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article critique

Page history last edited by Yan Yang 9 years, 3 months ago

Annotated Bibliography for Quantitative Research:

 

Barkoukis, V. and M. S. Hagger (2009). "Test of the trans-contextual model of motivation in Greek high school pupils." Journal of Sport Behavior 32(2): 152-174.

            The present study examined the tenets of a trans-contextual model of motivation in Greek high school pupils. The trans-contextual model proposes a motivational sequence in which autonomous motives from physical education and leisure-time contexts mediate the influence of perceived autonomy support in physical education on leisure-time physical activity intentions and behavior. Adolescents (N = 183) from a high-school in Greece participated in the three-wave prospective study. At the first wave the participants completed measures of perceived autonomy support and autonomous motives in a physical education context. One week later, participants' autonomous motives and constructs from the theory of planned behavior in a leisure-time physical activity context were measured Five weeks later participants reported their physical activity behavior. Results partially supported the hypothesized motivational sequence, although autonomous motivation in a physical education context did not have a role predicting motivation across contexts. Testing the model in a Greek context suggests that the proposed motivational sequence may be applicable across cultural groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Basham, R. E. and F. R. Buchanan (2009). "A survey comparison of career motivations of social work and business students." Journal of Social Work Education 45(2): 187-208.

            This survey provides valuable insight for social work educators into the goals and career intentions of working students who pursue master's degrees in social work, as compared to master's degrees in business. Social work graduate students were surveyed and compared to business graduate students in terms of their motivations for seeking advanced degrees and their expected career outcomes. Findings indicate that social work students were more motivated by a desire to gain knowledge or expertise in their service field, whereas business students differed in seeking greater career advancement and self-sufficiency. Social work implications for educational programs and practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Beal, C. R., L. Qu, et al. (2008). "Mathematics motivation and achievement as predictors of high school students' guessing and help-seeking with instructional software." Journal of Computer Assisted Learning 24(6): 507-514.

            The study was conducted to investigate the relation of adolescent students' mathematics motivation and achievement to their appropriate help-seeking and inappropriate guessing behaviour while using instructional software. High school students (n = 90) completed brief assessments of mathematics motivation and then worked with software for geometry instruction. Students' actions with the software were machine-classified to identify instances of appropriate help-seeking and inappropriate guessing. Mathematics teachers provided information about students' achievement (high, average or at risk of failing math class). Results indicated that students with low math self-concept were most likely to engage in inappropriate guessing behaviour. Students with low math achievement were most likely to engage in appropriate help-seeking while working with the software. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Cox, A. and L. Williams (2008). "The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation." Journal of Sport & Exercise Psychology 30(2): 222-239.

            Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Figueras, A., E. Narváez, et al. (2008). "An education and motivation intervention to change clinical management of the third stage of labor: The GIRMMAHP initiative." Birth: Issues in Perinatal Care 35(4): 283-290.

            Background: Hemorrhage and hypertensive disorders are major contributors to death after delivery in developing countries. The GIRMMAHP Initiative was designed to describe the actual delivery care in five Latin American countries and to educate and motivate clinical staff at 17 hospitals with the purpose of implementing their own clinical practice guidelines to prevent postpartum hemorrhage. Methods: A multicountry education intervention was developed in four consecutive stages, using two analyses: (a) an observational study of the clinical records in eight teaching and nine nonteaching hospitals and (b) a study of the long-term changes measured 12 months after completion of an education intervention and writing a local clinical guideline. Results: Data from 2,247 pregnant women showed that only 23.3 percent had an active management of the third stage of labor and that 22.7 percent received no prenatal care visit. These data were used to prepare local clinical practice guidelines in each participant hospital. The proportion of active management increased to 72.6 percent of deliveries at 3 months and 58.7 percent 1 year later. Use of oxytocin during the third stage of labor increased to 85.9 percent of included deliveries. The proportion of women who had postpartum hemorrhage decreased from 12.7 percent at baseline to 5 percent at 1 year after the intervention. Conclusions: An education intervention and discussion of actual clinical practice problems with health professionals and their involvement in drafting clinical guidelines helped improve health care quality and practitioners' adherence to these guidelines. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Filaka, V. F. and K. M. Sheldon (2008). "Teacher support, student motivation, student need satisfaction, and college teacher course evaluations: Testing a sequential path model." Educational Psychology 28(6): 711-724.

