change, and when targeting students who suffer most from those barriers.
- This study examines whether the Fogg Behaviour Model is suited to guide a nudging intervention with the aim to increase student engagement in online higher education.
- This study examines whether students with different levels of motivation and perceived ability vary in their online behaviour in response to nudges.
- This study experimentally evaluates whether targeted nudges—targeted at students' motivation and perceived ability—are more effective than plain (not-targeted) nudges.
- The results indicate the importance of motivation for performing nudged behaviours regarding successful participation in an online educational activity.
- The results do not provide evidence for the role of perceived digital ability, yet do show prior performance on a similar educational activity can effectively distinguish between students' responsiveness.
- Targeted nudges were not more effective than plain nudges, but the potential of other motivational nudges and how to increase perceived performance are discussed.