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1.
The articles in this special issue review the impressive bodies of research that have been generated from achievement motivation theories, emphasizing developments over the past 20 years. In this commentary, I first discuss some of the most noteworthy contributions that have emerged from each of the theories. I then discuss the extent to which there are commonalities across theories; I point out that whereas there is some overlap, this overlap allows for precision in research, but also at times leads to confusion for practitioners and policymakers. Finally, I discuss the degree of alignment between current motivation theory and contemporary education policy and practice. Motivation researchers are examining some important contemporary practice- and policy-related issues; nevertheless, this research has not been systematic across theories. 相似文献
2.
Alan Mumford 《Action Learning: Research and Practice》2006,3(1):69-76
Kurt Lewin's epigrammatic paradox is particularly true for action learning. Marquardt and Waddill (2004), and previously Yorks O'Neil and Marsick (1999) have approached the issue of the relationship between theory and action learning by looking at a variety of theories which they have placed in ‘schools’. This provides an interesting analysis, but may be less well fitted to demonstrate the ‘practical’ element in Lewin's statement. While it is interesting for many of us to know that our ideas or our actions can be interpreted and, even better understood, in relation to a school, it is my experience that for many people action is more related to the ideas of a particular individual rather than to a diffuse categorisation such as a school. From this perspective, it is even more bizarre than it first seemed that Reg Revans, otherwise acknowledged by Marquardt and Waddill as their main source about action learning, does not appear in any of the five schools they have created. Moreover, the twenty six names they include in their schools embrace a number of theorists who are really peripheral in terms of the specifics of action learning, whatever their merits as general theorists about learning in total. In this article I look at the potential for understanding about, and implementation of, action learning through the work of the five theorists who I believe to be most significant. Significant because of the content of their theories, and because they are theorists most likely to be known to, and at least partially understood, by facilitators of action learning. 相似文献
3.
Motivation is fundamental to human agency and volitional behavior, and several influential theories have been proposed to explain why individuals choose or persist in a course of action (over others). New terms and concepts have proliferated as the theoretical models aim to be comprehensive, at the expense of parsimony. The theoretical models covered in this special issue each have their unique aspects and contributions, but four major dimensions cut across them: person factors comprising self (expectations, self-efficacy), social (modeling, comparisons), and cognitive aspects (self-regulation); task values; goals; and perceived costs and benefits. Motivation is determined by a complex interplay of internal and external factors, and we suggest that a greater focus on individuals’ motivation profiles, construal of situations, and metacognitive monitoring and control of goal pursuit might shed more light on the moment-by-moment decisions people make in daily life. Future research could be targeted at evaluating competing models (or perhaps more parsimonious ones) and enhancing interventions to address students who are unmotivated to excel in school. 相似文献
4.
What is the role of motivation in multimedia learning? Cognitive theories of multimedia learning tend to focus on instructional methods aimed at reducing extraneous processing (such as highlighting the essential material) or managing essential processing (such as breaking a lesson into parts), whereas motivational theories tend to focus on instructional methods aimed at fostering generative processing (such as adding appealing graphics or challenging scenarios). Moreno's (2005) cognitive affective theory of learning from media is intended to better incorporate motivation and metacognition into theories of multimedia learning, helping to extend or clarify Mayer's (2009) cognitive theory of multimedia learning and Sweller's (Sweller, Ayres, & Kaluga, 2011) cognitive load theory. The research presented in this special section examines motivating instructional features intended to promote generative processing—such as adding appealing graphics (Magner, Schwonke, Aleven, Popescu, & Renkl, 2013; Plass, Heidig, Hayward, Homer, & Um, 2013) or challenging scenarios (D'Mello, Lehman, Pekrun, & Graesser, 2013). Overall, motivational features can improve student learning by fostering generative processing as long as the learner is not continually overloaded with extraneous processing or overly distracted from essential processing. 相似文献
5.
At the heart of the social cognitive theoretical approaches common to all papers in this special issue is a recognition that the contexts in which teachers live and work affect their level of motivation, how they feel, and what they do. Teacher motivation, in turn, can affect students’ perceptions and behaviors. This commentary addresses the major contributions made by the papers in this special issue toward advancing a more contextualized understanding of teacher motivation. Contextual considerations include theoretical and practical interpretations, sampling, the teaching and learning setting, measurement, and study design and analyses. Recommendations are offered for how researchers can better account for the role of context in all aspects of teacher motivation research. 相似文献
6.