            Self-determination theory posits that individuals who have basic psychological needs satisfied while engaging in an activity will be more likely to value and persist in that activity. Scholars in this area have also posited that autonomy-supportive social contexts are top-down determinants of individual need satisfaction. To understand better the progression from social to motivational to outcome variables, we tested a four-step path model within a classroom setting. Data were collected from 220 students in an introductory journalism course, which was subdivided into 14 lab sections. Students were surveyed regarding their feelings about the course, the autonomy support of the instructor, the motivation they felt to engage in the course, and the levels of need satisfaction they experienced. Theoretically-guided structural equation modeling produced a best-fitting model in which teacher autonomy support predicted more self-determined student motivation, which along with teacher autonomy support predicted greater student psychological need satisfaction, which led finally to higher predicted course grades and higher teacher-course evaluations. Overall, the results replicate and significantly extend previous findings regarding need satisfaction and teacher-course evaluations. Implications for pedagogy and educational interventions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Finney, S. and J. Pyke (2008). "Content relevance in case-study teaching: The alumni connection and its effect on student motivation." Journal of Education for Business 83(5): 251-257.

            Researchers suggest that business cases should profile businesses or products familiar to students to enhance the learning experience. However, no empirical evidence has validated these claims. In this article, the authors discuss the implication of content relevance in teaching and provide an account of a Canadian university's efforts to introduce alumni cases in its undergraduate program. The findings reveal a positive correlation between student perceptions of case relevance and student motivation. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Gao, Z. (2009). "Students’ motivation, engagement, satisfaction, and cardiorespiratory fitness in physical education." Journal of Applied Sport Psychology 21(Suppl1): S102-S115.

            This study aimed to investigate the relationships between middle school students’ expectancy related beliefs, task values (importance, interest, and usefulness), engagement and satisfaction in physical education class, and their cardiorespiratory fitness. The grade and gender differences of the motivational variables were also examined. Participants (N = 307; 101 sixth graders, 96 seventh graders, 110 eighth graders; 149 boys, 158 girls) completed questionnaires assessing their expectancy-related beliefs, perceptions of importance, interest, usefulness, and perceived engagement and satisfaction in physical education, then had their cardiorespiratory fitness assessed with the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Regression analyses yielded that importance, expectancy-related beliefs, and interest significantly correlated to perceived engagement, whereas interest, expectancy-related beliefs, and importance emerged as contributors of students’ perceived satisfaction in physical education. Expectancy-related beliefs were the only significant contributor of students’ PACER test. Significant differences emerged between sixth and eighth graders on importance, interest, and usefulness. In addition, boys scored significantly higher on expectancy-related beliefs and interest than girls did. These findings were discussed in regard to the implications for educational practice and areas for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Gao, Z., A. M. Lee, et al. (2009). "Changes in middle school students’ motivation toward physical education over one school year." Journal of Teaching in Physical Education 28(4): 378-399.

            This study investigated the relationships and mean-level changes of middle school students’ motivation (expectancy-related beliefs, task values, self-efficacy, and outcome expectancy) toward physical education over time, and how gender affected students’ motivation. Participants (N = 206) completed questionnaires over a 1-year period: once in the sixth and seventh grades and again in the seventh and eighth grades. Results yielded that self-efficacy and task values were positive predictors of students’ intention across cohorts. The mean levels of self-efficacy decreased over time for students in Cohort 1 (across sixth and seventh grades). However, results revealed a consistent decline in the mean levels of other motivational variables for both cohorts. No gender differences emerged for the variables. The findings are discussed in regard to the implications for educational practice, and future research areas are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Green, C. L., J. M. T. Walker, et al. (2007). "Parents' motivations for involvement in children's education: An empirical test of a theoretical model of parental involvement." Journal of Educational Psychology 99(3): 532-544.

