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Adaptive Motivation and Emotion in Education: Research and Principles for Instructional Design
Abstract
Students frequently experience various types of motivation and emotion that contribute to their engagement and learning. However, translating research on motivation and emotion into educational practice and policy has so far been limited. To facilitate greater synergy among research, practice, and policy, this overview addresses educationally relevant motivation and emotion. This summary discusses different forms of motivation or emotion, their relevant theoretical basis, evidence on how they relate to academic engagement and learning, and potential classroom supports for adaptive motivation and emotion. The article concludes with five instructional design principles that can guide educators and policymakers in promoting adaptive student motivation and emotion: (a) support students’ feelings of competence, (b) enhance autonomy, (c) use personally relevant and active tasks, (d) emphasize learning and de-emphasize social comparison, and (e) encourage feelings of belonging.
... Thus far, few studies have examined perceived motivational support-motivational climate )-for minoritized students specifically. Thus, we relied on propositions from SEVT and from theoretically integrative principles (Linnenbrink-Garcia et al., 2016), particularly those that combine existing theoretical perspectives with culturally responsive education principles . First, evidence from SEVT-based research (e.g., Hecht et al., 2019;Schmidt et al., 2019) and beyond (e.g., Vansteenkiste et al., 2004) supports the motivational benefits of relevance, or opportunities to make connections between course content and something outside the immediate course context. ...
... Regarding motivational supports, we selected motivational climate measures of perceived instructor mastery goals and perceived connections to real life to mirror prior research (Robinson, Lira, et al., 2022;Robinson, Lee, et al., 2022) and reflect theoretically integrative motivational design principles (Linnenbrink-Garcia et al., 2016), specifically those that align with principles for inclusive classrooms . We broadly hypothesized that these two processes would significantly and positively predict trajectories of at least some motivational beliefs. ...
... propositions regarding the separability of expectancies, distinct values, and distinct costs; their roles in predicting academic outcomes; and that the themes observed in the open-ended data largely aligned with principles of major achievement motivation theories (Linnenbrink-Garcia et al., 2016). In other words, data collected with absolutist assumptions that motivational processes are similar in all cultures (Berry et al., 2011) are likely not well-suited to challenging those assumptions. ...
Although achievement motivation research has produced powerful principles for supporting students in general, minoritized students’ motivational experiences and evidence of opportunities that are particularly important for supporting their success in higher education science, technology, engineering, and mathematics settings is largely missing from the literature. Understanding minoritized students’ motivational experiences is vital for informing theory and practice toward cultural responsiveness. Accordingly, this study addressed the need for asset-based and critical research centering the experiences of minoritized students by documenting group and individual motivational trajectories of Black, Latiné, and Indigenous students enrolled in science, technology, engineering, and mathematics courses. We also examined factors that theory and the students themselves identified as important for supporting motivational trajectories using qualitative and quantitative data. Results supported the importance of students’ incoming motivation as a lens that informed their individual classroom climate perceptions of course connections to real-life and instructor mastery goals. Those microclimate perceptions only rarely predicted motivational trajectories, suggesting existing supports may be insufficient while pointing to specific ways those supports can be amplified. Indeed, qualitative and case study evidence suggested self-reliance as an important way students sustained their motivation and persistence, along with opportunities to connect course content with their lives and to focus on mastering the content rather than on outperforming others. Implementing a critical quantitative lens highlighted the roles of our choices as researchers, and the broader structures in our field that incentivize those choices, which shaped and limited the insights we could gain about the motivational experiences of minoritized students.
... To foster students' (science) motivation and interest, several intervention approaches and design principles have been developed on the basis of the SEVT framework (Linnenbrink-Garcia et al., 2016;Pintrich, 2003;Rosenzweig & Wigfield, 2016). We followed a top-down approach by moving from a broad(er) overview on research regarding the effectiveness of science interventions to more specific interventions or intervention elements that have overlap or similarities with the present intervention program. ...
... These aspects correspond to central design principles for fostering interest-enjoyment value and attainment value (see Eccles & Wigfield, 2020), namely, the use of interesting, personally relevant, and active tasks. These practices have also been found to support students' feelings of competence, that is, through high-quality instruction with wellexplained examples (see Linnenbrink-Garcia et al., 2016;Pintrich, 2003). ...
... These activities were developed by the STEM professionals and fostered through materials that demonstrated their work, including experiential equipment (e.g., microscope, fan attached to photovoltaic panel), illustrations, infographics, game-like exercises, models, prototypes, or other supporting materials. This setup enabled the students to work as scientists as well as with scientists and was intended to increase students' STEM knowledge and enhance their autonomy (see Linnenbrink-Garcia et al., 2016;Pintrich, 2003). Minds-on activities (e.g., discussions or debates about the presented topics) were intended to additionally foster students' feelings of autonomy and to contribute to their learning and understanding (e.g., through formative assessments by and constructive feedback from the STEM professionals during the active experimentation phases). ...
Migrant students tend to underperform in Science, Technology, Engineering, and Mathematics (STEM) subjects and are less likely to pursue higher education in STEM when compared with their nonmigrant peers. Given the substantial increase in migration, this disparity has been a central concern in science education in many European countries. The purpose of this study was to investigate the effectiveness of an innovative science outreach program that brings together migrant students and STEM professionals with the same linguistic and cultural backgrounds. The program consists of one‐off workshops that follow an inquiry‐based approach and include hands‐on activities and science communication in the students' heritage language. Using surveys with adapted scales and open‐ended questions, we applied a randomized block design with waitlist control groups and repeated measures. Eighty‐three Portuguese‐speaking migrant students aged 6–17 years participated in the workshops in Germany and the United Kingdom. Results indicate that both the students and STEM professionals evaluated the program positively and that students who participated in the workshops tended to demonstrate an increase in their attainment value for science and an increase in their self‐concept of ability for the heritage language 4 weeks after the intervention when compared with students in the control condition. These effects were particularly pronounced for students with low prior motivation to study science or speak the heritage language. Our results thus show that it is possible to foster migrant students' attainment value for science and increase their self‐concept of ability regarding the heritage language through a brief science outreach intervention.
... This approach to cultivating persistence and motivational resilience across courses might enhance science identity among psychology majors, who often underestimate the scientific rigor of their discipline (Rosenzweig & Wigfield, 2016). Additional research should explore implementing motivational interventions during key transitional junctures, rather than allowing students to move forward in their program without appropriate scaffolding across challenging courses (Soicher & Becker-Blease, 2023;Linnenbrink-Garcia et al., 2016). ...
... Thus, it is critical to improve students' expectancy beliefs early, so that they do not experience the detrimental effects of low expectancy beliefs later. In order to support students' expectancy beliefs, instructors can provide clear expectations, calibrate tasks to students' existing skill level, and focus feedback on acknowledging progress(Linnenbrink- Garcia et al., 2016;Patall et al., 2022). ...
Situated expectancy-value theory is one of the most prominent theories for examining students' motivational beliefs, suggesting that both students' expectancy beliefs and task values are antecedents of important academic outcomes. Further, interactions between expectancy beliefs and task values often exist and suggest critical theoretical considerations. In this study, we examined how the interaction between students' baseline expectancy beliefs and task values (utility, attainment, interest, and cost) predicts weekly motivational beliefs in an introductory statistics course for psychology majors in the United States (N = 145) using an intensive longitudinal design. Using multilevel modeling, we found interaction effects of expectancy beliefs x attainment value on weekly competence and cost, expectancy beliefs x anticipated cost on weekly value, expectancy beliefs x interest value on weekly cost. Results suggested that having high baseline value, or low cost, may be unable to buffer against low expectancy beliefs. Theoretical and practical implications are discussed.
... Conversely, feelings can be described as private, mental experiences of emotions [12]. Linnenbrick-Garcia et al. also define valence as the differentiation of positive states of emotions such as happiness and joy from negative states like frustration and anger [11]. Moving forward, the authors subscribe to these nuanced differences between emotions, moods, and feelings. ...
... "Engineers often identify their work as rational, beyond emotion, and engineering is often characterized as purely scientific, involving technical solutions to real world problems" [11]. However, research suggests that emotions are integral to the way people teach and learn-"the emotional states of the student and teacher are relevant whether we are considering the aims or the content of education, its effects, the conditions under which learning can take place" [5, p. 223]. ...
... In other words, affective computing can play an essential role in the field of education/learning since knowledge acquisition can be significantly improved by engaging learners emotionally. Emotional information can provide insights to enhance learning (Linnenbrink-Garcia et al., 2016) through various emotional regulation interventions. ...
Affective computing is an emerging area of education research and has the potential to enhance educational outcomes. Despite the growing number of literature studies, there are still deficiencies and gaps in the domain of affective computing in education. In this study, we systematically review affective computing in the education domain. Methods: We queried four well-known research databases, namely the Web of Science Core Collection, IEEE Xplore, ACM Digital Library, and PubMed, using specific keywords for papers published between January 2010 and July 2023. Various relevant data items are extracted and classified based on a set of 15 extensive research questions. Following the PRISMA 2020 guidelines, a total of 175 studies were selected and reviewed in this work from among 3102 articles screened. The data show an increasing trend in publications within this domain. The most common research purpose involves designing emotion recognition/expression systems. Conventional textual questionnaires remain the most popular channels for affective measurement. Classrooms are identified as the primary research environments; the largest research sample group is university students. Learning domains are mainly associated with science, technology, engineering, and mathematics (STEM) courses. The bibliometric analysis reveals that most publications are affiliated with the USA. The studies are primarily published in journals, with the majority appearing in the Frontiers in Psychology journal. Research gaps, challenges, and potential directions for future research are explored. This review synthesizes current knowledge regarding the application of affective computing in the education sector. This knowledge is useful for future directions to help educational researchers, policymakers, and practitioners deploy affective computing technology to broaden educational practices.
... Helping these students develop an accurate self-concept is crucial. Teachers can facilitate this by incorporating introspective activities that encourage students to reflect on their strengths and weaknesses, helping them build a more positive self-awareness and fostering a healthy mindset (Linnenbrink-Garcia et al., 2016). ...
