A Motivated Exploration of Motivation Terminology

Murphy, P. Karen; Alexander, Patricia A.

doi:10.1006/ceps.1999.1019

Cited by 646 publications

(430 citation statements)

References 118 publications

(198 reference statements)

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“…Conceptual or construct clarity within the educational research literature has long been a problem (e.g., Alexander, Schallert, & Hare, 1991;Murphy & Alexander, 2000;Van Houtte, 2005). This concern over conceptual clarity has also been associated with the strategy literature, especially related to metacognition, self-regulation, and selfregulated learning, where explicit or well-stated definitions have often been lacking for core constructs of cognitive processing (Dinsmore, Alexander, & Loughlin, 2008).…”

Section: What Is Deep and Surface Processing?mentioning

confidence: 99%

“…The clarity of definition code was modeled from two previous systematic literature reviews Murphy & Alexander, 2000). Three broad definition categories were identified: explicit, implicit, and absent.…”

Section: Clarity Of Definitionsmentioning

confidence: 99%

“…As Murphy and Alexander (2000) pointed out, implicit or absent definitions place a heavy burden on the reader, particularly those readers with less prior experience in the field. Hence, it is difficult to understand the interpretations placed on the resulting data if it is not clear exactly how the underlying constructs are conceptualized, thereby exacerbating the problem of interpreting and organizing research findings across studies.…”

Section: Percentages Of Each Definition Category Coded From the Tablementioning

confidence: 99%

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Multidimensional Investigation of Deep and Surface Processing

Dinsmore¹

2012

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Within the psychological literature, there is the general assumption that deeper-level processing should be consistently associated with better academic performance (e.g., Block, 2009). However, studies exploring the relation between depth of processing (e.g., deep and surface processing) and learning outcomes have not produced consistent results. The argument guiding the current investigation was that these inconsistent findings regarding the relation between depth of processing and performance may be attributable to individual and situational factors that moderate this relation.Specifically, in this study, the potential moderating effects of a situational factor (i.e., text type) and an individual factor (i.e., subject-matter knowledge) on the relation between depth of processing and performance were investigated. Support for these individual and situational factors were derived from a systematic review of the literature that also examined conceptualization and operationalization of deep and surface processing. recall measure and open-ended task. Plausible explanations for these findings and implications for future research and instructional practice are discussed.

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Section: What Is Deep and Surface Processing?mentioning

confidence: 99%

Section: Clarity Of Definitionsmentioning

confidence: 99%

Section: Percentages Of Each Definition Category Coded From the Tablementioning

confidence: 99%

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Multidimensional Investigation of Deep and Surface Processing

Dinsmore¹

2012

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“…Os fatores motivacionais têm também um papel preponderante fundamentando as escolhas, a orientação a objetivos, o esforço e a perseverança na ação (Guimarães & Bzuneck, 2002;Pintrich & Schunk, 1996). A motivação é também um elemento central no âmbito das teorias acerca das metas de realização (Murphy & Alexander, 2000;Pintrich, 2000).…”

Section: Motivação E Metas De Realizaçãounclassified

“…Isso, como ficou demonstrado previamente, não sugere que representem um mesmo fator ou componente; são, em realidade, quatro dimensões de um mesmo construto motivacional, isto é, metas de realização (Murphy & Alexander, 2000;Pintrich, 2000). Esse fato não faz com que as metas sejam indistintas, ou seja, que compartilhem um mesmo sentido ou foco.…”

Section: Metas De Realização E Rendimento Acadêmicounclassified

Metas de realização entre estudantes do ensino médio: evidências de validade fatorial e consistência interna de uma medida

Gouveia

Diniz

Santos

et al. 2008

Psic.: Teor. e Pesq.