Recent developments in self-determination theory research in the educational setting (e.g., Reeve, Deci, & Ryan, 2004), suggest that teachers’ interpersonal style should be considered as consisting of three dimensions: autonomy support, structure and interpersonal involvement. Based on this theoretical proposition, the purpose of the present study was to test the effects of a training program for three physical education newly qualified teachers on the aforementioned teachers’ overt behaviors and students’ psychological needs satisfaction, self-determined motivation and engagement in sport-based physical education. After a baseline period of four lessons, the teachers attended an informational session on adaptive student motivation and how to support it. The training program also included individualized guidance during the last four lessons of the cycle. Results revealed that from pre- to post-intervention: (1) teachers managed to improve their teaching style in terms of all three dimensions, and (2) students were receptive to these changes, as shown by increases in their reported need satisfaction, self-determined motivation and engagement in the class. 相似文献
7.
This article reviewed recent studies of instructional design theory in Korea to explore major trends and suggest future directions.
Based on the analysis of 40 articles from the Journal of Educational Technology between 1994 and 2006, this study identified six trends: little emphasis on the conceptualization of instructional design
theory; dominant interest in instructional design theories for higher-order thinking skills or self-regulated learning; special
interest in instructional design theories for motivation and interactivity; emergent studies on the generic topic of instructional
theories; heavy emphasis on instructional design theory for computer or Web environment; and sparse developmental research.
Future directions of study for instructional design theory in Korea are suggested in response to issues arising from these
trends. 相似文献
8.
9.
Jessie De Naeghel Hilde Van Keer Maarten Vansteenkiste Leen Haerens Nathalie Aelterman 《The Journal of educational research》2016,109(3):232-252
Responding to the declining trend in reading motivation in and beyond the elementary school years, the authors aimed to enhance late-elementary school students' autonomous reading motivation. Toward this end, the authors evaluated the influence of a teacher professional development grounded in self-determination theory on fifth-grade students' (n = 664) autonomous motivation for in-school and leisure-time reading. A quasi-experimental repeated measures design was set up with experimental and control conditions. The experimental condition consisted of teachers participating in a professional development workshop aimed at providing the knowledge and skills necessary to implement an autonomy-supportive and structuring teaching style, whereas the control condition included teachers who continued with their current teaching repertoire. Multilevel piece-wise growth analyses corroborated that students in the experimental group reported increased recreational autonomous reading motivation from pretest to posttest relative to the control group. Additional analyses made clear that boys in particular benefitted from their teachers' professional development. 相似文献
10.
This mixed-methods study focuses on narratives that undergraduates tell about pivotal moments (i.e., turning points) in their prior history with math. A key objective was to examine whether these turning points would be associated with participants’ current math affect, math motivation, and future plans with math. Undergraduate participants (N = 210) completed quantitative measures assessing math anxiety, math self-expectancy, and math value, and also wrote narratives about a turning point with math and their future math plans. Thematic analysis revealed four themes in the math turning point narratives: (1) redemption, (2) contamination, (3) consistently positive, and (4) consistently negative. Quantitative analyses indicated that participants who wrote consistently positive narratives reported significantly lower math anxiety and higher math self-expectancy and math value relative to participants who wrote other types of narratives. Further, participants who wrote consistently negative turning point narratives were more likely to indicate that they would avoid math in the future. These results suggest that an individual’s memory of their early math experiences can color their math affect, math motivation, and plans for pursuing math in the future, even years after the experience has occurred. Implications for math education are discussed. 相似文献
11.
In this commentary I take a situative turn in the theoretical conversation around the question, “Why do people do what they do?” The first section describes in broad strokes what a situative perspective on motivation or engagement entails. Next, I comment on aspects of the five articles as they relate to the history and methods of socio-cognitive and situative approaches to understanding motives to learn. Then, using the central organizing framework of “meaning systems” in situative approaches, I suggest ways that a situative perspective might contribute to ongoing work in the five motivation theories and how some of the authors take steps in that direction. 相似文献
12.
合作学习的基本理论及其借鉴意义 总被引：9，自引：0，他引：9
合作学习是20世纪70年代初在美国兴起的教学理念。合作学习理论的代表人物之一罗伯特.斯莱文在其文章中着重阐述了合作学习的动机理论、社会凝聚力理论、认知发展理论和认知精致化理论;另两位代表人物约翰逊兄弟则将合作学习理论分为认知发展理论、社会行为理论和社会互赖理论。合作学习是以学生为中心的教学理念;它的动力理论及凝聚力理论也与归因理论有着密切的联系。合作学习的中心是合作,但它也强调了如何尊重学生,如何调动学生的学习兴趣、提高他们学习的动机,如何组织教学和改革教学的形式,如何改进学习方法和教学环境,尤其是如何培养学生的综合素质。 相似文献
13.
In this commentary, I briefly describe the assumptions of the researchers, then consider what we have learned from the studies in this issue about the links between teacher motivation, instruction, and student perceptions and how best to study these links. Next, I describe three surprises and two concerns about the work reported. In discussing the implications of the research in this issue, I raise several questions that could be investigated to help us understand why teacher and student perceptions might differ and what can be done to bring them into better alignment. Finally, I explore some implications of these studies for teacher education. 相似文献
14.
