Exploring the motivation jungle: Predicting performance on a novel task by investigating constructs from different motivation perspectives in tandem

Nuland, Hanneke J. C. Van; Dusseldorp, Elise; Martens, Rob; Boekaerts, Monique

doi:10.1080/00207591003774493

Cited by 18 publications

(11 citation statements)

References 19 publications

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“…The results obtained from the present study is in harmony with the previous research in the fields of education and psychology (Bidjerano & Dai, 2007;Pintrich, et al, 1993;Van Nuland, et al, 2010; ) which shows that effort regulation strategies are closely related to successful performance. Van Nuland, et al, (2010) and Komarraju and Nadler (2013) demonstrated that successful learners use more effort regulation strategies in their learning.…”

Section: Journal Of Language Teaching and Researchsupporting

confidence: 79%

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An Investigation into Writing Strategies and Writing Proficiency of University Students

Raoofi¹,

Binandeh²,

Rahmani³

2017

JLTR

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Abstract-This paper reports on an investigation into the relationship between writing strategy use and L2 writing proficiency. Although research into language learning strategies is extensive, only a few studies have addressed L2 writing strategies of university students. 312 undergraduate students learning English as a second language took a writing proficiency test and completed a writing strategy questionnaire. The results of the study showed that the participants generally had a relatively high level of ESL writing strategy use. It was also found that Effort regulation strategy and metacognitive strategy were reported as the first and second most frequently used writing strategies respectively, while social strategy was reported as the least frequently used category. The results also showed that students with high writing abilities reported a significantly higher level of writing strategy use compared with those who had intermediate or low writing proficiency. It was found that students with higher writing ability reported using significantly more metacognitive, cognitive, affective and effort regulation strategies than those with lower writing proficiency. The discussion of the results, implications for language classroom and writing instruction are articulated. Limitations of the study and suggestions for future research are also presented.

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Section: Journal Of Language Teaching and Researchsupporting

confidence: 79%

“…Van Nuland, et al, (2010) and Komarraju and Nadler (2013) demonstrated that successful learners use more effort regulation strategies in their learning.…”

Section: Journal Of Language Teaching and Researchmentioning

confidence: 99%

An Investigation into Writing Strategies and Writing Proficiency of University Students

Raoofi¹,

Binandeh²,

Rahmani³

2017

JLTR

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“…'I'm curious to know how I can apply these skills again'). This scale was validated in a similar context (Van Nuland et al, submitted for publication; Van Nuland et al 2010). Cronbach's α of this subscale was 0.86 in experiment 1 and 0.87 in experiment 2.…”

Section: Motivationmentioning

confidence: 99%

Testing the hierarchical SDT model: the case of performance-oriented classrooms

et al. 2011

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The self-determination theory (SDT) assumes that healthy motivation needs to be intrinsic in nature and that the basic psychological needs competence, autonomy and relatedness are prerequisites for intrinsically motivated behaviour. Intrinsically motivated students in turn show more persistence and understanding of classroom material. However, in secondary education, students often participate in performance-oriented classrooms with an extrinsic orientation and it cannot be assumed that the principles advocated by the SDT are automatically applicable in this context. We tested a model relating basic psychological needs via intrinsic motivation to persistence and performance at two waves using data from 476 students (aged 11-17 years) attending pre-vocational secondary education. Structural equation analysis showed that a partial mediation model with perceived competence also directly associated with persistence and performance fitted the data best at both waves. Interestingly, the strength of the effects varied across waves, such that relatedness and Eur J Psychol Educ (2012) The importance of classroom motivation in secondary education is undisputed. Unfortunately, there are many motivational problems in the classroom. Students in their early adolescence show a decline in motivation and interest in school (e.g. Eccles et al. 1993). Additionally, late adolescent students show a general decline in achievement and mastery goals compared to younger students (Mansfield and Wosnitza 2010).Furthermore, in class, there is a strong emphasis on performance and extrinsic motivation. Teachers evaluate and monitor learning by grading their students' performance (Ryan and Weinstein 2009). As a consequence, classroom performance is commonly assessed with tests and exams, which may lead students towards extrinsic orientations. According to the self-determination theory (SDT; Deci and Ryan 2000), under such conditions, feelings of enthusiasm and interest are in danger of being replaced by experiences of anxiety, boredom and alienation (Niemiec and Ryan 2009). Imposing external control might even disrupt students' natural tendency to learn. Therefore, the present study was designed to test the predictions generated by SDT in a predominantly extrinsically oriented context. Self-determination theory: research findingsSDT is a universal motivation theory that is presumed to apply to individuals of all age groups across all situations (Ryan and Deci 2000b). This implies that SDT can also be applied in the educational context (Reeve 2002). SDT proposes that people have a natural tendency to learn. Within SDT, the concept of motivation can either be intrinsic or extrinsic. Ryan and Deci (2000a) postulate that extrinsic motivation can vary in the degree to which it is autonomous, which results in four different sub-categories of extrinsic motivation depending on the amount of internalisation and regulatory style of adopting a specific goal. The taxonomy of human motivation contains six different motivation styles. At the lef...

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“…Intrinsic motivation represents a drive from within instead of external pressure. Though self-determination theory is not unanimously adhered to, the positive effects of this type of motivation are currently broadly agreed upon and are hardly subject to debate (e.g., Alexander & Murphy, 1998;Brophy, 2004;Hidi, 2001Hidi, , 2006Martens, Gulikers, & Bastiaens, 2004;Schunk et al, 2008;van Nuland, Dusseldorp, Martens, & Boekaerts, 2010).…”

Section: Conceptualizations Of Task-specific Motivationmentioning

confidence: 99%