Motivating Humans: Goals, Emotions, and Personal Agency Beliefs

Ford, Martin E.

doi:10.4135/9781483325361

Cited by 860 publications

(928 citation statements)

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“…As our review has shown, such perceived influence of context factors has been recognized as a salient factor related to teachers' attitudes toward science in a number of studies (Appleton & Kindt, 1999;Carleton et al, 2008;Lumpe et al, 2000). The importance of context factors is also endorsed by the motivation systems theory (Ford, 1992), which states that, in addition to capability beliefs, context beliefs are important factors that may determine behavior.…”

Section: Reconsidering Self-efficacy and Context Beliefsmentioning

confidence: 71%

“…Psychological theories on the relationship between attitudes and behavior (e.g., the TPB or Ford's motivation systems theory; see Ford, 1992) also recognize self-efficacy as an important attitudinal factor. In the TPB, self-efficacy is part of the concept of perceived behavioral control, one of several factors that are hypothesized to influence behavioral intention.…”

Section: Reconsidering Self-efficacy and Context Beliefsmentioning

confidence: 99%

“…In the TPB, self-efficacy is part of the concept of perceived behavioral control, one of several factors that are hypothesized to influence behavioral intention. Ford's motivation systems theory states that an individual's performance is the result of several factors, including capability beliefs (Ford, 1992). Capability beliefs are beliefs that individuals hold about their own ability to perform particular behaviors and these beliefs can be regarded as synonymous to self-efficacy (Ford, 1992;Lumpe et al, 2000).…”

Section: Reconsidering Self-efficacy and Context Beliefsmentioning

confidence: 99%

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Primary teachers' attitudes toward science: A new theoretical framework

2011

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Attention to the attitudes of preservice and inservice primary teachers toward science is of fundamental importance to research on primary science education. However, progress in this field of research has been slow due to the poor definition and conceptualization of the construct of primary teachers' attitude toward science. This poor theoretical background has led to the use of a multitude of different concepts and measurement instruments. The main goal of this article is to present a new and comprehensive theoretical framework for primary teachers' attitudes toward science. The framework is based on an extensive review of previously used concept definitions of the construct. It is argued that this framework should serve as a necessary conceptual basis for future research and interventions in this domain, as well as for the construction of valid measurement instruments. © 2011 Wiley Periodicals, Inc. Sci Ed 96:158–182, 2012

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Section: Reconsidering Self-efficacy and Context Beliefsmentioning

confidence: 71%

Section: Reconsidering Self-efficacy and Context Beliefsmentioning

confidence: 99%

Section: Reconsidering Self-efficacy and Context Beliefsmentioning

confidence: 99%

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Primary teachers' attitudes toward science: A new theoretical framework

2011

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“…Following earlier researchers (such as Ford, 1992, andAustin &Vancouver, 1996), we differentiate (a) goal content and (b) goal processes. Goal content is defined as the content of the desired state, for example 'complete all my schooling' or 'get my own place' (Chang, Chen, Greenberger, Dooley & Heckhausen, 2006) or the state which is to be avoided, for example 'unemployment' or 'divorce' (Malmberg & Norrgård, 1999).…”

mentioning

confidence: 99%

Adolescent goal content and pursuit: A review of the literature from the past 16 years

Massey

Gebhardt

Garnefski

2008

Developmental Review

215

219

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a b s t r a c tThe aim of this article is to provide an overview and discussion of the literature from various areas of psychology on adolescent goal content and pursuit since the publication of Nurmi's review in 1991. Ninety-four studies were identified which incorporated a measure of adolescent goal content/processes. We explore and discuss the theories employed in these studies, methods of goal measurement, and the findings presented in the studies. Adolescent goal content and pursuit appear to be influenced by various sociodemographic and psychological factors. In turn, goal content, goal pursuit and (un)successful goal attainment are related to adolescent behavior, health and well-being. Limitations and suggestions for further research are discussed.

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“…Research shows that teachers can encourage students to create such plans and articulate their goals, leading to productive engagement patterns. (Ford 1992;Latham and Locke 1991;Harackiewicz and Sansone 1991).…”

Section: Key Individual Motivational Factorsmentioning

confidence: 99%

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Hannula

Martino

Pantziara

et al. 2016

ICME-13 Topical Surveys

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The purpose of this publication is to record the current state of the art in research on mathematics-related affect. Research on mathematics-related affect is varied in theories and concepts. Rather than trying to address all perspectives in one chapter, we have identified significant strands of research and invited colleagues from these strands to each write a short section summarizing the state of the art in that strand.The concepts and theories pertaining to the affective domain can be mapped along three dimensions (Hannula 2012). The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. In this Topical Survey, motivation is covered in Sect. 2.5 (Middleton, Jansen, and Goldin), which also discusses how emotions and beliefs relate to motivation; Sects. 2.2 (Pantziara) and 1.2.3 (Zhang and Morselli) are on beliefs; and Sect. 2.1 (Di Martino) on attitude more or less cross-cuts through all these categories. The second dimension is movement from rapidly fluctuating state to more stable trait. All of the sections in this chapter focus on trait-type affect while only Sect. 2.5 (by Middleton, Jansen, and Goldin) discusses both of these dimensions (referred to as "in the moment" and "long term"). The last dimension covers the theorizing level, which has three main levels in mathematics-related affect: physiological (embodied), psychological (individual), and social. Mathematics-related affect has mainly been studied using psychological theories and consequently most sections discuss only such research. The so-called social turn (Lerman 2000) in mathematics education is in this Topical Survey mainly reflected in Sect. 2.4 (Heyd-Metzuyanim, Lutovac, and Kaasila) on identity, but Sect. 2.5 (Middleton, Jansen, and Goldin) on motivation also has both a section which discusses the social level and how it interplays with the individual level and a section on self-efficacy which highlights the emerging research on the collective efficacy of collaborative groups. The physiological level

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Motivating Humans: Goals, Emotions, and Personal Agency Beliefs

Cited by 860 publications

References 0 publications

Primary teachers' attitudes toward science: A new theoretical framework

Primary teachers' attitudes toward science: A new theoretical framework

Adolescent goal content and pursuit: A review of the literature from the past 16 years

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

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