Stephen Petrina 《Interchange》2004,35(1):81-126
What should be learned? How should it be organized for teaching? These seemingly simple questions are deceivingly political. Curriculum theorists are preoccupied with the politics of the first question at the expense of the realpolitik of the second. Instructional designers are preoccupied with the realpolitik of the second question at the expense of the politics of the first. I argue that conceptual distances between curriculum theory and instructional design are based on divisions of labour established during the 1960s. After decades of neglect, curriculum theorists, and specifically critical theorists, appear clueless when it comes to curriculum design and the realpolitik of their causes. When it comes to the realpolitik of practice their political causes are formless. Quite the opposite of critical theorists, instructional theorists nearly mastered the realpolitik of form but have no political causes. I argue that, to contradict the status quo of C&;I, curriculum theorists will have to dirty their hands with the realpolitik of form and instructional designers will have to clutter their heads with theory. 相似文献
15.
This study aims to integrate the current proliferation of motivation theories in a Unified Model of Task-specific Motivation (UMTM). According to this model readiness for action results from an interaction between four relatively independent types of valences that can be classified as affective or cognitive, and positive or negative. Affective valences are expectations about feelings while doing an activity; cognitive valences are expectations about the value of the consequences of an activity. In current theories these types of valences are designated as intrinsic, respectively extrinsic motives. Valences, furthermore, can be positive, but also negative. Positive valences give rise to approach motivation, negative valences to avoidance motivation. Important factors that influence valences are autonomy, feasibility expectation, and relatedness, each of which can be distinguished in a personal and a contextual facet, and subjective norm. In conclusion, some theoretical and practical implications are suggested and some issues for future research are proposed. 相似文献
16.
We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N = 508). Path analysis revealed that an incremental view of ability had direct and indirect effects on adaptive motivational factors, whereas fixed entity views had direct and indirect effects on maladaptive factors. Epistemological beliefs mediated the influence of implicit theories of ability on achievement goal orientations, self-efficacy, and science achievement. Results are discussed in relation to Dweck and Leggett’s (1988) social-cognitive theory with a focus on middle school science. 相似文献
17.
20世纪80年代至今,随着美国社会道德的危机与学校道德教育的乏力,理论界尝试提出不同的解释系统。针对柯尔伯格理论的批判与超越,已形成了三个比较有特色的理论流派:超越公正视野的关怀理论、超越道德认知领域的道德领域理论和超越道德推理能力培养的品格教育理论。它们不仅反映了美国道德教育理论变革的时代特征,而且深刻影响着当代美国道德教育实践的走向。 相似文献
18.
Adolescents typically exhibit a marked decline in academic intrinsic motivation throughout their school careers. Following self-determination theory, it is hypothesised that traditional school environments insufficiently satisfy three basic psychological needs of youths during maturation, namely the needs for autonomy, competence and relatedness. As a consequence, insufficient need satisfaction might account for the decline in intrinsic academic motivation during adolescence. This hypothesis was tested in an accelerated longitudinal cohort design on N = 600 students (286 girls) between 11 and 16 years of age. The results showed that students exhibited a marked decline in intrinsic motivation during adolescence. Moreover, differences in need satisfaction predicted the decline in motivations. These results support the notion that an adequate satisfaction of three basic psychological needs in school is crucial for the maintenance of intrinsic academic motivation during adolescence. 相似文献
19.
ABSTRACT Self-Determination Theory (SDT) is an empirically based organismic theory of human motivation, development, and well-being that shares many points of interest with the fields of moral development and moral education. Yet, SDT has been largely disconnected from these fields so far. How can we define and empirically assess autonomous moral motivation? How is moral autonomy achieved in the course of development? And what are the relationships between leading a moral life and happiness? These questions have been occupying moral psychologists and educators for a long time. They are focal for SDT, as well. This special issue highlights various lines of intersection between SDT, morality and education. Contributions either expand SDT into the moral domain or incorporate elements of SDT into moral theory with the ultimate goal of integrating fields that inherently belong together. 相似文献
20.
陈群 《福建工程学院学报》2006,4(1):61-63
项目管理是一项较为抽象的行为软科学，不存在固定的模式和“放之四海而皆准”的方式方法。文章主要选择“目标激励”和“满足激励”两种激励方法。探索有效的激励理论和激励方法在工程项目管理中的运用。认为：施工项目经理应把项目实施总任务转化为项目实施总目标，并采取有效的措施使每一个项目实施人员都明确其在该项目上的子目标。以便度时地自我调整和控制。同时，施工项目经理还应多与员工沟通，了解员工的需要，并根据不同层次的需要而采取灵活多变的激励方式。 相似文献