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RESUMO -O presente estudo teve como objetivo principal conhecer evidências de validade fatorial e consistência interna do Questionário de Metas de Realização para o contexto brasileiro. Complementarmente, procurou avaliar em que medida as pontuações nesse instrumento se correlacionam com indicadores de desempenho escolar. Participaram da pesquisa 307 estudantes do ensino médio de duas escolas públicas (68%) e uma particular (32%) da cidade de João Pessoa. Esses tinham idade média de 17,6 anos (DP=3,94), sendo a maioria do sexo feminino (61,2%). Os resultados da análise de Componentes Principais indicaram a pertinência de assumir uma estrutura multifatorial, com quatro componentes teorizados de metas: aprendizagemaproximação, aprendizagem-evitação, execução-aproximação e execução-evitação. Esses componentes foram corroborados por meio de análises fatoriais confirmatórias, que testaram diferentes modelos alternativos. As metas de aprendizagem-aproximação caracterizaram a maioria dos participantes e suas pontuações foram positivamente correlacionadas com o desempenho escolar. Esses resultados foram discutidos tomando em conta a literatura acerca das metas de realização.Palavras-chave: metas; realização; motivação; desempenho escolar; questionário. Achievement Goals among High School Students: Evidences of Factorial Validity and Internal Consistency of a MeasureABSTRACT -The present study aimed at knowing evidences of factorial validity and internal consistency of the Achievement Goals Questionnaire to the Brazilian milieu. Moreover, it attempted to evaluate to what extent the scores on this instrument correlate themselves with indicators of scholar performance. The participants were 307 high school students from two public schools (68%) and one private school (32%), from João Pessoa city. Their mean age was 17.6 (SD=3.94), and the most of them were female (61.2%). Results of the Principal Components analysis suggested a multi-factor structure, with four theorized components of goals: mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. All components were corroborated by confirmatory factor analyses, which tested different alternative models. The masteryapproach goals described most of the participants, and their scores were positively correlated with scholar performance. These findings were discussed based on the literature about achievement goals.Keywords: goals; achievement; motivation; scholar performance; questionnaire. No processo de ensino-aprendizagem, o aspecto motivacional parece crucial (Covington, 2000). Embora contribua a motivação do professor para ensinar, talvez mais fundamental seja o empenho dos alunos em aprender e as estratégias adotadas com tal finalidade. Um construto importante nesse contexto diz respeito à orientação à meta, isto é, o motivo básico que leva os indivíduos a demonstrarem competência ou realização. A orientação à meta, ou simplesmente meta de realização, tem despertado o interesse de pesquisadores da Educação e Psicologia (Dowson & McInerney, 20...

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Motivation and Classroom Learning

Pintrich

2003

Handbook of Psychology

192

119

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This study aims to determine: (1) class climate, learning interest, learning discipline, learning motivation, and learning outcomes; (2) the effect of class climate on learning outcomes; (3) the effect of learning interest on learning outcomes; (4) the effect of learning discipline on learning outcomes; (5) the effect of learning motivation on learning outcomes; and (6) the dominant effect between class climate, learning interest, learning discipline, and learning motivation on learning outcomes. The population in this study is a tenth grade student that consist of 175 students, a sample of 120 students with used proportionate random sampling technique. The method used is descriptive analysis and multiple linear regression analysis. The results showed that: (1) class climate can be classified good, learning interest can be classified good, learning discipline can be classified good, learning motivation can be classified good, and learning outcomes can be classified quite high; (2) there is no positive effect and significant between class climate on learning outcomes; (3) there is no positive effect and significant of learning interest on learning outcomes; (4) there is no positive effect and significant of learning discipline on learning outcomes; (5) there is no positive effect and significant of learning motivation on learning outcomes; and (6) learning motivation is the dominant variable affecting learning outcomes. Education is important thing to be developed in order to meet the future demands and goals to be achieved, this development purpose is to improve the quality in education. Education has an important role for preparing human resources for the development. Education can be considered qualified if measured from position through the role to participate in the intellectual life of the nation and promote the national culture, it is succeed if education can form a generation become smarter, has good character, moral, and personality. Education field can not be separated from teaching and learning activities. The learning process emphasizes the occurrence of interaction between students, teachers, learning methods, curriculum, facilities, and environmental aspects related to achieving the competence of learning. The success of the learning process is influenced by many factors, both from within students and from outside, such as classroom climate, interest, discipline, motivation, and so forth. Classroom

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A Motivated Exploration of Motivation Terminology

Cited by 646 publications

References 118 publications

Multidimensional Investigation of Deep and Surface Processing

Multidimensional Investigation of Deep and Surface Processing

Metas de realização entre estudantes do ensino médio: evidências de validade fatorial e consistência interna de uma medida

Motivation and Classroom Learning

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