Although the benefits of collaborative learning across disciplines are well-established, its effectiveness hinges on the quality of execution. Motivational beliefs and emotions are crucial in students' engagement and achievement. Yet, a notable gap exists in examining these variables among students with varying proficiency levels in the context of collaborative learning. To address the gap, the present study investigated 289 fourth- and fifth-grade Hong Kong primary students’ motivational beliefs and emotions in ESL collaborative learning and explored the variation across students’ actual and self-perceived English proficiency. The findings revealed an overall high level of motivational beliefs alongside a medium level of anxiety. Structural equation modelling analyses indicated that self-perceived proficiency positively influenced students' motivational beliefs, whereas actual proficiency did not make a unique contribution. Both self-perceived and actual proficiency, as well as their interaction, reduced anxiety. Actual proficiency had a stronger negative impact on anxiety when self-perceived proficiency was high, and the influence of self-perceived proficiency was significant only when actual proficiency was high. Practical implications are discussed.
... Mengembangkan konsep dasar ini, muncul gagasan value-inexperience yang menekankan pentingnya pengalaman holistik yang dialami pelanggan dengan suatu produk atau layanan. Perspektif ini mengakui bahwa nilai tidak hanya berasal dari atribut fungsional barang atau jasa, tetapi juga dari manfaat emosional, sosial, dan epistemik yang dialami pelanggan sepanjang keterlibatan mereka dengan penawaran tersebut (Dilotsotlhe & Duh, 2020;Trinh, 2018;Hallberg, 2017;Choe & Kim, 2017;Linnenbrink-Garcia et al., 2016;Karababa & Kjeldgaard, 2013;Parahoo, 2013;Ng & Smith, 2012;Vargo & Lusch, 2012;Kainth & Verma, 2011;Winkler & Dosoudil, 2011;Gallarza et al., 2011;Raymond, 2010;Black, 2008;Lynam et al., 2007;Rintamäki et al., 2007;Smith & Colgate, 2007;Poulsson & Kalé, 2004;Sahay, 2004;Prabhaker, 2002). ...
Wardhana (2024; Buttle & Maklan, 2019) menyatakan bahwa nilai adalah persepsi pelanggan mengenai keseimbangan antara manfaat yang diperoleh dari produk atau layanan dengan pengorbanan yang dilakukan untuk merasakan manfaat tersebut. Nilai yang dirasakan pelanggan (customer perceived value) adalah konsep penting dalam bidang pemasaran, karena merepresentasikan penilaian pelanggan terhadap nilai atau kegunaan keseluruhan dari suatu produk atau layanan berdasarkan persepsi mereka tentang apa yang diterima dan apa yang diberikan. Nilai yang dirasakan pelanggan(customer perceived value) meliputi manfaat yang diberikannya bagi pelanggan maupun perusahaan, serta pengorbanan yang mungkin dihadapi pelanggan dalam memperoleh nilai ini (Wardhana, 2024; Prilutskaya et al., 2021; Roy et al., 2018; Rajala et al., 2015; Zauner et al., 2015; Paananen & Seppänen, 2013; Parahoo, 2013; Bajs & Vignali, 2010; Saili & Zhang, 2010; Rintamäki et al., 2007; Smith & Colgate, 2007; Trocchia et al., 2006; Lin & Lin, 2006; Vranešević et al., 2004; Sahay, 2004; Khalifa, 2004; Evans, 2002; Ulaga & Chacour, 2001; Dyck, 1996).Tugas pemasar profesional adalah merancang penawaran yang memungkinkan pelanggan merasakan nilai atau yang dikenal dengan istilah value proposition. Value proposition dapat didefinisikan sebagai janji eksplisit atau implisit yang dibuat perusahaan kepada pelanggannya bahwa mereka akan memberikan serangkaian manfaat yang menciptakan nilai.Value-in-exchange mengacu pada nilai moneter atau nilai pasar dari barang atau jasa, yang ditentukan oleh harga saat ditukar di pasar. Perspektif ini menekankan aspek kuantitatif dari nilai, di mana nilai suatu komoditas diekspresikan dalam nilai tukarnya relatif terhadap barang atau jasa lain. Sebaliknya, value-in-use berfokus pada persepsi subjektif tentang kegunaan atau utilitas yang diperoleh seseorang dari suatu produk atau layanan. Gagasan ini mengakui bahwa nilai barang atau jasa tidak hanya ditentukan oleh kelangkaan atau biaya produksinya, tetapi juga sejauh mana barang atau jasa tersebut memenuhi kebutuhan dan preferensi pribadi konsumen Mengembangkan konsep dasar ini, muncul gagasan value-in- experience yang menekankan pentingnya pengalaman holistik yang dialami pelanggan dengan suatu produk atau layanan. Perspektif ini mengakui bahwa nilai tidak hanya berasal dari atribut fungsional barang atau jasa, tetapi juga dari manfaat emosional, sosial, dan epistemik yang dialami pelanggan sepanjang keterlibatan mereka dengan penawaran tersebut (Dilotsotlhe & Duh, 2020; Trinh, 2018; Hallberg, 2017; Choe & Kim, 2017; Linnenbrink‐Garcia et al., 2016; Karababa & Kjeldgaard, 2013; Parahoo, 2013; Ng & Smith, 2012; Vargo & Lusch, 2012; Kainth & Verma, 2011; Winkler & Dosoudil, 2011; Gallarza et al., 2011; Raymond, 2010; Black, 2008; Lynam et al., 2007; Rintamäki et al., 2007; Smith & Colgate, 2007; Poulsson & Kalé, 2004; Sahay, 2004;Prabhaker, 2002).
... In addition, teachers teach one at a time, which makes it even more difficult to obtain a comprehensive and in-depth assessment of each student's performance in the classroom [34]. Student motivation and emotions are claimed to contribute to student engagement and learning [35]; however, translating research on motivation and emotions into educational practice and policy has so far been difficult. Although a main goal is to improve the teaching-learning process, knowing students' emotions is very significant, and it is also necessary to analyze classroom behavior to help the teacher raise the quality of teaching and learning; thus, a posteriori analytic methodologies may help teachers to reflect on the quality of teaching. ...
Emotion recognition (ER) is gaining popularity in various fields, including education. The benefits of ER in the classroom for educational purposes, such as improving students’ academic performance, are gradually becoming known. Thus, real-time ER is proving to be a valuable tool for teachers as well as for students. However, its feasibility in educational settings requires further exploration. This review offers learning experiences based on real-time ER with students to explore their potential in learning and in improving their academic achievement. The purpose is to present evidence of good implementation and suggestions for their successful application. The content analysis finds that most of the practices lead to significant improvements in terms of educational purposes. Nevertheless, the analysis identifies problems that might block the implementation of these practices in the classroom and in education; among the obstacles identified are the absence of privacy of the students and the support needs of the students. We conclude that artificial intelligence (AI) and ER are potential tools to approach the needs in ordinary classrooms, although reliable automatic recognition is still a challenge for researchers to achieve the best ER feature in real time, given the high input data variability.
... Emocionalne interakcije učenika nisu uvijek prožete njihovim pozitivnim (ugodnim, prijatnim) iskustvima, već i negativnim (neugodnim, neprijatnim) emocijama. U literaturi je prisutna neusaglašenost kada je riječ o podjeli emocija na pozitivne i negativne (Miljković i Rijavec, 2009;Linnenbrink-Garcia et al., 2016), ugodne i neugodne (Dubovicki, 2016;Vukanović, 2018;Stanković-Janković et al., 2022), prijatne i neprijatne (Milivojević, 2000). Važno je istaći da u jezičkom određenju ne postoji suštinska razlika, te će emocija zadovoljstva, ...
Cilj istraživanja je ispitati povezanost između samoprocjena učenika o prisutnosti prijatnih i neprijatnih emocija u vannastavnim aktivnostima sa opštim školskim uspjehom i školskim uspjehom iz pojedinih nastavnih predmeta, te da li postoji povezanost između procjena i samoprocjena učenika o vrijednostima vannastavnih aktivnosti sa opštim školskim uspjehom i školskim uspjehom iz pojedinih nastavnih predmeta. Primijenjen je instrument Upitnik vannastavnih aktivnosti u školi (VNAUŠ), kao i evidentne liste za bilježenje zaključnih ocjena i opšteg školskog uspjeha. Rezultati istraživanja ukazuju da su ostvarene slјedeće korelacije: pozitivna veza između opšteg školskog uspjeha i prijatnih emocija, negativna veza između opšteg školskog uspjeha i neprijatnih emocija i pozitivna veza između procjena i samoprocjena učenika o vrijednostima vannastavnih aktivnosti sa opštim školskim uspjehom i većim dijelom pozitivna veza sa školskim uspjehom iz pojedinih nastavnih predmeta. Dobijeni nalazi istraživanja ukazuju na potrebu kvalitetnijih programa vannastavnih aktivnosti u cilju podsticanja svih potencijala učenikove ličnosti, zadovoljavanja njegovih potreba i interesovanja u želji za samoaktualizacijom. U narednim istraživanjima neophodno je primijeniti različite kooperativne modele, zatim programe socijalno-emocionalnog učenja namijenjenog učenicima, te eksperimentalno provjeriti njihovu efikasnost u vaspitno-obrazovnom radu u školi. Ključne riječi: vanastavne aktivnosti, prijatne i neprijatne emocije, akademske emocije, školski uspjeh, vrijednosti vannastavnih aktivnosti. 1
... This study supports the critical role of teacher motivation in fostering a healthy teaching environment (Pelletier & Rocchi, 2016). Theoretical foundations, including the self-determination theory, reinforce the significance of intrinsic motivation in shaping teachers' behaviours and interactions with students (de Brabander & Martens, 2014;Fong, 2022;Jansen et al., 2022;Koenka, 2020;Linnenbrink-Garcia et al., 2016;Urhahne & Wijnia, 2023). This aligns with broader motivation theories, underscoring the need for a comprehensive understanding of the diverse motivational factors (Hattie et al., 2020). ...