            This study examined the ability of a theoretical model to predict types and levels of parental involvement during the elementary and middle school years. Predictor variables included parents' motivational beliefs about involvement, perceptions of invitations to involvement from others, and perceived life context variables. Analyses of responses from 853 parents of 1st- through 6th-grade students enrolled in an ethnically diverse metropolitan public school system in the mid-southern United States revealed that model constructs predicted significant portions of variance in parents' home- and school-based involvement even when controlling for family socioeconomic status. The predictive power of specific model constructs differed for elementary and middle school parents. Results are discussed in terms of research on parental involvement and school practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Hadera, H. G., H. Boer, et al. (2007). "Using the theory of planned behaviour to understand the motivation to learn about HIV/AIDS prevention among adolescents in Tigray, Ethiopia." AIDS Care 19(7): 895-900.

            Various studies indicate that school- or university-based HIV prevention curricula can reduce the prevalence of sexual risk behaviour among adolescent youth in Sub-Saharan Africa. However, effective HIV/AIDS prevention education may be problematic, if the needs of youth are not served adequately. To date, little attention has been given to the motivation of youth to learn about HIV/AIDS and about their preferences for HIV/AIDS curriculum design options. The aim of this study was to get insight into the determinants of the motivation of youth to learn about HIV/AIDS prevention and to assess their curriculum design preferences. Students from a university in Tigray, Ethiopia, filled out a structured questionnaire, which assessed demographics, variables that according to the Theory of Planned Behaviour are related to the motivation to learn, and their preferences for independent, carrier and integrated HIV/AIDS curriculum designs. On average, participants were highly motivated to learn about HIV/AIDS. Motivation to learn was primarily related to social norms and was not related to self-efficacy to discuss HIV/AIDS in class. The often discussed reluctance to discuss sexuality and condom use in curricula in Sub-Saharan Africa, seems to be more related to existing negative social norms, than to lack of self-efficacy. Participants revealed a high preference for the independent, carrier and integrated curriculum design options. However, students with a higher motivation to learn about HIV/AIDS were more attracted to the independent course design. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Huizenga, J., W. Admiraal, et al. (2009). "Mobile game-based learning in secondary education: Engagement, motivation and learning in a mobile city game." Journal of Computer Assisted Learning 25(4): 332-344.

            Using mobile games in education combines situated and active learning with fun in a potentially excellent manner. The effects of a mobile city game called Frequency 1550, which was developed by The Waag Society to help pupils in their first year of secondary education playfully acquire historical knowledge of medieval Amsterdam, were investigated in terms of pupil engagement in the game, historical knowledge, and motivation for History in general and the topic of the Middle Ages in particular. A quasi-experimental design was used with 458 pupils from 20 classes from five schools. The pupils in 10 of the classes played the mobile history game whereas the pupils in the other 10 classes received a regular, project-based lesson series. The results showed those pupils who played the game to be engaged and to gain significantly more knowledge about medieval Amsterdam than those pupils who received regular project-based instruction. No significant differences were found between the two groups with respect to motivation for History or the Middle Ages. The impact of location-based technology and game-based learning on pupil knowledge and motivation are discussed along with suggestions for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Liem, A. D. and Y. Nie (2008). "Values, achievement goals, and individual-oriented and social-oriented achievement motivations among Chinese and Indonesian secondary school students." International Journal of Psychology 43(5): 898-903.

