Motivational beliefs
7964637
Motivational beliefs, values, and goals.
This chapter reviews the recent research on motivation, beliefs, values, and goals, focusing on developmental and educational psychology. The authors divide the chapter into four major sections: theories focused on expectancies for success (self efficacy theory and control theory) theories focused on task value (theories focused on intrinsic motivation, self determination, flow, interest, and goals) theories that integrate expectancies and values (attribution theory, the expectancy value models of Eccles et al. Feather, and Heckhausen, and self worth theory) and theories integrating motivation and cognition (social cognitive theories of self regulation and motivation, the work by Winne Marx, Borkowski et al. Pintrich et al. and theories of motivation and volition) The authors end the chapter with a discussion of how to integrate theories of self regulation and expectancy value models of motivation and suggest new directions for future research.
Annual review of psychology
Jacquelynne S Eccles Allan Wigfield
214171641
Teacher self efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling
Abstract Teacher self efficacy (TSE) is one of the most salient motivational characteristics that is assumed to affect teachers' instructional quality and student motivational beliefs. However, discussions of these associations have primarily been often primarily conceptual and/or based on empirical research that has suffered from methodological shortcomings. Therefore, the aim of this study was to examine the relationships between TSE, instructional quality (i.e. classroom management, cognitive activation, and supportive climate) and student motivational beliefs (i.e. self efficacy and intrinsic motivation) by using responses from both teachers and students and implementing a sophisticated doubly latent multilevel structural equation modeling approach. A total of 94 high school teachers and their 2087 students participated in the study. The results demonstrated that, at the class level, TSE was positively related to the three dimensions of instructional quality but not to student motivational beliefs. As expected, instructional quality was positively related to student motivational beliefs.
Irena Buric Lisa E Kim
213950457
Gendered pathways from academic performance, motivational beliefs, and school burnout to adolescents' educational and occupational aspirations
Abstract This study examined Finnish 9th graders' (N 966) pathways to educational and occupational aspirations considering two academic domains: mathematics and reading. Multi group structural equation models were conducted to investigate how domain specific performance and motivational beliefs (self concept and interest) and more general school burnout (exhaustion, cynicism, and inadequacy) relate to boys' and girls' aspirations. Performance in both domains was related to girls' educational aspirations, but only mathematics was linked to boys' aspirations. Positive within domain relations from girls' motivational beliefs were also found, but their reading self concept was negatively linked to their math related occupational aspirations. For boys, only math related motivational beliefs were associated with their aspirations. Lastly, school burnout was both directly and indirectly linked to students' aspirations. Overall, the study demonstrated the importance of including several factors when investigating students' aspired educational degrees and occupational plans and, also, the added value of examining educational and occupational aspirations across academic domains.
Anna Widlund Heta Tuominen A Tapola Johan Korhonen
86578475
Investigating the relationships among teachers' motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities
Abstract This study investigated the relationships among teachers' motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities. More importantly, teachers' online learning behaviors were collected and used as indicates of learning engagement. 520 teachers involved in a training program were surveyed. The results of regression analyses showed that teachers' perceived task value positively predicted their online learning engagement. Moreover, teachers' motivational regulation played a partial mediating role in the predicting power of perceived task value to learning engagement. In addition, the first half of the mediating path among perceived task value, motivational regulation, and learning engagement was moderated by teachers' self efficacy. The moderating effect on motivational regulation was higher for teachers with a high sense of self efficacy than those with a low sense of self efficacy. Therefore, it was suggested to assign learning tasks that meet the needs of teachers and pay attention to the cultivation of teachers' self efficacy beliefs to increase their learning engagement in online professional learning communities. The limitations and the future research directions were discussed.
Comput. Educ.