This study investigates the impact of organizational vision, culture, and teacher salary on teacher motivation and performance at Little Sun Trilingual School in Surabaya. Acknowledging the pivotal role of teachers in education, the research explores how aligning organizational vision and culture, along with fair compensation, influences teacher motivation and performance. Using surveys and interviews with 100 teachers, the study employs a mixed-methods approach. The quantitative phase analyzes statistical relationships between organizational elements, while qualitative data provides nuanced insights into teachers' experiences. Preliminary findings indicate a significant correlation between a clear organizational vision, positive culture, and enhanced teacher motivation. The study also delves into the nuanced role of teacher salary in shaping motivation and subsequent performance. The research contributes valuable insights for educational institutions seeking to improve teacher satisfaction and performance by understanding the interplay between organizational vision, culture, and compensation. Instrument reliability was assessed using Cornbrash’s alpha on Smart PLS, revealing strong connections between organizational culture, teacher motivation, and performance. This paper discusses the varied outcomes resulting from this relationship and significantly contributes to reducing teacher turnover. By establishing specific links between organizational vision, culture, and teacher salary, the paper elucidates why these factors impact teacher motivation, subsequently influencing performance.
... Educational research (Linnenbrink-Garcia et al., 2016) suggested a variety of ways for increasing student interest and engagement in class. One effective strategy involves providing competence support, which can increase students' attention by designing tasks with challenging work, well-explained examples and encouraging feedback (Linnenbrink-Garcia et al., 2016). Furthermore, tasks should be designed to support students' autonomy by providing opportunities to participate in decision-making and acknowledging their perspectives. ...
This study introduces the ProInterest model, a novel framework designed to foster long-term student engagement in mathematics. ProInterest model identifies features that trigger initial interest and subsequently sustain student interest towards mathematics activities. We explore the interplay between these features based on a focused narrative review and demonstrate their application through a case analysis of two mathematics tasks that look different on the surface, yet can be identified to share common features fostering interest when looked through the lense of the ProInterest model. We also apply the model to tasks generated by experts and AI. We show that applying the model to identify features that can trigger and maintain student interest towards a task, one can reveal shortcomings in typical mathematics tasks: humour and creativity are typically missing, and even tasks aimed to be tailored to appeal to students may utilise unimaginative layout and structure. This research bridges a critical gap in the knowledge of interest promoting mathematics tasks by providing a practical tool for educators and instructional designers to create engaging mathematics experiences.
... Personal motivation in CPS refers to motivation aroused during the personal process and comprises perceived problem-solving capacity, willingness to complete the task, and perceived CPS values (Linnenbrink-Garcia et al., 2016). Achievement motivation, as one type of the personal motivation, indicates the willingness to finish the events properly . ...
Collaborative problem solving (CPS), as a twenty-first century skill, is critically important for both living and life-long learning. Motivation in CPS equates to students’ needs to recognize their efforts in collaboration. Given the complexity of CPS contexts, the intertwined relationship among different types of motivations was investigated using a person-centred approach to identify different configural profiles of collaborators based on PSI ( ψ ) theory. A total of 9398 Chinese students in 264 schools were included in this study. Latent profile analysis was used to identify four profiles of students with different CPS motivations: “Achievement-oriented cooperator” ( n = 773), “Instrument-oriented Cooperator” ( n = 1539), “Achievement-oriented nonteam player” ( n = 1202), and “Instrument-oriented nonteam player” ( n = 5884). Their psychological attributes and CPS behaviours were further analysed, with the following results: (1) achievement-oriented cooperators performed the best, while instrument-oriented nonteam players performed the worst; and (2) students who are achievement-oriented and value collaboration with others are more likely to engage in CPS tasks. These findings provide insights into how different motivational configurations influence CPS behaviours, offering practical implications for enhancing collaboration in educational settings.
... Student motivation and emotional experiences within PE have continued to be a highly researched and evaluated topic within the subject [3,4,14]. Motivation and emotion are not seen as separate constructs but as intertwined to explain the reasons why a goal is pursued and how it makes one feel [13,15]. Traditionally, students' subjective experiences in PE have had major ramifications on outcomes, including learning and behavior [16,17]. ...
The intent of quality high school physical education (PE) is to develop a connection with students to help enhance their desire to continue engagement beyond K-12 education. While traditional instructional approaches may produce benefits, it is important to recognize continued data suggesting reasons for decreased student motivation and participation. The purpose of this study was to investigate student responses in their perceived control, value, emotions, and intentions for future activity as it pertained to differing content areas throughout their PE curriculum. The participants included 72 9th grade students. The students participated in five instructional units: modified volleyball, spikeball, outdoor adventure, yoga, and drumfit. At the conclusion of each unit, students responded to a virtual survey utilizing previously validated instruments measuring a variety of emotional contexts. The results were analyzed using a variety of measurements. The in-depth data revealed that student intention may be more anchored in value and emotion than previously identified. Students' emotional connection to the content appears to be vital to their motivation, engagement, and intention to engage in the activity outside of PE. Based on these findings, teachers should make a concerted effort to select content based on student interests and value, instead of choosing content they find interesting and meaningful.
... The importance of instructional teaching quality in influencing various aspects of students' academic performance, such as motivation, cognitive processes, emotions, and educational outcomes, has been highlighted in research findings (Linnenbrink-Garcia, Patall, & Pekrun, 2016). Instructional teaching quality can be defined as the behaviours exhibited by teachers in the classroom that promote optimal development of students' affective, motivational, behavioural, and cognitive abilities (Sánchez Rosas & Esquivel, 2016). ...
... It is a task for educational policy to change academic institutions such that implementing these classroom structures becomes possible (Linnenbrink-Garcia et al., 2016). A case in point is policies defining assessment practices. ...
In its original version, control-value theory describes and explains achievement emotions. More recently, the theory has been expanded to also explain epistemic, social, and existential emotions. In this article, I outline the development of the theory, from preliminary work in the 1980s to early versions of the theory and the recent generalized control-value theory. I provide summaries of the theory’s evidence-based propositions on antecedents, outcomes, and regulation of emotions, including the fundamentally important role of control and value appraisals across different types of human emotions that are relevant to education (and beyond). The theory includes descriptive taxonomies of emotions as well as propositions explaining (a) the influence of individual factors, social environments, and socio-cultural contexts on emotions; (b) the effects of emotions on learning, performance, and health; (c) reciprocal causation linking emotions, outcomes, and antecedents; (d) ways to regulate emotions; and (e) strategies for intervention. Subsequently, I outline the relevance of the theory for educational practice, including individual and large-scale assessments of emotions; students’, teachers’, and parents’ understanding of emotions; and change of educational practices. In conclusion, I discuss strengths of the theory, open questions, and future directions.
... It is essential for capturing attention and motivating initial engagement, even if the individual does not have a pre-existing interest in the topic. Linnenbrink-Garcia et al. (2016) note that situational interest "can be influenced by aspects of the learning environment, such as task features, ...
This study investigates the correlation between reading comprehension skill and reading interest in high school students specifically in English texts. The main objective of this study is to examine the correlation between reading comprehension skill and reading interest in high school students especially in reading English texts. The population of this study consists of second-grade students of a public school in Kutai Kartanegara regency, with cluster sampling will be employed to determine the sample. An English comprehension test and questionnaire of reading interest will serve as the research instrument, and both correlation test and ANOVA will be utilized for data analysis to examine the correlation between reading comprehension skill and reading interest on students. After the data was analyzed with the correlation test, it showed no correlation between students’ reading comprehension and reading interest in high school. According to ANOVA, the result indicated significant differences between the group that has high level of reading interest and those that has low interest. Future research could explore additional variables that may impact reading interests, such as preferences for different genres, motivational factors, and instructional methods aimed at promoting reading for pleasure.
... Third, despite their established importance for students' learning processes 22 , students' motivation (e.g., situational interest) and emotions (e.g., joy) have not been included in ICAP-based studies to date. Regarding the enhancement of students' motivation as well as positive emotions, theories point to the relevance of learning arrangements in which students experience autonomy and control over a task, consider the task at hand useful and have a sense of belonging [23][24][25][26][27] . ...
Digital technology is considered to have great potential to promote learning in higher education. In line with the Interactive, Constructive, Active, Passive (ICAP) framework, this seems to be particularly true when instructors stimulate high-quality learning activities such as constructive and interactive learning activities instead of active and passive learning activities. Against the background of a lack of empirical studies in authentic, technology-enhanced instructional settings, we investigated the cognitive and affective-motivational effects of these learning activity modes in technology-enhanced higher education courses. To this end, we used 3.820 student assessments regarding 170 course sessions for which the teachers stated the learning activities students were engaged in. Results of multilevel structural equation modelling highlight the importance of technology-enhanced interactive learning activities for students’ perception of learning and the potential negative consequences of passive learning activities for affective-motivational outcomes. However, the superiority of constructive and interactive learning activities compared to passive and active learning activities for cognitive and affective-motivational outcomes was not supported by the findings. Instead, the findings point to potential differential effects of the individual learning activities within one activity mode. Future research should follow up on these effects to gain a more fine-grained understanding of how technology-enhanced learning activities can be optimized to enhance students’ learning outcomes.
... however, there could be mediating factors that influence their impact on performance. For instance, emotional states can affect motivation and consequently influence performance (linnenbrink-Garcia et al. 2016). Furthermore, attention could mediate emotion and performance, as emotional states influence attentional processes (Gasper and clore 2002), which in turn affect performance (Wickens 2005). ...
Extensive evaluations exist concerning the linkage between objective task demands and subsequent effects on user performance. However, the human user also experiences a range of emotions related to external task demands. Problematically, little is known about the associations between emotional valence, and arousal associated with the task demand-performance axis. In this paper, we advance a theoretical model concerning such interactive influences using three dimensions: (1) emotional valence, (2) arousal, and (3) task demand. The model evaluates the impact of these dimensions on user performance. It also identifies critical emotional user states, particularly those resulting in negative performance effects, as well as non-critical emotional states that can positively impact performance. Finally, we discuss the implications for affect-adaptive systems that can mitigate the impact of critical emotional states while leveraging the benefits of non-critical ones.
