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1.
Deborah A. Moberly Jerry L. Waddle R. Eleanor Duff 《Journal of Early Childhood Teacher Education》2013,34(4):359-366
Abstract Much has been written about the problems associated with reliance on extrinsic rewards and punishment in controlling behavior and motivating students. This study explores the use of extrinsic rewards and punishment by prekindergarten ‐ grade 3 teachers in Missouri. The purpose of the study was to (a) determine the most common motivational practices and classroom management strategies being used by prekindergarten ‐ grade 3 teachers; (b) determine the range of costs of rewards given to children and the source of these funds; (c) determine administrative and parental support; and (d) determine what influenced the teachers’ choices of behavior management strategies. Results of the study indicated that a significant majority of the respondents chose good instructional practices of the teacher as having the most positive influence on child behavior. However, most of the teachers responding continued to use extrinsic rewards and punishment to achieve acceptable behavior management and student motivation. In addition to reviewing the recent literature on extrinsic rewards and punishment, the authors discuss the implications of the findings for teacher educators and for those responsible for professional development programs for teachers. © 2005 Elsevier Inc. All rights reserved. 相似文献
2.
Self-determination theory (SDT) is a broad framework for understanding factors that facilitate or undermine intrinsic motivation, autonomous extrinsic motivation, and psychological wellness, all issues of direct relevance to educational settings. We review research from SDT showing that both intrinsic motivation and well-internalized (and thus autonomous) forms of extrinsic motivation predict an array of positive outcomes across varied educational levels and cultural contexts and are enhanced by supports for students’ basic psychological needs for autonomy, competence, and relatedness. Findings also show a dynamic link between teacher and student motivation, as teachers are themselves impacted and constrained by controlling mandates, institutional pressures, and leadership styles. Ironically, despite substantial evidence for the importance of psychological need satisfactions in learning contexts, many current educational policies and practices around the globe remain anchored in traditional motivational models that fail to support students’ and teachers’ needs, a knowledge versus policy gap we should aspire to close. 相似文献
3.
Terry Storry 《Journal of Adventure Education & Outdoor Learning》2013,13(2):133-143
Abstract This is a story of what happened on the Aiguille du Grepon. It is based on fact and designed to reveal both the appearance and reality of motivation in climbing, a combination that is often difficult to express in a traditional academic style. The story differentiates motivation along two dimensions, a goal dimension with intrinsic and extrinsic rewards at opposite ends and a relational dimension with exclusive and inclusive rewards at opposite ends. These polar opposites are integrated in the experience of outdoor adventure through the story. They are further reflected in the attitudes of a previous generation of climbers. It is suggested that these motivations define the games of outdoor adventure in general, and that we should be self-conscious of them both in education and in play. 相似文献
4.
《The Journal of educational research》2012,105(6):341-346
AbstractResults from a questionnaire administered to 1,353 college students, who were to receive a tuition rebate for tutoring disadvantaged elementary school children, indicated that external rewards were not equally salient for all tutors. Tutors could be classified into 4 motivational groups on the basis of their primary reasons for tutoring. Extrinsically motivated tutors reported less change in their tutees, and were more critical of the tutoring experience than tutors professing differing degrees of intrinsic motivation. When tutors claimed both extrinsic and intrinsic motives, their other assessments were, unexpectedly, similar to those of internally motivated tutors. 相似文献
5.
Tomas Jungert Shelby Levine Richard Koestner 《The Journal of educational research》2020,113(4):275-282
Abstract Parents and teachers play an important role in stimulating student motivation. The aim of this study was to examine if both parent and teacher enthusiasm could predict intrinsic motivation toward STEM activities, and if motivation would be associated with improved STEM achievement over one year in a one-year prospective examination of 288 Swedish students in their final year of a Science High School program (143 females and 145 males). Surveys of parent and teacher enthusiasm were collected at baseline, and student intrinsic motivation and GPA in STEM were assessed at baseline and at the end of the year. Baseline GPA and intrinsic motivation as well as follow-up intrinsic motivation were significantly associated with later GPA. Finally, intrinsic motivation mediated the relation between teacher and parent enthusiasm and change in GPA. Findings show the importance of parent and teacher enthusiasm for adolescent’s intrinsic motivation and achievement in STEM. 相似文献
6.
ABSTRACTResearch on reading achievement and reading motivation has rarely addressed the question if and how they affect each other over time. In our study, we investigate the reciprocal effects between reading achievement and both intrinsic and extrinsic reading motivation during elementary school. We measured reading achievement and intrinsic and extrinsic reading motivation in 966 students at 3 points of measurement during 3rd and 4th grade. Consistent with previous research, cross-lagged panel analyses revealed positive reciprocal effects between reading achievement and intrinsic reading motivation. Effects of reading achievement on intrinsic reading motivation were found during Grades 3 and 4, whereas effects of intrinsic motivation were limited to Grade 3. No reciprocal effects between reading achievement and extrinsic reading motivation were found. We discuss the implications of our results for daily teaching practices and effective reading instruction. 相似文献
7.