            This study examined how values related to achievement goals and individual-oriented and social-oriented achievement motivations among secondary school students in China (N = 355) and Indonesia (N = 356). Statistical comparisons showed the Chinese students endorsed more strongly than the Indonesian students on self-direction and hedonism values, individual-oriented achievement motivation, and mastery-approach goals. Conversely, the Indonesian students endorsed more strongly than their Chinese counterparts on security, conformity, tradition, universalism and achievement values, social-oriented achievement motivation, and performance-approach and mastery-avoidance goals. Values explained a significant amount of the variance in almost all of the dimensions of motivation. Etic and emic relationships between values and achievement motivations were found. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Lodewyk, K. R., K. L. Gammage, et al. (2009). "Relations among body size discrepancy, gender, and indices of motivation and achievement in high school physical education." Journal of Teaching in Physical Education 28(4): 362-377.

            Increasing dropout rates in senior high school physical education, particularly among females, and unhealthy activity and obesity levels in youth have led to recommendations to assess potential contributing factors in physical education participation. Drawing from gender, body image, and social-cognitive theory, this study investigated relations between body size discrepancy, self-efficacy, test anxiety, and achievement in 316 high school physical education students. Gender differences were noted in body size discrepancy (females reported the desire to have a smaller body). Specifically in females, body size discrepancy predicted test anxiety, which predicted self-efficacy. Self-efficacy predicted achievement in both males and females. The results signal that gender-specific relations among these constructs are important factors to consider in the achievement scores of students in high school physical education. Physical education programs should model curricula and instructional practices that defuse potentially harmful body image discrepancies that seem most poignant in females while engaging all learners to feel competent and safe. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Lucassen, M. F. G., E. Robinson, et al. (2007). "Impact of a workshop on motivation to pursue a career in child and adolescent mental health." Australian and New Zealand Journal of Psychiatry 41(7): 618-624.

            Objective: The aim of the present study was to determine whether a 3 h workshop on child and adolescent mental health positively influenced nursing, occupational therapy and social work students' career intentions. Method: Students participating in the study were asked to complete a questionnaire before and after attending the workshop and again at follow up. Post-workshop students and their educators were also asked to complete a questionnaire on the perceived quality of teaching. Career intentions scores were analysed using generalized mixed linear models. The quality of teaching data was analysed using Kruskal-Wallis and Mann-Whitney U-tests. Results: The workshops were attended by 373 students and had an immediate positive impact on students' career intentions in relation to child and adolescent mental health. A repeated measures analysis showed an overall time effect (F[sub]2,546[/sub] = 16.29, p < 0.0001). A multiple comparison test of this difference showed a highly significant positive increase in career intentions between pre-workshop and post-workshop ratings (p < 0.0001), and the magnitude of this difference dropped between post-workshop assessment and follow up (p = 0.004). However, there was no significant change between pre-workshop and follow-up ratings (p = 0.43). The study also highlighted that a number of students consistently rated working in child and adolescent mental health very favourably. Conclusions: The workshop did have a positive influence on students' career intentions, but this change was not enduring. However, a number of students did indicate an interest in working in the area; and enhancing this interest while addressing the lack of training in this area would be worthwhile. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Magogwe, J. M. (2009). "The influence of cultural bias on motivation to learn English: The case of Khoe primary school students in eastern Botswana." Language, Culture and Curriculum 22(1): 1-13.

            This study investigated the influence of cultural bias in the teaching of English and in the books used to teach English in primary schools attended by Khoe students in eastern Botswana. The study also explored the link between cultural bias and the attitudes and motivation of Khoe students learning English. One hundred and thirty-seven students completed an attitude and motivation questionnaire adapted from Gardner's (1985) Attitude and Motivation Test Battery. In addition, five of the students and 12 teachers were interviewed to obtain their opinion on cultural bias in English textbooks. English language textbooks for Standards 4-1 were analysed for culture bias, using Ndura's (2004) investigation of such materials for invisibility, unreliability and stereotyping of learner cultures. The findings show that English language books are not culturally diverse, but this does not affect the attitude and motivation of the students to learn English. The study recommends that English books be reviewed to make them culturally inclusive, and teachers trained to adopt a multicultural attitude in their teaching of English. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Patrick, H., P. Mantzicopoulos, et al. (2008). "Patterns of young children's motivation for science and teacher-child relationships." Journal of Experimental Education 76(2): 121-144.