... In addition, students who possess a high level of emotional intelligence tend to be driven by internal factors, finding fulfilment in the process of learning and their own personal growth. According to Linnenbrink-Garcia, Patall [77], emotional awareness facilitates the alignment of academic attempts with personal beliefs and interests, hence enhancing the engagement and fulfilment in the learning process. In addition, they possess the skill to effectively handle emotions that could impede motivation, such as nervousness or displeasure. ...
The main objective of this study is to examine the relationship of emotional intelligence with psychological well-being and academic achievement through positive psychological characteristics among university students in China. The study was conducted with postgraduate and undergraduate students. The integration of emotional intelligence theory and positive psychological theory was used in this study. The introduced framework included emotional intelligence as the main independent variable, self-efficacy, motivation, and resilience as three mediators, and psychological well-being and academic achievement as two dependent variables. A survey was conducted among 518 students, and structural equation modelling was used to analyse the data. The study found that emotional intelligence was positively related to positive psychological characteristics, psychological well-being, and academic achievement, and the effects were stronger among postgraduate students. Also, positive psychological characteristics, which include self-efficacy, motivation, and resilience, mediate the relationship between emotional intelligence and psychological well-being and academic achievement, and the relationship was stronger among postgraduate students. Proper coping strategies and mechanisms can be helpful to improve both psychological well-being and academic achievement at the same time among university students.
... Learner affect can be divided into five key categories: engagement, curiosity, boredom, confusion and frustration (Bosch and D'Mello, 2017). Positive emotions are linked with highquality learning and increased learner effort and persistence (Lin et al., 2023), whereas negative emotions are linked with less favorable outcomes (Linnenbrink- Garcia et al., 2016). Learner curiosity and "joyous exploration" can be encouraged via autonomy of choice (Schutte and Malouff, 2019) and increasing perceived self-efficacy can increase satisfaction (Yu, 2022). ...
Purpose
Programming education is being rapidly transformed by generative AI tools and educators must determine how best to support students in this context. This study aims to explore the experiences of programming educators and students to inform future education provision.
Design/methodology/approach
Twelve students and six members of faculty in a small technology-focused university were interviewed. Thematic analysis of the interview data was combined with data collected from a survey of 44 students at the same university. Self-determination theory was applied as an analytical framework.
Findings
Three themes were identified – bespoke learning, affect and support – that significantly impact motivation and learning outcomes in programming education. It was also found that students are already making extensive use of large language models (LLMs). LLMs can significantly improve learner autonomy and sense of competence by improving the options for bespoke learning; fostering emotions that are conducive to engendering and maintaining motivation; and inhibiting the negative affective states that discourage learning. However, current LLMs cannot adequately provide or replace social support, which is still a key factor in learner motivation.
Research limitations/implications
Integrating the use of LLMs into curricula can improve learning motivation and outcomes. It can also free educators from certain tasks, leaving them with more time and capacity to focus their attention on developing social learning opportunities to further enhance learner motivation.
Originality/value
To the best of the authors’ knowledge, this is the first attempt to explore the relationship between motivation and LLM use in programming education.
... Based on the reported benefits of other small psycho-social interventions, that include increased academic competence, effort contribution, interest, and motivation, we expected to see improvements in aspects of student affect as a result of our interventions (Linnenbrink-Garcia et al., 2016). But, given the differing natures of the two interventions, we anticipated the impacts to differ as well. ...
Students from historically excluded groups are more likely to persist in STEM if they believe that what they learn can provide them with tools to better their communities. One way to achieve this is to contextualize course content in ways that empower students to develop positive identities with science. Given the disproportionate ostracism of persons excluded based on ethnicity or race (PEERs) from STEM degree programs, we examined student responses to incorporating modules that emphasized either the relevance of course content or whole-person development into discussion sections of a large-enrollment introductory environmental sciences course. Reflection activities in the relevance sections emphasized how the course content related to societal problems of interest, while reflection activities in the whole-person development sections focused on how to use college and career to live a fulfilled, productive life. To measure the impact of these different reflection modules, we administered pre−/post-surveys with questions that queried life satisfaction, science motivation, sense of belonging, and expectations for college. Results demonstrate that women, Asian students, and students with neither parent attending college demonstrated significant increases in specific aspects of student affect like personal science motivation, life satisfaction and/or sense of belonging regardless of intervention type. Small psycho-social interventions like these can be added to existing course structures to improve student affect and potentially serve as a steppingstone to bigger course reforms.
... The theoretical approaches and findings summarized above suggest numerous ways to prevent or reduce academic boredom (see also Linnenbrink-Garcia et al., 2016). Perhaps one of the most promising approaches to minimizing boredom is to increase students' perceived value of academic tasks and content, for example, emphasizing the relevance of classroom activities to students' daily lives (see Durik & Harackiewicz, 2007;Hidi & Renninger, 2006;Hulleman & Harackiewicz, 2009;Piesch et al., 2020;Renninger & Hidi, 2016; on the effects of value enhancement on academic boredom, see Held & Hascher, 2022). ...
... For example, despite building competence in a skill(s), having autonomy in choice, and even feeling related to others, students may perceive a learning experience as boring. Youth emotions and their emotional connection to the learning experiences are inextricably intertwined with their motivation (Linnenbrink-Garcia et al., 2016). However, it is important to note that emotions (i.e., enjoyment; anger) are what youth use to describe how their feeling during the learning experience and in relation to their achievement (Mouratidis et al., 2009;Simonton et al., 2023). ...
Purpose : Limited research has examined the Sport Education instructional model and its use with high school athletic teams. The purpose of this study was to see if the model could be utilized as an effective approach to preparing and training youth golf athletes in a motivating way, specifically in the off-season. Method : Participants ( N = 9) were placed on teams for a total of eight practice sessions. A mixed-method analysis via survey analysis of motivational basic needs, emotions, and competencies, and focus group interviews occurred. Results : Interviews revealed that the Sport Education format enhanced enjoyment and group connection. Survey data indicated that autonomy support from instructor, enjoyment, and all three motivational needs (i.e., competence, relatedness, autonomy) trended upward. Shame, anger, and anxiety trended down. Discussion/Conclusion : The Sport Education model provides a unique opportunity for coaches to create a learning environment that is friendly, fun, and supportive of player development.
... Motivation, in essence, involves the guiding of actions, thoughts, and emotions towards both conscious and subconscious objectives. It serves the purpose of initiating and sustaining behavior, as articulated by various scholars (Brophy, 2004;Götz, 2011;Linnenbrink-Garcia et al., 2016). In the school context research suggests that it arises from the interplay between individuals within the social environment of the classroom and school (Urdan and Schoenfelder, 2006) and it is considered a fundamental education variable as it is a critical component of learning (Andermann and Dawson, 2011;Cavas, 2011;Murayama et al., 2013). ...
Purpose. Artificial intelligence (AI) has a significant impact on education, but little is known about how primary and lower secondary school students perceive AI in learning. This study aims to explore both student and teacher motivation and self-efficacy in relation to students’ perceptions of AI in learning.Design/methodology/approach. Data from 907 primary and lower secondary school students and 53 corresponding class teachers from German speaking Switzerland was collected through questionnaires. Analysis was conducted using doubly multilevel structural equation modeling (ML-SEM).Findings. Analysis revealed that students’ motivation to learn with digital media is significantly linked to their perception of AI at the individual level. Furthermore, students’ self-efficacy plays a crucial role for their motivation, with girls exhibiting lower self-efficacy to learn with digital media compared to boys. At the class level, teacher motivation to integrate digital media in teaching was significantly positively associated with student motivation.Originality. This study is among the first to investigate primary and lower secondary school students’ perceptions of AI. It distinguishes itself by considering both student and teacher variables in a ML-SEM.Practical Implications. The research highlights the importance of fostering students’ self-efficacy and motivation to learn with digital media, particularly among female students. Additionally, it emphasizes the need for a supportive and motivating teacher-student dynamic to create a more positive perception of AI in learning. These findings provide valuable insights for integrating AI in primary and lower secondary school settings.
... Positive emotions, generally associated with enhancing motivation, are posited to contribute to optimising intrinsic load, fostering working memory function, and facilitating creative and prosocial behaviours. This is supported by the ability of positive emotions to serve as effective retrieval cues for longterm memory [62][63][64][65]. ...
Contemporary educators have increasingly recognised the diversity of their student population and, hence, have attempted to use multimodal teaching methods for additional student learning benefits. One popular example is repurposing film and TV content for higher education pedagogies. However, integrating these materials into teaching effectively often proves more complex than lecturers might anticipate. This entry investigates the merits and challenges of using FF/TV in teaching to determine the factors that impact development of an effective FF/TV pedagogy for student learning, through an interdisciplinary review of the existing literature, followed by a qualitative survey and semi-structured interviews with lecturers across disciplines at Australian universities. Using visual literacy theory, cognitive load theory, and dual coding theory, data analysis reveals that the pros and cons of integrating film and TV in teaching are in fact interconnected, and the main role of the teacher is to pedagogically balance them. Evidence-based and theory-grounded suggestions for application are detailed throughout the discussions.
... Emotion is also an important consideration when discussing the teaching persona. Emotions are judgements and feelings towards particular events (Linnenbrink et al., 2016). According to Pi et al., (2022) if teachers are positive then relationships are equally positive which in turn creates good outcomes for all stakeholders (e.g. ...
Teachers are entertainers. They perform to a myriad of audiences in any given day, in part to students in a classroom, to parents or collegues in the staffroom. These performances need to be carefully scuplted and managed to ensure that the audience engages with each presentation. This paper discusses the complex nature of the construction of the teaching persona through a triangulated approach that intersects media, sociology and education by utilising autoethnography and textual analysis to explore how teachers create and maintain a persona in contemporary society.
... The studies linking positive emotions to achievement show that joy, hope, and pride positively correlate with students' academic self-efficacy, academic interest and effort, and overall achievement [16]. Positive emotions are hypothesized to facilitate approach-related activities, and these activities are likely to provide academic benefits, particularly as the student moves toward a desired goal [17,18]. ...