Si Zhang Qingtang Liu
228817365
Supporting Students' Adaptive Motivational Beliefs
Eric M Anderman Lynley H Anderman
21705886
Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention With and Without Motivational Beliefs Training for Struggling Readers
This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth and fifth grade struggling readers (n 109, 48.6% male) as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier work. The intervention was replicated with a three condition design: MWR only, MWR with a motivational beliefs component, and business as usual control. Students were tutored in small groups for 40 lessons (four 40 min lessons each week) When we combined performance of students in both MWR conditions, intervention students significantly outperformed controls on proximal measures of affix reading and MWR, as well as standardized measures of decoding, spelling, and text comprehension. Furthermore, there was a noted interaction between English learner status and treatment on spelling performance. There were no statistically significant main effects between the MWR groups on proximal or standardized measures of interest. Findings are discussed in terms of their relevance to MWR instruction for students with persistent reading difficulties and considerations for future research related to the malleability of motivation.
Journal of learning disabilities
Jessica R Toste Philip Capin Kelly J Williams Eunsoo Cho Sharon Vaughn
149807177
Writing task complexity, students' motivational beliefs, anxiety and their writing production in English as a second language
This study explored the effects of increasing the number of elements and the degree of reasoning on second language (L2) writing and also examined the relationship between writing motivational beliefs and anxiety and L2 writing in simple versus complex tasks. Sixty upper intermediate L2 learners were invited to write simple and complex argumentative essays and to complete a multidimensional writing motivational beliefs questionnaire and a writing anxiety questionnaire. Multiple measures were taken to detect the effects of increasing task complexity on learners' L2 writing syntactic complexity and accuracy and the relationship between individual learner factors and each of the L2 writing measures in the simple and complex task. Results show that increasing task complexity result in increases in subordination use and simultaneous decreases in learners' L2 writing accuracy. The role of motivation and anxiety is more evident in the complex task. These results are discussed with reference to the Cognition Hypothesis and the Trade off Hypothesis, highlighting the necessity of employing multidimensional measures of motivation and anxiety.
Muhammad Rahimi Lawrence Jun Zhang
149647954
Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students
Although self regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students' academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students' academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.
Charles Magoba Muwonge Ulrich Schiefele Joseph Ssenyonga Henry Kibedi
149350333
Uncovering young children's motivational beliefs about learning science
Young children, ages 5 6 years, develop first beliefs about science and themselves as science learners, and these beliefs are considered important precursors of children's future motivation to pursue science. Yet, due to a lack of adequate measures, little is known about young children's motivational beliefs about learning science. The present two part study explores the motivational beliefs of young children using a new measure the Young Children's Science Motivation (Y CSM) scale. Initial measurement development involved a thorough literature review of existing measures, and an extensive piloting phase until a final instrument was reached. To establish scale reliability, measurement invariance as well construct and criterion validity, the final instrument was administered to a new sample of 277 young children, age 5 6 years, in northern Germany. Results reveal that children's motivational beliefs can be empirically differentiated into their self confidence and enjoyment in science at this young age. Older children were more motivated in science, but no significant gender differences were found. Importantly, children in preschools with a science focus reported significantly higher science motivation. This finding stresses the importance of early science education for the development of children's motivational beliefs science.
Elisa Oppermann Martin Brunner Jacquelynne S Eccles Yvonne Anders
152210156
Relationships among instructional practices, students' motivational beliefs and science achievement in Taiwan using hierarchical linear modelling
Abstract The purpose of this study is to examine students' perceptions of instructional practices in the classroom, and to further investigate the relationships among instructional practices, motivational beliefs and science achievement. Hierarchical linear modelling was utilised to examine the Trends in International Mathematics and Science Study 2007 Taiwanese eighth grade student data. The results indicated that the students perceived a greater frequency of teacher oriented instructional practices applied in the classroom than student oriented practices. Moreover, teacher oriented instructional practices have a positively significant relationship with student science achievement, while student oriented instructional practices do not show such a relationship. The results also show that teacher oriented instructional practices positively moderate the relationship between students' self concept and achievement, but negatively moderate the relationship between intrinsic interest and achievement. On the other hand, the student oriented instructional practices show the opposite pattern of moderating the relations between motivational beliefs and achievement while they are not statistically significant. The study sheds light on the dynamic relationships between students' motivational beliefs and science achievement changes as a function of instructional practices.
Pey-Yan Liou Hsin-Ning Jessie Ho