            In this article, the authors examined whether there were different motivational profiles within a sample of kindergarteners (N = 110) learning science. The authors identified 3 profiles involving children's perceived competence in, liking, and ease of learning science by using cluster analysis. High motivational beliefs characterized the largest profile. Low competence but high liking characterized a smaller group, and another group reported low liking with moderate competence. These profiles did not differ by gender, race, early academic achievement, or classroom. However, children with the low-competence and high-liking profile reported less teacher support for learning than did children with high motivational beliefs. Exploratory analysis also indicated that the nature and frequency of observed teacher-child interactions differed by motivational profile. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Rabanaque, S. and J. R. Martínez-Fernández (2009). "Conception of learning and motivation of Spanish psychology undergraduates in different academic levels." European Journal of Psychology of Education 24(4): 513-528.

            Three conceptions of learning (rote, interpretative and constructive), and two aspects of motivation (level and value of motivation) were identified in 258 Spanish psychology undergraduates classified in three different academic levels (initial, intermediate and final course). Results about conceptions of learning showed final-course students are the most constructive and interpretative whereas students in the initial level have higher scores in rote conception. With respect to motivation, level and value are significantly related to one another, with a specific correlation between a high level of motivation and an intrinsic value whereas a low level was related to an extrinsic value. Additionally, intrinsic value in final-course students is significantly higher than in initial and intermediate-course students. Besides, we observed that students with both higher motivation and intrinsic value have a significantly higher score in interpretative and constructive conceptions. With respect to the academic level in psychology, initial-course students with intrinsic value or high motivation have a higher score in the constructive conception of learning. Intermediate students obtain a high score in the constructive conception if they are highly motivated. Final-course students did not show significant differences as regards the conception of learning dependent on motivation. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Rosen, Y. (2009). "The effects of an animation-based on-line learning environment on transfer of knowledge and on motivation for science and technology learning." Journal of Educational Computing Research 40(4): 451-467.

            The study described here is among the first of its kind to investigate systematically the effect of learning with integrated animations on transfer of knowledge and on motivation to learn science and technology. Four hundred eighteen 5th and 7th grade students across Israel participated in a study. Students in the experimental group participated at least once a week in science and technology lessons that integrated the animation environment. The experiment was continued for 2 to 3 months. The findings showed a significant impact of animation-based on-line learning environment on transfer of knowledge and on learning motivation. Additionally, the findings showed that students changed their perception of science and technology learning as a result of teaching and learning with integrated animations. Students perceived themselves as playing a more central role in classroom interactions, felt greater interest in learning, and emphasized more the use of technology and experiments during lessons. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Rosenthal, R. L. (2008). "Older computer-literate women: Their motivations, obstacles, and paths to success." Educational Gerontology 34(7): 610-626.

            With the ever-increasing impact of computerized communication and information delivery, the need to encourage learning about technology is critical for the older population today as well as for soon-to-be retirees. Adler (1996, 2002, 2003) has described and defined the key benefits to seniors: enhanced communication with family and friends, expanded opportunities for lifelong learning, improvement of delivery of health care services, support for independent living, and more options for entertainment. Because women outnumber men in their later years, education about, and access to, the world of computers is essential for them. The information gained by exploring the ways in which certain older women have dealt with various obstacles and learned to adapt to this new technology can be of significant use for future computer literacy training and curricular developments. An understanding of these critical issues can provide important guidelines and information for those teaching as well as easier access and training for those women who seek to learn later in life. Program designs can be more readily adapted to the special training needs of older women and decrease any related anxiety or stress. By helping older women learn to be comfortable with current technology, the anticipated changes and newer technologies will not be as daunting to them. Numerous educational programs already exist in which older adults can learn how to use computers. Many schools, colleges, libraries, and computer clubs now offer adult education courses in basic and advanced computer training. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Simpkins, S. D., P. E. Davis-Kean, et al. (2006). "Math and science motivation: A longitudinal examination of the links between choices and beliefs." Developmental Psychology 42(1): 70-83.