One of the needs of the teaching and learning processes is the lack of information during the process, such as the emotions of students. Emotions influence learning, the ability to process information and accurately understand what we are dealing with. They profoundly affect students’ academic engagement and performance. One new way of getting such information is monitoring students' emotions. This research aims to expose 6 groups of secondary school students to video recordings for further analysis and categorization of their emotions. A model of emotional recognition (ER) during classroom learning was designed, with a custom-made code, from recorded videos to images to identify faces, action units (AUs) and consequently the emotions of each of the students shown on the screen. In addition, the ER model was optimized, from detecting few students to many students during a class. Emotions were then analysed according to the academic year, subject, and comparing the emotions at the beginning and at the end of the class. The results indicate the presence of a variety of emotions in the classroom and we found significant differences in the presence of some emotions depending on the time of class, subject and academic year, although there are no clear patterns. We discussed how emotions influence students' academic performance, and we suggest future research focus on teachers utilizing tools like this to improve student well-being and performance.
... practice cannot yet be derived. However, it seems likely that the following factors can help to develop adaptive achievement emotions and prevent or reduce maladaptive emotions (Pekrun, 2014;Linnenbrink et al., 2016): ...
La flexibilité cognitive, qualifiée par Clément (2022) comme étant la « pierre angulaire des apprentissages », est bien plus qu’une simple capacité d’adaptation. Elle facilite la découverte de solutions innovantes et originales et favorise un transfert de connaissances harmonieux d’une situation à une autre. Elle demeure pourtant sous-exploitée dans les pratiques pédagogiques actuelles, trop souvent centrées sur la mémorisation et l’application automatique de procédures. Situées à la croisée de la psychologie cognitive, de la pédagogie et des technologies éducatives, nos recherches se sont donné pour objectif d’explorer l’influence de cette flexibilité cognitive et de mieux comprendre son rôle dans divers domaines d’apprentissage, notamment en résolution de problèmes de proportionnalité et en maîtrise de la conjugaison du présent de l’indicatif.
Dans cette perspective, nous avons mené une série d’expérimentations fondées sur la catégorisation flexible, afin d’apprendre aux élèves à dépasser les indices de surface des situations pour appréhender pleinement la structure profonde des concepts étudiés. Cette approche vise à développer des comportements flexibles permettant aux élèves d’adapter leurs stratégies aux divers contextes rencontrés. Ces interventions ont été menées dans des classes de CM2 en réseau d’éducation prioritaire renforcé. Les résultats montrent que les élèves ayant bénéficié de nos interventions ont amélioré leurs compétences par rapport à ceux du groupe témoin.
Par ailleurs, la crise sanitaire a bouleversé le paysage éducatif, accélérant l’intégration des outils numériques et imposant l’enseignement à distance à une échelle sans précédent. Ce contexte nous a conduits à nous interroger sur l’impact de ces technologies éducatives dans l’expression de la flexibilité cognitive. Aussi, afin de comprendre si ces outils soutiennent ou au contraire limitent le développement d’une pensée flexible à l’école, nous avons souhaité inclure dans cette thèse une étude portant sur l’enseignement à distance. Les résultats montrent que, lorsqu’elles sont bien intégrées, ces technologies peuvent soutenir la flexibilité cognitive tout en améliorant l’attention des élèves, favorisant ainsi l’acquisition des compétences visées.
En conclusion, cette thèse démontre, de manière transversale, la pertinence des approches fondées sur la catégorisation flexible dans divers domaines d’apprentissage. Elle insiste, en conséquence, sur la nécessité d’intégrer des informations au sujet de la flexibilité cognitive dans les différents cursus de formation des enseignants afin qu’ils puissent encourager son expression dans leurs pratiques quotidiennes, en particulier à travers une utilisation réfléchie des outils numériques.
Research on classroom motivational climates and microclimates—students’ shared and idiosyncratic perceptions of motivational classroom features—demonstrates their importance for fostering adaptive motivational and achievement-related outcomes. However, a lack of coherent theoretical guidance about the nature of students’ classroom climate perceptions has yielded numerous conceptualizations and measurement approaches for these processes. Further, although existing theories and conceptualizations vary in the specific motivational climate features they propose, considerable conceptual overlap exists among them. Working toward conceptual clarity, theoretical integration, and guidance for measurement, we performed a systematic review to identify prominent measurement trends in motivational climate research. Results revealed teacher autonomy support and classroom goal structures as the most frequently measured classroom climate qualities. We observed a wide variety of validity evidence for the measures; in particular, a low incidence of studies assessed the factor structure and considered the multilevel nature of climate data, with most treating climate perceptions as student-level phenomena. In addition to providing a much-needed guide of existing measurement practices, this systematic review lays a foundation for the continued theoretical advancement of motivational climate. We call for more rigorous reporting of validity evidence, rationales for measure selection, and the underlying assumptions guiding measure selection when conducting classroom climate research, as well as focused development of instruments targeting less-frequently measured climate constructs.
Learning holistically engages emotion and cognition, yet education often overlooks affective processes. This chapter explores their dynamic interplay through a comprehensive literature review examining theories on how emotions shape learning. The aims are to establish an evidence-based framework emphasizing the intentional integration of factors like motivation, curiosity, and self-efficacy with cognitive objectives in instructional design. The methodology includes synthesizing foundational theories and empirical studies, then exemplifying transformative potential through case studies demonstrating enhanced engagement and holistic development when addressing emotions. Results reveal that emotions can enable adults to take risks, overcome barriers, and achieve meaningful change through learning. Also, emotion and cognition are fundamentally intertwined; practical pedagogical approaches must integrate intellectual to unlock human potential. The chapter proposes an Emotional Learning Design framework for an impactful education through person-centered humanistic instructional practices.
According to Pekrun et al. (2023), the construct of achievement emotions has been operationalized through three dimensions: (1) valence (i.e., pleasant/unpleasant emotions), (2) arousal (i.e., activating/deactivating emotions), and (3) temporal relation (i.e., prospective, in-activity and retrospective emotions). Based on these three dimensions, Pekrun et al. (2023) has proposed the taxonomy of achievement emotions as a 2 × 2 × 3 dimensional structure. To date, a robust questionnaire is still lacking to measure state achievement emotions in reference to the 2 × 2 × 3 Pekrun’s et al. (2023) model. Therefore, the purpose of this study was to develop three valid and reliable questionnaires measuring students’ prospective, in-activity and retrospective state achievement emotions in physical education. Four stages were followed: (1) based on a literature review on achievement emotions and a committee process validation, preliminary versions of the three questionnaires were built; (2) the factor structures and internal reliabilities were established in a first study with 1159 secondary school students; (3) the factor structures were confirmed by comparing confirmatory factor analyses and exploratory structural equation modeling in a second study with 1019 secondary school students; (4) internal and concurrent validities were assessed with 656 students. The stages followed for the development of the three questionnaires demonstrated strong support for their psychometric properties and factor structures.
L’objectif de cet article est d’identifier et de comparer les inducteurs des émotions positives et négatives ressenties par des élèves du secondaire en EPS dans le cadre de cinq formats de jeu en badminton. Les perceptions de 58 lycéens (24 filles et 34 garçons – Mâge = 15,01, Ec = 0,25) ont été recueillies à l’aide d’un questionnaire basé sur la méthode des incidents critiques (Flanagan, 1954). Les élèves devaient raconter le moment le plus marquant vécu au sein de chaque format, juste après l’avoir pratiqué. L’analyse inductive des incidents critiques recueillis a permis de rendre compte et de comparer l’impact des dispositifs proposés par l’enseignant sur les émotions positives et négatives des élèves. La discussion invite notamment à porter une attention particulière aux émotions des filles et à la sensibilité à l’espace de jeu, mais également à relativiser l’impact du seul format de jeu sur les émotions des élèves. Plus globalement, c’est l’impact émotionnel des formats de jeu en badminton qui est interrogé dans l’optique de la formation des enseignants d’EPS, en lien avec le projet de conception et d’exploitation d’« affective learning design ».
Learning can generally be categorised into three domains, which include cognitive (thinking), affective (emotions or feeling) and psychomotor (physical or kinesthetic). In the learner model, acknowledging the affective aspects of learning is important for a range of learner outcomes, including motivation, persistence, and engagement. Learners’ affective states can be detected using physical (e.g. cameras) and physiological sensors (e.g., EEG) in online learning. Although these detectors demonstrate high accuracy, they raise privacy concerns for learners and present challenges in deploying them on a large scale to larger groups of students or in classroom settings. Consequently, researchers have designed an alternative method that can recognise students’ affective states at any point during online learning from their interaction with a computer-based learning platform (i.e. intelligent tutoring systems) without using any sensors. Existing sensor-free affect detectors however, are less accurate and not directly generalisable to other domains and systems. This research focuses on developing generalisable sensor-free affect detectors to identify students’ frustration during online learning using machine learning classifiers. The detectors were built by identifying minimal optimal features associated with frustration from the high-dimensional feature space through a series of experiments on a real-world students’ affective dataset, which are generalisable across various learning platforms and domains. To evaluate their accuracy and generalisability, the detectors’ performance was validated on two independent datasets collected from different educational institutions. The experimental results show that cost-sensitive Bayesian classifiers can achieve higher affect detection accuracies with a small number of generalisable features compared to other classifiers.
This study explores the relationship between autonomy support and intrinsic motivation among Grade 4 learners. Utilizing a descriptive correlation research design, data was collected from 100 Grade 4 students in Davao City using an adapted survey instrument. The study evaluates three autonomy support indicators: providing meaningful choices, encouraging input and feedback, and offering rationale for tasks and activities. Results demonstrate a remarkably high level of intrinsic motivation among Grade 4 learners, with very extensive mean scores for enjoyment, interest, and perceived competence. The overall mean of suggests a widespread manifestation of intrinsic motivation within the sampled population. The subsequent analysis confirms a significant positive correlation between autonomy support and intrinsic motivation, rejecting the null hypothesis. The study further identifies that providing meaningful choices, encouraging input and feedback, and offering rationale for tasks and activities significantly influence intrinsic motivation. These findings hold implications for educational policymakers, school leaders, teachers, and learners, emphasizing the importance of integrating autonomy-supportive practices to enhance intrinsic motivation in Grade 4 classrooms. Future researchers are encouraged to explore the specific factors contributing to high levels of intrinsic motivation and its long-term impact on diverse student populations.
