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This study investigated the dynamic interaction, over time, between volitional strategy use and perceptions of endogenous instrumentality, two constructs associated with choice and executive motivation. The Academic Volitional Strategy Inventory and the Perceptions of Endogenous Instrumentality scale were administered at multiple points throughout the semester to 103 undergraduates in a human development course. Results showed the relationship between volitional strategy use and perception of endogenous instrumentality to grow over time, thereby supporting a dynamic interpretation. 相似文献
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Human's ability to consider the future, willingness to make sacrifices in the present to obtain something better in the future has been a significant part of our success as a species (Suddendorf, T., & Corballis, M. C. (1997). Mental time travel and the evolution of the human mind. Genetic, social, and general psychology monographs 123, 133–167.). Although the importance of thinking about the future is apparent to many educators it has only begun to gain prominence within educational research (Kauffman, D. & Husman, J. (2004). Effects of time perspective on student motivation: Introduction to a special issue. Educational Psychology Review, 16, 1–7.). So that educational researchers may continue to consider some of the many dimensions of “future thinking” more fully, this article discusses Future Time Perspective Theory and presents some evidence for the validity of four constructs within FTPT. Over the course of three studies four subscales consistently emerged: Extension, Speed, Connectedness, and Value. 相似文献
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The Multivariate Dimensionality of Personal Control and Future Time Perspective Beliefs in Achievement and Self-Regulation 总被引：1，自引：0，他引：1
We examined the relations between college students' control beliefs and future time perspective (FTP) and their academic achievement and studying using canonical correlation. We identified two statistically significant canonical correlations. One associated primarily competency belief, as reflected by self-efficacy, and FTP connectedness with grades. The other associated primarily contingency beliefs, as reflected by locus of control and causal attributions, and FTP connectedness and valence with studying. Results support a distinction between competency and contingency in personal control beliefs and suggest that these have somewhat different motivational consequences. Results also indicate that future time perspective beliefs play a role in motivating achievement and studying. 相似文献
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This article introduces this special issue by establishing a conceptual foundation for thinking about how students' conceptions of time influence motivation and achievement. In particular, we describe how students' perceptions of the utility of what they are learning for their futures can positively affect motivation. Temporal perspective is tied to current models of motivation and learning such as intrinsic motivation and self-regulation. We present 2 purposes for organizing this issue: (a) initiating discussion and research about how conceptions of the future influence and are influenced by students' motivation and (b) bridging gaps in the field between American and international perspectives on learning and motivation. We conclude by introducing the 6 articles that comprise this special issue of Educational Psychology Review. 相似文献
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The current study leveraged a professional development programme for engineering faculty at a large research university to examine the impact of instructional improvement on student engagement. Professors who participated in the professional development were observed three times and rated using an existing observation protocol. Students in courses with instructors who participated and did not participate in the professional development were surveyed about their classroom engagement. The responses were used to conduct quasi-experimental comparisons. Results indicated that students in courses with professors who participated in the professional development self-reported 3% more behavioural and 2% more cognitive engagement than students with professors who did not participate. Within professional development group, follow-up comparisons showed that students in courses with the highest rated instructors self-reported 7% more cognitive engagement than students with lower ranked professors. Thematic coding of the qualitative data suggests that the highest rated instructors may have achieved these gains through the use of three domain general instructional strategies: activating prior knowledge, facilitating classroom interaction and promoting reflection. Findings are contextualised within extant literature reporting similar effect sizes, and implications for future engagement research from a classroom systems perspective are discussed. 相似文献
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