            This study addresses the longitudinal associations between youths' out-of-school activities, expectancies-values, and high school course enrollment in the domains of math and science. Data were collected on 227 youth who reported on their activity participation in 5th grade, expectancies-values in 6th and 10th grade, and courses taken throughout high school. Math and science course grades at 5th and 10th grade were gathered through school record data. Results indicated youths' math and science activity participation predicted their expectancies and values, which, in turn, predicted the number of high school courses above the predictive power of grades. Although there were mean-level differences between boys and girls on some of these indicators, relations among indicators did not significantly differ by gender. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Sinclair, C. (2008). "Initial and changing student teacher motivation and commitment to teaching." Asia-Pacific Journal of Teacher Education 36(2): 79-104.

            In an era of teacher shortages, what would motivate individuals to become teachers when the demands on teachers are greater than ever and there are plenty of alternative occupations from which to choose? This paper presents the findings of a study of student teachers' motivations to be primary teachers and their commitment to teaching after their first practicum. Results suggested that student teachers are multi-motivated to be teachers. The most common reasons for choosing teaching reflected a positive self-evaluation of their attributes and capabilities to be teachers, to work with children and because of the intellectual stimulation teaching would provide. Motivation and commitment changed to some extent over the first semester of initial teacher education, particularly as a result of the first practicum. Implications for policy, practice and future research are drawn from the results to help attract, retain and educate the next generation of teachers and in some way help offset forecasted teacher shortages. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Tanaka, M., K. Mizuno, et al. (2009). "Personality traits associated with intrinsic academic motivation in medical students." Medical Education 43(4): 384-387.

            Objective: Motivation is one of the most important psychological concepts in education and is related to academic outcomes in medical students. In this study, the relationships between personality traits and intrinsic academic motivation were examined in medical students. Methods: The study group consisted of 119 Year 2 medical students at Osaka City University Graduate School of Medicine. They completed questionnaires dealing with intrinsic academic motivation (the Intrinsic Motivation Scale toward Learning) and personality (the Temperament and Character Inventory [TCI]). Results: On simple regression analyses, the TCI dimensions of persistence, self-directedness, co-operativeness and self-transcendence were positively associated with intrinsic academic motivation. On multiple regression analysis adjusted for age and gender, the TCI dimensions of persistence, self-directedness and self-transcendence were positively associated with intrinsic academic motivation. Conclusions: The temperament dimension of persistence and the character dimensions of self-directedness and self-transcendence are associated with intrinsic academic motivation in medical students. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Tang, M. and H. Neber (2008). "Motivation and self-regulated science learning in high-achieving students: Differences related to nation, gender, and grade-level." High Ability Studies 19(2): 103-116.

            total of three hundred and fifteen (n = 315) gifted students from the 10th and 12th grade from the United States (n = 102), China (n = 125) and Germany (n = 88) were surveyed regarding their motivation and self-regulation in chemistry learning. A 3 × 2 × 2 MANOVA revealed "nation" as having the largest major effect on these variables. The American group scored higher in most of the motivational and self-regulatory characteristics than their Chinese and German counterparts. Although in all samples gifted girls reported a higher effort goal orientation, they used superficial cognitive strategies in learning science more frequently than boys. In addition, students' effort goal orientation was less pronounced in higher grades in all samples. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Ullrich-French, S. and A. Cox (2009). "Using cluster analysis to examine the combinations of motivation regulations of physical education students." Journal of Sport & Exercise Psychology 31(3): 358-379.