The Covid-19 pandemic had an immense effect on teaching and learning during 2020. The fast shift to online examinations in reaction to the pandemic and subsequent lockdown underlines the significance of motivationally enriched and emotionally supportive instruction through this stressful time. It cannot be assumed that all students had the same access to online assets or internet-equipped devices such as laptops or tablets. Not all students coped well, as an analysis of student remarks in a qualitative study indicates. The purpose of this exploratory case study was to analyse student reports on emotions experienced during the first fully online assessments in the Postgraduate Certificate in Education (PGCE) in order to develop an understanding of the motivating and supportive learning environments in online teaching. A total of 20 students from an open and distance learning university were purposefully selected to answer 15 questions related to their learning needs and, in particular, emotional challenges during lockdown. The study drew on a theoretical framing of five motivational design principles, which link emotions to academic performance. The 17 participants all had access to mobile phones and 12 to laptops for participation in online academic activities. The emotions experienced most by the students varied from anxiousness to restlessness, associated with technology access, and the trend was that emotions were shared mostly with family and friends. The findings are discussed in terms of the need to support student emotions in a fully online university course during these stressful times.
The surge of online learning has reshaped education by enhancing accessibility and flexibility. However, concerns about learning persistence and engagement in this context have emerged. This study targeted learning persistence and engagement in both asynchronous and synchronous online learning, and tried to investigate the difference in learning persistence and engagement between the two learning
modes. Meanwhile, we were interested in how autonomous academic motivation and time management affect learning persistence and learning engagement and how these relationships differ in the two learning modes. Survey data from 306 Chinese university students were collected with four well-established scales. Results showed that learning engagement and persistence levels were higher in synchronous than asynchronous online learning mode. Autonomous academic motivation positively influenced both engagement and persistence, with learning engagement mediating the academic motivation-persistence
relationship across two online learning modes. Importantly, time management skills moderated the relationship between autonomous academic motivation and learning persistence solely in the synchronous online learning mode. In other words, the effect of autonomous academic motivation on learning persistence was stronger when time management ability was higher in the synchronous online learning mode. Findings of the study hold implications for educators and institutions striving to enhance the effectiveness of online education.
In recent years, there has been growing interest in studying digital marketing education. Prior research approaches marketing education from the perspective of change and challenges. Digitalization causes changes in pedagogy and curriculum design and creates challenges for educators and students to stay up to date. What is not well understood is what employers demand for digital marketing skills. The purpose of this article is to explore marketing education and especially the challenges from a multifaceted perspective of students, teachers and marketing professionals working in business. The qualitative data consists of fourteen open theme interviews with marketing professionals from different industries, four in-depth interviews of marketing teachers and two focus group interviews with teachers, and two focus group interviews with students. We have identified six different challenges that contemporary marketing practices pose in business, marketing education and learning. We describe these challenges as opposing themes that represent broad skills needed in the marketing profession. In addition, the opposing themes contribute to explain why the marketing field is so challenging. This study contributes to the marketing education literature by providing a deeper understanding of the marketing field for curriculum development. Keywords: digital marketing, marketing education, marketing capability, marketing career, marketing skills gap
A large body of evidence shows that many ungrading practices are as good or better than conventional approaches at supporting learning outcomes. Much of the research on student perceptions of ungrading, however, is based on individual case studies which, although informative, are often anecdotal, not systematically implemented, and tend to emphasize the instructor’s perspectives. Building on this literature, we offer a systematic study that asks: how do students perceive pedagogical practices designed by instructors to support an ungrading strategy? To answer this question, we conducted a survey of students across a range of disciplines and a variety of ungrading approaches to assess how they perceive their learning experiences in these courses as compared to others. Findings indicate that students generally perceive that ungrading practices improve their relationship with their instructor; enhance their engagement, agency, enjoyment, and interest; foster their intrinsic motivation and focus on learning; and facilitate their creativity. While many students reported reduced stress, others reported that the unfamiliarity and uncertainty of ungrading increased their stress. Gaining a better understanding of how students react to these pedagogical techniques can help instructors improve their practices.
One challenge of teaching and learning the lack of information during these processes, including information about students’ emotions. Emotions play a role in learning and processing information, impacting accurate comprehension. Furthermore, emotions affect students’ academic engagement and performance. Consideration of students’ emotions, and therefore their well-being, contributes to building a more sustainable society. A new way of obtaining such information is by monitoring students’ facial emotions. Accordingly, the purpose of this study was to explore whether the use of such advanced technologies can assist the teaching–learning process while ensuring the emotional well-being of secondary school students. A model of Emotional Recognition (ER) was designed for use in a classroom. The model employs a custom code, recorded videos, and images to identify faces, follow action units (AUs), and classify the students’ emotions displayed on screen. We then analysed the classified emotions according to the academic year, subject, and moment in the lesson. The results revealed a range of emotions in the classroom, both pleasant and unpleasant. We observed significant variations in the presence of certain emotions based on the beginning or end of the class, subject, and academic year, although no clear patterns emerged. Our discussion focuses on the relationship between emotions, academic performance, and sustainability. We recommend that future research prioritise the study of how teachers can use ER-based tools to improve both the well-being and performance of students.
This study investigated the relationship between Achievement Motive, Achievement Goals and mood states of 13 Brazilian under-21 volleyball athletes during a competition. The participants answered three questionnaires, measuring the concepts of interest, one hour before the last pre-competition training and before six matches. The results revealed a high level of Achievement Motive, competence related to task requirements and mood states linked to hope and interest. Although the motivational factors did not show statistically significant differences throughout the competition, eight mood states showed statistically significant variations. This study contributes to the understanding of the relations between motivation and subjective states during training sessions and matches.
In this chapter a theory of motivation and emotion developed from an attributional perspective is presented. Before undertaking this central task, it might be beneficial to review the progression of the book. In Chapter 1 it was suggested that causal attributions have been prevalent throughout history and in disparate cultures. Studies reviewed in Chapter 2 revealed a large number of causal ascriptions within motivational domains, and different ascriptions in disparate domains. Yet some attributions, particularly ability and effort in the achievement area, dominate causal thinking. To compare and contrast causes such as ability and effort, their common denominators or shared properties were identified. Three causal dimensions, examined in Chapter 3, are locus, stability, and controllability, with intentionality and globality as other possible causal properties. As documented in Chapter 4, the perceived stability of a cause influences the subjective probability of success following a previous success or failure; causes perceived as enduring increase the certainty that the prior outcome will be repeated in the future. And all the causal dimensions, as well as the outcome of an activity and specific causes, influence the emotions experienced after attainment or nonattainment of a goal. The affects linked to causal dimensions include pride (with locus), hopelessness and resignation (with stability), and anger, gratitude, guilt, pity, and shame (with controllability).
This meta-analysis provides an extensive and organized summary of intervention
studies in education that are grounded in motivation theory. We identified
74 published and unpublished papers that experimentally manipulated
an independent variable and measured an authentic educational outcome
within an ecologically valid educational context. Our analyses included 92
independent effect sizes with 38,377 participants. Our results indicated that
interventions were generally effective, with an average mean effect size of
d = 0.49 (95% confidence interval = [0.43, 0.56]). Although there were
descriptive differences in the effect sizes across several moderator variables
considered in our analyses, the only significant difference found was for the
type of experimental design, with randomized designs having smaller effect
sizes than quasi-experimental designs. This work illustrates the extent to
which interventions and accompanying theories have been tested via experimental
methods and provides information about appropriate next steps in
developing and testing effective motivation interventions in education.
On the basis of a new model of motivation, we examined the effects of 3 dimensions of teacher (n = 14) behavior (involvement, structure, and autonomy support) on 144 children's (Grades 3-5) behavioral and emotional engagement across a school year. Correlational and path analyses revealed that teacher involvement was central to children's experiences in the classroom and that teacher provision of both autonomy support and optimal structure predicted children's motivation across the school year. Reciprocal effects of student motivation on teacher behavior were also found. Students who showed higher initial behavioral engagement received subsequently more of all 3 teacher behaviors. These findings suggest that students who are behaviorally disengaged receive teacher responses that should further undermine their motivation. The importance of the student-teacher relationship, especially interpersonal involvement, in optimizing student motivation is highlighted.
Achievement has been, and remains, a topic of continuing concern for societies, institutions, groups, and the individuals who compose them. Factors that result in achievement are many and varied, but it is widely assumed that one of its primary elements is motivation. Numerous theoretical perspectives on the nature and nurture of motivation exist; one theory that has garnered considerable attention in recent years is achievement goal theory (also referred to as goal orientation theory). We summarize here the major ndings and assumptions, both past and current, of this theoretical perspective and its implications for schooling. We conclude with a commentary on remaining challenges and future directions.
The present study sought to investigate the effects of a multidimensional educational intervention on high school students’ motivation and engagement. The intervention incorporated: (a) multidimensional targets of motivation and engagement, (b) empirically derived intervention methodology, (c) research-based risk and protective factors, (d) established practices that nurture optimal youth development, (e) use of interpersonally skilled staff, and (f) evidence-based programming. Using a pre-/post-treatment/control group design, it was found that the self-complete intervention brought about significant shifts in motivation and engagement. Specifically, findings showed that the treatment group made positive motivation shifts on key dimensions including task management, persistence, anxiety, failure avoidance, and uncertain control. Moreover, against a large weighted external comparison group, the treatment group made positive shifts on valuing, mastery orientation, planning, task management, persistence, failure avoidance, uncertain control, and self-handicapping. Taken together, these findings attest to the potential for multidimensional educational interventions for enhancing students’ motivation and engagement.