《The Journal of educational research》2012,105(5):341-348
ABSTRACTCritical ethnic and gender gaps exist in college retention and graduation rates. Early achievement motivation may play an important role in student persistence. A sample of undergraduates completed surveys tapping motivation at the beginning (n = 591) and end (n = 232) of their first semester in college. African American and Caucasian students were more academically self-efficacious than Asian American students. Self-efficacy increased over the semester and was higher for male than female students at both time points. African American and Asian American students were initially more extrinsically motivated than Caucasian students; however, by the end of the semester, all ethnic groups were similar on extrinsic motivation. Female students were more extrinsically motivated and mastery oriented than male students who were more performance oriented. Performance goal orientations were negatively associated with grade point average whereas mastery orientation, intrinsic, and extrinsic motivation were positively associated with academic performance. Implications for higher education are discussed. 相似文献
8.
During their education, preservice teachers begin to assume professional responsibilities and gain pedagogical knowledge. However, the question remains whether preservice teachers intend to use instructional practices that are effective in meeting their assumed responsibilities. Thus, we examined the concordance between preservice teachers' responsibilities and their intended instructional practices. At the start of the semester there was no concordance. At the end of the semester there was high concordance in two instances: Responsibility for student motivation negatively predicted performance goal-oriented practices; responsibility for teaching positively predicted rationales and negatively predicted extrinsic rewards. Instructional practices associated with responsibility for achievement and motivation were not concordant. We discuss how preservice teachers understand these responsibilities and their readiness to adopt evidence-based practices. 相似文献
9.
Although online student enrollment has shown double digit growth for almost a decade and academic leaders recognize that online education is necessary for enrollment growth, little is known about what motivates students to enroll in or faculty to teach face-to-face (F2F) versus online courses. The psychometric properties of a motivation scale were examined with students (n = 235) and faculty (n = 104) at a large, public, urban university in the southeastern USA. Analyses revealed that the scale was reliable as intrinsic and extrinsic motivation for online and F2F courses were similarly constructed for students and faculty; additionally, results revealed that motivations for online and F2F education are distinct concepts. Findings also demonstrated that online extrinsic motivation predicted the number of online courses students completed, while F2F intrinsic motivation negatively predicted the number of online courses a faculty member had taught. These results address several limitations with existing motivation measures and enhance the ability to predict student and faculty outcomes in online education. 相似文献
10.
Christine S. Lee Kathryn N. Hayes Jeffery Seitz Rachelle DiStefano Dawn O'Connor 《International Journal of Science Education》2016,38(2):192-215
Middle school has been documented as the period in which a drop in students’ science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the relationships among motivational factors, engagement, and achievement in middle school science (grades 6–8). Data were obtained from middle school students in the United States (N?=?2094). The theoretical relationships among motivational constructs, including self-efficacy, and three types of goal orientations (mastery, performance approach, and performance avoid) were tested. The results showed that motivation is best modeled as distinct intrinsic and extrinsic factors; lending evidence that external, performance based goal orientations factor separately from self-efficacy and an internal, mastery based goal orientation. Second, a model was tested to examine how engagement mediated the relationships between intrinsic and extrinsic motivational factors and science achievement. Engagement mediated the relationship between intrinsic motivation and science achievement, whereas extrinsic motivation had no relationship with engagement and science achievement. Implications for how classroom practice and educational policy emphasize different student motivations, and in turn, can support or hinder students’ science learning are discussed. 相似文献
11.
To determine intrinsic and extrinsic motivations for work among college students, an online survey was conducted to collect participants' self-reported motivation and personality traits, as well as academic performance in samples of 310 American and 686 Taiwanese college student respondents. Data suggest that intrinsic and extrinsic motivations function differently in varying cultures such as Taiwan and the U.S., where Taiwanese college students’ extrinsic motivation was stronger than American college students,’ while intrinsic motivation may function differently regarding predicting academic performance between Taiwanese and American samples. In addition, the study demonstrated that diverse moderators of the relationship between intrinsic and extrinsic motivations exist in different cultures. Specifically, the relationship between intrinsic and extrinsic motivations was associated with the American students’ sense of self, but was moderated by the Taiwanese students’ recognition of student responsibilities. Viewing the results collectively, the study provides a nuanced understanding of different paths that students from different cultural backgrounds can follow to achieve academic success. 相似文献
12.
We investigated whether teachers’ judgments of students’ aptitude had reciprocal effects on students’ motivation and math grades. We expected that teachers’ judgments of students’ aptitude would predict students’ grades and motivation, and that teachers’ judgments would also be predicted by these two aspects. A sample of N = 519 elementary school students was investigated at four measurement occasions from the end of third until the end of fourth grade. Students reported their self-concepts and intrinsic task values in math. Teachers (N = 27) judged students’ aptitude in math and provided students’ math grades. Cross-lagged panel analyses revealed that students’ prior grades and prior self-concepts (but not intrinsic task values) had positive effects on teachers’ subsequent judgments of student aptitude. Also, teachers’ prior judgments of student aptitude predicted students’ subsequent grades but not motivation. The findings underscore the importance of teachers’ judgments for students’ achievement development and give insights into which students’ motivational variables influence teachers’ perceptions of students’ aptitude. 相似文献
13.
Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; MAge = 13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation. 相似文献
14.
罗丽芳 《宁波大学学报(教育科学版)》2013,(1):42-46
学界对内部动机与外部动机的关系研究一直存在争议,目前至少存在三种理解:传统的二分法认为内部动机与外部动机相互对抗,互相影响对任务的参与;自我决定理论认为内部动机和外部动机是一个连续体的两极,两者相互联系并转化;最近的研究则认为两种动机可以并存,个体可以同时为外部和内部动机所激发。在教育实践中,教师应正确认识和处理两者之间的关系,使学生始终保持良好的动机状态。 相似文献
15.
This study investigated the influence of pre-service teachers’ (n = 142) perceived endogenous/exogenous instrumentality, goal commitment, and intrinsic/extrinsic motivation on their use of self-regulation strategies (effort regulation, management of time and study environment) for their teacher-education courses. Data were drawn from a customised survey and were statistically analysed using hierarchical multiple regressions. Results demonstrated that pre-service teachers’ endogenous instrumentality was a significant contributor for explaining their use of self-regulation strategies. To facilitate pre-service teachers’ use of self-regulation strategies for learning, our findings suggest that, in addition to having intrinsic motivation for learning in their teacher-education courses, they need to have appropriate understandings of how their current course content connects to their future goals to be teachers in order to promote their use of strategies for self-regulation and learning. 相似文献
16.
What kind of jobs students prefer after having completed their professional education may have important personal and organisational consequences. It is therefore essential to gain a better understanding of the job values they pursue, as well as of the antecedents of such values. In this longitudinal study, we first showed that the job values of the 152 participating Norwegian student nurses and student teachers could be divided into extrinsic job values, such as high salary and good opportunities for advancement, and intrinsic job values, such as good social relations and interesting work. Moreover, we found that an important aspect of academic motivation, that is, students' achievement goals, predicted their job values. Specifically, students adopting performance‐approach goals were more likely to pursue extrinsic job values and students adopting mastery goals were more likely to pursue intrinsic job values. Ways in which the findings address current controversies in the literature on achievement goals are discussed. 相似文献
17.
In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The
participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after
a semester-long project-based learning program. Both teachers and students were asked to indicate their motivation in the
program, and students were also asked to report the instructional support they received from their teachers. The results of
hierarchical linear modeling analyses showed that teacher intrinsic motivation predicted student intrinsic motivation directly
as well as indirectly through the mediation of instructional support. When teachers reported higher intrinsic motivation in
the program, their students tended to perceive receiving more support from them and to report higher intrinsic motivation
in the learning experience. 相似文献
18.
It is generally accepted that intrinsic student motivation is a critical requirement for effective learning but formal learning in school places a huge reliance on extrinsic motivation to focus the learner. This reliance on extrinsic motivation is driven by the pressure on formal schooling to ‘deliver to the test’. The experience of the use of ICT in formal learning is marked with a naive and largely unfulfilled assumption that it would of itself promote a ‘game-changing’ shift in student motivation. This study investigates the effectiveness of a team-based, technology-mediated model called Bridge21 to encourage intrinsic student motivation. The data for the study come from 425 secondary school students, average age 16 years, who participated in workshops of 3.5 days in duration. The workshops took place in an out-of-school learning environment in one academic year. Bridge21 seeks to provide a vehicle to allow the transfer of control of learning from the teacher to the team and in this way to encourage and promote student autonomy. The principal findings reported in this paper are that participation in the workshops had a direct positive impact on the students’ perceptions around their learning and on their intrinsic motivation to learn. 相似文献
19.
This study examines student teachers’ perceptions of teacher education and its contribution to their professional life, when they become novice teachers during their internship period. The sample comprised 97 student teachers in their fourth year of studies for a BEd degree. Data were collected through questionnaires which included both a structured and an open‐ended part, with regard to five aspects of the teaching profession and teacher education: motivation for teaching, conceptions of teaching–learning, roles of teachers, components of teacher education, and agents of training. Prominent among the findings regarding the motivational aspects of teaching, is a perception of the profession as granting intrinsic rewards. Teaching is perceived as according self‐realisation, providing a sense of purpose and mission, and enabling lifelong development. The component perceived as most important to the teacher’s role is delivering universal values. Findings regarding perception of learning–teaching processes reveal a preference for a constructivist approach. 相似文献
20.
This study utilised a prospective design in examining determinants of intrinsic motivation in a physical education teacher education course. At the outset of a one‐term Olympic gymnastics module students in the third year of a 4‐year degree course completed questionnaires measuring their perceived autonomy and competence regarding the module. On completion of the module, students replied to questionnaires assessing their intrinsic motivation as well as their intentions to study a gymnastics course in the future. Structural equation modelling analysis showed that both perceived autonomy and competence had effects on intrinsic motivation, although the latter was indirect through performance. Further, intrinsic motivation had a strong effect on intention. This study shows the importance of creating perceptions of autonomy in student teachers when the promotion of intrinsic motivation is desired. 相似文献