            According to self-determination theory, motivation is multidimensional, with motivation regulations lying along a continuum of self-determination (Ryan & Deci, 2007). Accounting for the different types of motivation in physical activity research presents a challenge. This study used cluster analysis to identify motivation regulation profiles and examined their utility by testing profile differences in relative levels of self-determination (i.e., self-determination index), and theoretical antecedents (i.e., competence, autonomy, relatedness) and consequences (i.e., enjoyment, worry, effort, value, physical activity) of physical education motivation. Students (N = 386) in 6th- through 8th-grade physical education classes completed questionnaires of the variables listed above. Five profiles emerged, including average (n = 81), motivated (n = 82), self-determined (n = 91), low motivation (n = 73), and external (n = 59). Group difference analyses showed that students with greater levels of self-determined forms of motivation, regardless of non-self-determined motivation levels, reported the most adaptive physical education experiences. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Van de gaer, E., B. De Fraine, et al. (2009). "School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: A multivariate latent growth curve approach." School Effectiveness and School Improvement 20(2): 235-253.

            The main objective of the present study is to gain more insight into the school effects on the development of 2 noncognitive student outcomes, namely, the motivation toward learning tasks and the academic self-concept, and, more specifically, on the consistency of the school effects on these 2 outcomes. Data were drawn from the “Longitudinaal Onderzoek Secundair Onderwijs” (LOSO)-project and consisted of 2,687 students in 50 schools that were tested repeatedly at 4 different time points during secondary education (Grades 7-12). A multivariate multilevel latent growth curve model was used to analyze the data. The results showed that the school effects on the development of the noncognitive outcomes were considerable, and, more importantly, the school effects were larger on growth than on student status. Schools that were effective for the development of the motivation toward learning tasks also proved to be effective for the development of academic self-concept. However, the consistency of the school effects resulted largely from intake differences between schools. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Wang, S.-K. and T. C. Reeves (2007). "The effects of a web-based learning environment on student motivation in a high school earth science course." Educational Technology Research and Development 55(2): 169-192.

            Collaborating closely with a tenth-grade science teacher, we designed a Web-Based Learning Environment (Web-LE) to improve the students' motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity, and fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the teacher's tenth-grade classroom as a three-day student-centered learning activity. Data collection methods included individual student interviews, teacher interviews, motivation questionnaires, and observations. This study revealed multiple forms of evidence that the Web-LE and the associated learning activity improved students' motivation. This study illustrates the benefits of educational researchers working closely with teachers using design-based research methods to successfully solve instructional problems and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into the development of similar Web-LEs are presented as well as directions for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Ward, J., C. Wilkinson, et al. (2008). "Effects of choice on student motivation and physical activity behavior in physical education." Journal of Teaching in Physical Education 27(3): 385-398.

            This study examined the effects of increased autonomy on (a) self-determination and (b) physical activity levels. Seventh- and eighth-grade girls (N = 122) in four classes participated in two fitness units (one allowing choice of activities, the other no-choice). The order of the units was counterbalanced, so that two classes participated in the choice unit first, and the other two participated in the no-choice unit first. The abridged Situational Intrinsic Motivation Scale (SIMS) was administered after each unit. Pedometers were used to measure step counts during both units. Overall, self-determination was higher in the choice unit. The repeated measures analysis also indicated that girls who experienced the choice unit first, and then were denied the opportunity to make choices had the lowest levels of self-determination. The results provide empirical support for the theoretical prediction that increased autonomy yields higher levels of self-determination. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Williams, J. and H. Forgasz (2009). "The motivations of career change students in teacher education." Asia-Pacific Journal of Teacher Education 37(1): 95-108.