Purpose: This chapter presents empirical evidence on the effects of attributional retraining (AR), a motivation-enhancing treatment that can offset maladaptive explanatory mind-sets arising from adverse learn- ing experiences. The evidence shows that AR is effective for assisting col- lege students to adapt to competitive and challenging achievement settings.
Design/methodology/approach: This chapter describes the character- istics of AR protocols and details three primary advances in studying AR efficacy in terms of achievement performance, psychosocial outcomes, and processes that mediate AR-performance linkages. The psychological mechanisms that underpin AR effects on motivation and performance are outlined from the perspective of Weiner’s (1974, 1986, 2012) attribution theory.
Findings: Laboratory and field studies show that AR treatments are potent interventions that have short-term and long-lasting psychosocial, motivation, and performance benefits in achievement settings. Students who participate in AR programs are better off than their no-AR counter- parts not just in their cognitive and affective prospects, but they also outperform their no-AR peers in class tests, course grades, and grade- point-averages, and are more persistent in terms of course credits and graduation rates.
Originality/value: This paper contributes to the emerging literature on treatment interventions in achievement settings by documenting key advances in the development of AR protocols and by identifying the next steps critical to moving the literature forward. Further progress in under- standing AR efficacy will rest on examining the analysis of complex attributional thinking, the mediation of AR treatment effects, and the boundary conditions that moderate AR treatment efficacy.
Many important learning tasks feel uninteresting and tedious to learners. This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks. This proposal was supported in 4 studies with over 2,000 adolescents and young adults. Study 1 documented a correlation between a self-transcendent purpose for learning and self-reported trait measures of academic self-regulation. Those with more of a purpose for learning also persisted longer on a boring task rather than giving in to a tempting alternative and, many months later, were less likely to drop out of college. Study 2 addressed causality. It showed that a brief, one-time psychological intervention promoting a self-transcendent purpose for learning could improve high school science and math grade point average (GPA) over several months. Studies 3 and 4 were short-term experiments that explored possible mechanisms. They showed that the self-transcendent purpose manipulation could increase deeper learning behavior on tedious test review materials (Study 3), and sustain self-regulation over the course of an increasingly boring task (Study 4). More self-oriented motives for learning-such as the desire to have an interesting or enjoyable career-did not, on their own, consistently produce these benefits (Studies 1 and 4). (PsycINFO Database Record (c) 2014 APA, all rights reserved).
Because challenges are ubiquitous, resilience is essential for success in school and in life. In this article we review research demonstrating the impact of students’ mindsets on their resilience in the face of academic and social challenges. We show that students who believe (or are taught) that intellectual abilities are qualities that can be developed (as opposed to qualities that are fixed) tend to show higher achievement across challenging school transitions and greater course completion rates in challenging math courses. New research also shows that believing (or being taught) that social attributes can be developed can lower adolescents’ aggression and stress in response to peer victimization or exclusion, and result in enhanced school performance. We conclude by discussing why psychological interventions that change students’ mindsets are effective and what educators can do to foster these mindsets and create resilience in educational settings.
The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed. The relationships of goal setting to other theories are described as are the theory’s limitations.
The authors investigated patterns of change in three middle grade teachers’ beliefs and practices about motivation in mathematics during a yearlong professional development project with a university researcher. Four principles of motivation (and corresponding instructional strategies) were introduced in this sequence: supporting students’ competence, belongingness, autonomy, and making learning meaningful. Teachers enacted strategies in their classrooms, were observed and interviewed, and discussed and reflected on results during monthly meetings. Enactment of motivation strategies was related to changes in mathematics instruction for some teachers. Results reflect the importance of situating motivation strategies in content area instruction and providing adequate support for teacher conceptual change. The authors examine both personal and contextual explanations for changing instructional practices and the obstacles to such changes.
A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired basic research on motivation. Seven substantive questions are then suggested as important directions for current and future motivational science research efforts. They include (1) What do students want? (2) What motivates students in classrooms? (3) How do students get what they want? (4) Do students know what they want or what motivates them? (5) How does motivation lead to cognition and cognition to motivation? (6) How does motivation change and develop? and (7) What is the role of context and culture? Each of the questions is addressed in terms of current knowledge claims and future directions for research in motivational science.
Teachers can modify their instructional strategies with minimal training and effort, and this can result in increases in their students’ self-efficacy. Self-efficacy judgments are based on four sources of information: an individual's own past performance, vicarious experiences of observing the performances of others, verbal persuasion that one possesses certain capabilities, and physiological states. Individuals use these four sources of information to judge their capability to complete future tasks. Teachers who capitalize on the influence of the strongest of these sources—past performances, observations of others as models, and verbal persuasion—produce more confident students.The following instructional strategies increase student self-efficacy:•Reviewing lesson accomplishments from the previous day, posting the current lesson's objectives prior to instruction, drawing attention to the lesson objectives as they are covered, and reviewing the lesson objectives at the end of the lesson.•Asking students to record each day on a calendar something new they learned that day or something at which they excelled.•Prompting students who perform poorly to attribute their failures to lack of effort and encouraging them to try harder.•Drawing students’ attention to their growth and complimenting them on their specific skills.•Using student models early to demonstrate some aspects of a lesson to remind them that other students like themselves are mastering the material and therefore they can master it also.Teachers who use these strategies on a daily basis produce students who are more confident in their academic skills.
A recurring paradox in the contemporary K-12 classroom is that, although students educationally and developmentally benefit when teachers support their autonomy, teachers are often controlling during instruction. To understand and remedy this paradox, the article pursues three goals. First, the article characterizes the controlling style by defining it, articulating the conditions under which it is most likely to occur, linking it to poor student outcomes, explaining why it undermines these outcomes, identifying its manifest instructional behaviors, and differentiating it from an autonomy-supportive style. Second, the article identifies seven reasons to explain why the controlling style is so prevalent. These reasons show how pressures on teachers from above, from below, and from within can create classroom conditions that make the controlling style both understandable and commonplace. Third, the article offers a remedy to the paradox by articulating how teachers can become more autonomy supportive. Three essential tasks are discussed. Special attention is paid to practical examples of what teachers can do to support students' autonomy.
This study examines two interventions for altering achievement goals in an effort to enhance academic success in struggling Introductory Psychology students. The procedures involved an in-class lecture and an interactive computerized tutorial. Both procedures were successful in altering motivation. This led to changes in study activities and increased examination and course grades. In fact, the rate of failure was cut in half in the students who completed the interventions. However, the procedures were not as successful at attracting students who were at risk for academic failure. Only 12% of the target students completed the first intervention while 55% of the target students completed the computerized tutorial. Participation in the computerized intervention was enough to markedly reduce the number of failing grades earned by the class as a whole. Additions and alterations to the interventions are proposed to extend their efficacy. (Contains 4 tables and 2 figures.)
This investigation examined the effects of providing choices among homework assignments on motivation and subsequent academic performance. Students were randomly assigned within classrooms either to receive a choice of homework options or to be assigned an option for all homework in one instructional unit. Conditions were reversed for a second instructional unit. Results revealed that when students received a choice of homework they reported higher intrinsic motivation to do homework, felt more competent regarding the homework, and performed better on the unit test compared with when they did not have a choice. In addition, a trend suggested that having choices enhanced homework completion rates compared with when no choices were given. In a second analysis involving the same students, the importance of perceived provision of choice was examined in the context of student perceptions of their teachers' support for autonomy more broadly defined. Survey data showed that the relationship between perceptions of receiving autonomy support from teachers and intrinsic motivation for schoolwork could be fully accounted for by students' perceptions of receiving choices from their teachers. The limitations and implications of the study for research and practice are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom structures are described in terms of how they make different types of achievement goals salient and as a consequence elicit qualitatively different patterns of motivation. Task, evaluation and recognition, and authority dimensions of classrooms are presented as examples of structures that can influence children's orientation toward different achievement goals. Central to the thesis of this article is a perspective that argues for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other. The ways in which interventions must address the independency among these structures are discussed in terms of how they influence student motivation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Investigated how the self-efficacy and achievement of 72 children (aged 8 yrs 6 mo to 10 yrs 10 mo) were influenced by their observing peer models learn a cognitive skill. Within this context, the effects of modeled mastery and coping behaviors were explored. Ss were children who had experienced difficulties learning subtraction with regrouping operations in their classes. Ss were pre- and posttested on measures of subtraction self-efficacy, skill, and persistence. Ss observed a same-sex peer demonstrate either rapid (mastery model) or gradual (coping model) acquisition of subtraction skills, observed a teacher model demonstrate subtraction operations, or did not observe a model. Ss then judged self-efficacy for learning to subtract and received subtraction training. Observing a peer model led to higher self-efficacy for learning, posttest self-efficacy, and achievement than did observing the teacher model or not observing a model. Ss who observed the teacher model scored higher than no-model Ss on these measures. No significant differences due to type of peer modeled behavior (mastery/coping) were obtained on any measure. (31 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Effects of instructional context on intrinsic and extrinsic motivation have been examined with a variety of studies. This quasi experiment compared students receiving an instructional intervention designed to increase intrinsic motivation with students receiving traditional instruction. Concept-oriented reading instruction (CORI) integrated reading and language arts with science inquiry. It emphasized learning goals, real-world interaction (hands-on science activities), competence support (strategy instruction), autonomy support (self-directed learning), and collaboration. Traditional classrooms had the same content objectives and comparable teachers but different pedagogy. Children in CORI classrooms scored higher on motivation than did children in traditional classrooms, with effect sizes of 1.94 for curiosity and 1.71 for strategy use. Grade-level differences were found for recognition and competition. The results show that classroom contexts can be constructed to influence motivational outcomes positively. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Children's sense of relatedness is vital to their academic motivation from 3rd to 6th grade. Children's (n = 641) reports of relatedness predicted changes in classroom engagement over the school year and contributed over and above the effects of perceived control. Regression and cumulative risk analyses revealed that relatedness to parents, teachers, and peers each uniquely contributed to students' engagement, especially emotional engagement. Girls reported higher relatedness than boys, but relatedness to teachers was a more salient predictor of engagement for boys. Feelings of relatedness to teachers dropped from 5th to 6th grade, but the effects of relatedness on engagement were stronger for 6th graders. Discussion examines theoretical, empirical, and practical implications of relatedness as a key predictor of children's academic motivation and performance. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Assessed the relative effects of positive and negative feedback on males' and females' intrinsic motivation and attempted to replicate findings by the present authors (see record
1984-30609-001) regarding the mediating effects of feelings of competence on the verbal feedback/intrinsic motivation relation. 30 male and 30 female undergraduates performed an interesting task and received either positive or negative feedback relative to their performance. Ss then filled out intrinsic motivation and feelings of competence scales. Results show that, relative to negative feedback, positive feedback led to higher levels of intrinsic motivation and competence feelings for both males and females. Results of the path analysis involving verbal feedback, competence feelings, and intrinsic motivation revealed a picture clearly in line with a mediating model. (French abstract) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
On the basis of a new model of motivation, the authors examined the effects of 3 dimensions of teacher (
n = 14) behavior (involvement, structure, and autonomy support) on 144 children's (Grades 3–5) behavioral and emotional engagement across a school year. Correlational and path analyses revealed that teacher involvement was central to children's experiences in the classroom and that teacher provision of both autonomy support and optimal structure predicted children's motivation across the school year. Reciprocal effects of student motivation on teacher behavior were also found. Students who showed higher initial behavioral engagement received subsequently more of all 3 teacher behaviors. These findings suggest that students who are behaviorally disengaged receive teacher responses that should further undermine their motivation. The importance of the student–teacher relationship, especially interpersonal involvement, in optimizing student motivation is highlighted. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Emotions are ubiquitous in academic settings, and they profoundly affect students’ academic engagement and performance. In this chapter, we summarize the extant research on academic emotions and their linkages with students’ engagement. First, we outline relevant concepts of academic emotion, including mood as well as achievement, epistemic, topic, and social emotions. Second, we discuss the impact of these emotions on students’ cognitive, motivational, behavioral, cognitive-behavioral, and social-behavioral engagement and on their academic performance. Next, we examine the origins of students’ academic emotions in terms of individual and contextual variables. Finally, we highlight the complexity of students’ emotions, focusing on reciprocal causation as well as regulation and treatment of these emotions. In conclusion, we discuss directions for future research, with a special emphasis on the need for educational intervention research targeting emotions.