            In this article, results are presented from a large-scale online survey about the motivations of career change students, and their beliefs about the attributes that they bring to the teaching profession. The findings revealed that career changers’ motivations were largely intrinsic, although pragmatic decisions were also important, with perceived family-friendliness of a teaching career a common response. These findings generally support findings of previous research into motivations to teach, as found in the literature. The data examined in this paper also revealed that career change entrants believed that the most important attributes they bring to teaching are life experiences, generic workplace skills and experience, and personal qualities, rather than specific content knowledge. These findings provide support for the continued targeting of career change people into the profession, particularly in the current policy context in which some stakeholders express concerns about a perceived lack of quality of teaching in Australian schools. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Wilson, G. and P. McCrystal (2007). "Motivations and career aspirations of MSW students in Northern Ireland." Social Work Education 26(1): 35-52.

            During the past decade Northern Ireland, like other parts of the United Kingdom, experienced a fall in the numbers of students applying to social work programmes. In the same period employing agencies have had significant difficulties in recruiting and retaining staff, particularly in child and family care. It is anticipated that the introduction of the new BSW degree in Northern Ireland, alongside measures by employers to improve terms and conditions for staff, will help to alleviate recruitment and retention problems. There has, however, been little empirical research into the precise reasons for these problems or what effect qualifying social work education and training has on students' motivations and career aspirations. This paper reports on a three-year study of MSW students at Queen's University, Belfast which examined the various factors affecting their motivation to pursue a career in social work. The study explores the impact on students of their experience of professional socialization during training. The paper concludes with an analysis of the implications of the findings and highlights key factors which may help to inform the future design of qualifying programmes and address employers' concerns about recruitment and retention issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Yin, Y., R. J. Shavelson, et al. (2008). "On the impact of formative assessment on student motivation, achievement, and conceptual change." Applied Measurement in Education 21(4): 335-359.

            Formative assessment was hypothesized to have a beneficial impact on students' science achievement and conceptual change, either directly or indirectly by enhancing motivation. We designed and embedded formatives assessments within an inquiry science unit. Twelve middle-school science teachers with their students were randomly assigned either to an experimental group (N = 6), provided with embedded formative assessment, or control group (N = 6). Teachers varied significantly as to their impact on student motivation, achievement, and conceptual change. But the impact of the formative assessment treatment on these outcomes was not statistically significant. Variation in both teachers' classroom management and the degree to which they used informal formative assessment, regardless of group, were conjectured as possible reasons for the absence of an overall formative assessment effect. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

Zibrowski, E. M., W. W. Weston, et al. (2008). "'I don't have time': Issues of fragmentation, prioritisation and motivation for education scholarship among medical faculty." Medical Education 42(9): 872-878.

            Objectives: Although lack of time has been frequently cited as a barrier to scholarship, there has been little inquiry into what specific factors medical faculty staff perceive as contributing to this dilemma. The purpose of the present study was to explore, in greater detail, lack of time as a barrier for faculty interested in pursuing education scholarship. Methods: In 2004, as part of a cross-sectional, mixed methods needs assessment, 73 (67.6%) medical faculty completed a questionnaire probing areas related to education scholarship. Additionally, one year later, 16 respondents (60% of those invited) each participated in one of three focus groups. Results: Despite their interest and regardless of their background training in education, faculty were able, on average, to devote only negligible amounts of time to education scholarship. The most commonly reported barrier to these pursuits was lack of protected time. Further analysis revealed that the time related factor appeared to involve three themes: fragmentation (where opportunities to work on education projects are sporadic); prioritisation (where work responsibilities including after-hours work and administrative workload complete for time, and where there is difficulty in securing financially remunerated time), and motivation (where the degree of recognition and support for education work by both the department and colleagues is limited). Conclusions: With respect to education scholarship, the dilemma caused by lack of time involves a complex, multi-faceted set of issues which extends beyond the number of hours available in a day. Personal interest and having background training in education do not appear to be sufficient to encourage involvement. Multiple institutional support mechanisms are necessary. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

 

 

 

 

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