This chapter presents an overview of the assumptions and corollaries of the control-value theory of achievement emotions, as well as some of its implications for educational practice. The control-value theory provides a theoretical framework making it possible to integrate constructs and assumptions from a variety of theoretical approaches to emotions in education and to achievement emotions more generally. Empirically, many facets of the theory have consistently been corroborated in qualitative and quantitative investigations. However, the assumptions provided by the theory on how to design emotionally sound learning environments for students, and occupational environments for teachers, have yet to be tested in empirical intervention studies. There is evidence that educational interventions can reduce students' test anxiety. The control-value theory implies that shaping educational environments in adequate ways can help to change achievement emotions other than anxiety as well. Future research should systematically explore measures to help both students and teachers to develop adaptive achievement emotions, prevent maladaptive emotions, and use their emotions in productive and healthy ways.
The Next Generation Science Standards embody a new vision for science education grounded in the idea that science is both a body of knowledge and a set of linked practices for developing knowledge. The authors describe strategies that they suggest school and district leaders consider when designing strategies to support NGSS implementation.
There is a growing body of research on situational interest (SI). Yet, we still know relatively little about how SI is supported in the classroom and the academic benefits of SI.
The current study investigated (1) contextual antecedents of SI; (2) potential benefits of SI for academic outcomes; and (3) SI as a mediator of classroom practices to academic outcomes.
Participants were 126 male and female adolescents (mean age = 14.6 years) who took part in a science course during a 3-week residential summer programme for talented adolescents.
Participants completed self-report measures prior to the start of the summer programme and at the end of the programme. Summer programme instructors completed ratings of students' engagement during the programme.
Multiple regression analyses were conducted to investigate the three study aims. After controlling for initial individual interest, perceived choice, instructor approachability, and course connections to real life were statistically significant predictors of SI during the summer programme, with varying associations observed based on the form of SI (triggered, maintained-feeling, and maintained-value). SI was positively related to individual interest and perceived competence in science at the end of the programme as well as teacher-rated engagement; SI also mediated the associations of classroom practices with these outcomes.
Results suggest that classroom practices shape SI. In turn, SI supports motivation and engagement. Moreover, differentiated antecedents and outcomes of the three sub-components of SI were identified, highlighting the utility of this three-component approach for studying SI.
The authors explored whether manipulating feedback influenced cognition, motivation, and achievement in an undergraduate chemistry course. They measured students (N = 250) achievement goals, test anxiety, self-efficacy, and metacognitive strategy use at the beginning and end of the semester. After completing the first set of questionnaires, students were randomly assigned to 1 of 4 conditions: (a) control, (b) mastery feedback, (c) performance-approach feedback, and (d) combined mastery/performance-approach feedback. In each condition, students received a raw performance score for each weekly quiz they completed online and, for the treatment conditions, additional feedback reflective of that specific feedback condition. Results provide evidence for the multiple goals perspective (specialized pattern) wherein performance-oriented feedback was beneficial for some outcomes, whereas mastery feedback was beneficial for other outcomes.
The purpose of this review was threefold. First, the theorized sources of self-efficacy beliefs proposed by A. Bandura (1986) are described and explained, including how they are typically assessed and analyzed. Second, findings from investigations of these sources in academic contexts are reviewed and critiqued, and problems and oversights in current research and in conceptualizations of the sources are identified. Although mastery experience is typically the most influential source of self-efficacy, the strength and influence of the sources differ as a function of contextual factors such as gender, ethnicity, academic ability, and academic domain. Finally, suggestions are offered to help guide researchers investigating the psychological mechanisms at work in the formation of self-efficacy beliefs in academic contexts.
Students’ achievement task values, goal orientations, and interest are motivation-related constructs which concern students’ purposes and reasons for doing achievement activities. The authors review the extant research on these constructs and describe and compare many of the most frequently used measures of these constructs. They also discuss their development during childhood and adolescence. They review the research on the relations of these constructs to achievement outcomes, and their relations to each other both contiguously and over time. Suggestions for future research include testing theoretically derived predictions about how students’ achievement values, goal orientations, and interest together predict various achievement outcomes; and examining how their relations with one another become established and change over time.
Achievement goal researchers and theorists have relied primarily on the distinction between performance goals and mastery goals in differentiating competence-based strivings. In this article, an argument is made for incorporating the distinction between approach and avoidance motivation into the performance-mastery dichotomy. Historical, theoretical, and empirical reasons for attending to the approach-avoidance distinction are offered, and a revised, trichotomous framework of achievement goals comprising mastery, performance-approach, and performance-avoidance goals is described and reviewed. This trichotomous framework is discussed in the broader context of a hierarchical model of achievement motivation that attends to the motivational foundation underlying achievement goals per se. Avenues for further theoretical development are also overviewed, including consideration of a mastery-avoidance goal construct.
The authors examined how 2 types of goal setting (process vs. outcome), self-evaluation (presence vs. absence), and organizational signals (presence vs. absence) affected student ability to perform a set of procedural skills, namely animating slides created via presentation software. They also examined how these variables influenced a variety of affective outcomes, including students' self-efficacy, satisfaction with their performance, evaluation of the instruction, and attributions of success or lack of success in acquiring the skills. Using a 2 X 2 X 2 (Goal Setting X Self-Evaluation X Organizational Signals) design, 96 ninth- and tenth-grade students were randomly assigned to 1 of 8 versions of a print-based instructional module designed to teach slide-animation skills. Results indicated that students in the process goal condition reported a higher degree of self-efficacy, more satisfaction with their performance, and more strategic attributions than students in the outcome goal condition. Moreover, among students who were not directed to self-evaluate their own work, those students in the process goal condition demonstrated a higher level of animation skills, self-efficacy, and satisfaction, and rated the instruction more positively than did their counterparts in the outcome goal group. Self-evaluation also had a positive effect on student skill acquisition, particularly for students in the outcome goal condition. Organizational signals did not have any effect on any of the dependent measures. These results are discussed from a social cognitive perspective of self-regulation.
This article provides an overview of recent interest research, focusing on the conceptualization, measurement, and generation of interest. It includes work that reflects differing theoretical backgrounds, research traditions, domains, and participants. Research on interest needs to be theoretically grounded if it is to be generally applicable and inform practice. Investigators must consider their own research questions, including learners’ age and characteristics of the learning context, in relation to the range of conceptualizations in the field. Whereas researchers’ questions should drive research on interest, their conceptualization of interest should inform their choice of measures. In addition, research addressing the ways in which interest might be generated and/or supported to develop should be aligned with both the conceptualization and measurement(s) of interest.
Attempted to refine and extend R. White's (1959) model of effectance motivation, with particular emphasis on its developmental implications. This expanded model focuses on the following: the need to isolate components of effectance motivation at different developmental levels, an examination of the effects of failure as well as success, the relationship between task challenge and the degree of pleasure experienced, the role of social agents and the reinforcing environment, the developmental internalization of a self-reward system, the need to examine the relative strength of both intrinsic and extrinsic motivational orientations, certain correlates such as perceived competence and perceived control as consequences and mediators of one's motivational orientation. The need to translate theoretical concepts into researchable formulations which can be empirically tested within a developmental context is emphasized. (45 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In this chapter, the authors review the rewards literature and conclude that this research unambiguously shows that intrinsic and extrinsic motivation can be in conflict. However, they further suggest that this is just one way that intrinsic and extrinsic motivation may be related, and they review more recent research suggesting that intrinsic and extrinsic motivation can also work orthogonally or in tandem to affect behavior. They argue that to understand motivation as it works in such real-life contexts as education, one must begin by acknowledging these multiple and complex relationships. (PsycINFO Database Record (c) 2012 APA, all rights reserved)