Motivation and studying in high school science

Nolen, Susan Bobbitt; Haladyna, Thomas M.

doi:10.1002/tea.3660270204

Cited by 138 publications

(102 citation statements)

References 12 publications

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“…Expectancies are influenced by past achievement outcomes but also by the individuals' interpretation of past outcomes, perceived ability for the task, and perception of the task, particularly task difficulty. Expectancies are related to task choice and performance in a number of achievement domains including mathematics (Eccles, 1984;Eccles et al, 1983;Feather, 1988;Greene et al, 1999;Meece et al, 1990), science Nelson, 1999, 2000;Greenfield, 1997;Kahle et al, 1993;Nolen and Haladyna, 1990;Sullins et al, 1995), English (Eccles et al, 1983(Eccles et al, , 1993Feather, 1988;Wigfield et al, 1991Wigfield et al, , 1997, instrumental music and sports (Eccles et al, 1983(Eccles et al, , 1993Wigfield et al, 1991Wigfield et al, , 1997.…”

Section: Expectancy-value Theorymentioning

confidence: 99%

Gender and Orientations Toward the Future: Links to Motivation

Greene

DeBacker

2004

Educational Psychology Review

150

106

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Literature on future orientation and motivation was examined for gender differences. Research revealed gender differences from five theoretical orientations: achievement motivation, future time orientation, possible selves, expectancy-value, and social-cognitive. Some of those differences seemed best explained in terms of generational differences in gender role expectations. Gender differences were found in extension and density of future goals. Men had further extension but fewer goals than women. Evidence suggested that women's future expectations have become more similar to men's in the career realm, although women also have maintained their focus on interpersonal goals. An implication is that schools are a potentially powerful sociocultural context that can encourage students to envision futures that are not constrained by gender, race/ethnicity, or other stereotypes.KEY WORDS: achievement motivation; gender; future time orientation; motivation and sociocultural contexts.Although much of the theory and research on motivation is concerned with short-term striving (Raynor, 1970) and proximal goals (Manderlink and Harackiewicz, 1984), there is a rich history of motivation research that examines the role of people's orientation toward the future (e.g., Gjesme, 1981a;Husman and Lens, 1999;Lens et al., 2001;Raynor, 1970). This research has provided evidence that future-oriented motivation is related to performance in the present (e.g., Gjesme, 1981a;Raynor, 1970), task engagement and persistence (Lens et al., 2001), and intrinsic motivation (Manderlink and Harackiewicz, 1984). In other words, evidence suggests 1 Department of Educational Psychology, University of Oklahoma, Norman, Oklahoma. 2 Correspondence should be addressed to Barbara A. Greene, University of Oklahoma, 820 Van Vleet Oval, Norman, Oklahoma 73019-2041; e-mail: barbara@ou.edu. 92Greene and DeBacker that future orientation can be a powerful motivator of current behavior. There is also evidence, however, that future orientation can be detrimental to motivation when people are highly anxious about a future event and more motivated to avoid failure than to experience success (Gjesme, 1983a(Gjesme, , 1996. Indeed, there are a number of ways in which the relationship between future orientation and motivation can vary as a function of individual characteristics (Gjesme, 1996).In light of the evidence for potential benefits to intrinsic motivation and achievement from future-oriented motivation and of the evidence for individual differences, we examined gender differences in future orientation and how those differences might be linked to motivation to learn. We suspected that the same socialization forces that are believed to be responsible for sex role prescriptions and commonly observed gender differences may operate to produce gender differences in both the content of future goals and in the extent to which individuals are oriented toward the future. As Wigfield and Eccles (2002) noted, although there is evidence that sex differences in achievement ha...

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Section: Expectancy-value Theorymentioning

confidence: 99%

Gender and Orientations Toward the Future: Links to Motivation

Greene

DeBacker

2004

Educational Psychology Review

150

106

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“…The same motivational constructs were employed to explain achievement behavior in domains as dissimilar as business, reading, or sport (e.g., Dweck, 1986;Nicholls, 1989). Recently, motivation researchers have argued that these theories are too general and that to understand students' achievement behavior, it is necessary to study domainspecific motivation patterns (Bandura, 1994;Nicholls et al, 1989;Nolen & Haladyna, 1990;Wigfield, 1997). Even within domains, researchers are striving to understand the relation between general patterns of achievement behavior and characteristics of particular materials, tasks, and social settings (Boekaerts, 1995;Turner, 1995).…”

Section: Motivation To Read and Writementioning

confidence: 99%

Constructing Literacy in the Kindergarten: Task Structure, Collaboration, and Motivation

Nolen¹

2001

Cognition and Instruction

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This ethnographic study explores kindergarten children's emergent motivation to read and write, its relation to their developing concepts of reading and writing (Guice & Johnston, 1994;Johnston, 1997;Turner, 1995), and to their teachers instructional goals and classroom norms. Teachers and students together constructed legitimate literate activity in their classrooms, and this construction framed the motivation of students who were at risk for developing learning disabilities in reading and writing. Specifically, the kinds of reading and writing activity that were sanctioned in each class and the role of student-student collaboration colored students' views of the purposes of literacy and their own ability to learn. Findings extend our understanding of how young children's literacy motivation influences, and is influenced by, their classroom literacy culture. Implications for early literacy instruction for children with learning disabilities, and for their continuing motivation to read and write, are discussed.The purpose of this study was to explore children's emergent motivation to read and write and its relation to their developing sense of what reading and writing are (Guice & Johnston, 1994;Johnston, 1997;Turner, 1995). I examine how teachers and students together construct literate activity in their classrooms and how that construction frames the motivation of students who may be at risk for developing learning disabilities in reading and writing because of difficulties with the phonologic code, orthographic code, or both. 1

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“…En resumen, los estudiantes motivados por aprender encuentran en las actividades un valor intrínseco y suelen abordar estrategias cognitivas más elaboradas, con un elevado grado de reflexión y de relación de conocimientos (Ames, 1992;Meece, Blumenfeld y Hoyle, 1988;Nolen, 1988;Nolen y Haladyna, 1990), lo que supone que consiguen un aprendizaje más significativo y de mayor calidad (Romero y Pérez, 2009). Este es el razonamiento básico de nuestra hipótesis: H: Los alumnos que hacen todos los trabajos voluntarios con calidad son aquellos más motivados y, por ende, son los que, al final, obtienen mejores resultados académicos.…”

Section: La Motivación Del Alumno En El Aprendizaje Y En Los Resultadosunclassified

“…Esto nos permite aceptar la hipótesis de partida. Es decir, que podemos reseñar que los estudiantes motivados por aprender y desarrollar habilidades, encuentran en las actividades voluntarias un valor intrínseco y suelen abordar estrategias cognitivas más elaboradas, con un elevado grado de reflexión y de relación de conocimientos (Ames, 1992;Meece et al, 1988;Nolen, 1988;Nolen y Haladyna, 1990), lo que conduce a un aprendizaje más significativo y de mayor calidad. Respecto a la nota de los alumnos considerando la evaluación continua, la prueba de Kruskal-Wallis resulta significativa tanto para la calificación adicional obtenida con los trabajos voluntarios (estadístico = 23.1381, p-valor = 0.001613) como para la nota del examen final (estadístico = 20.8704, p-valor = 0.003967), lo que nos lleva a rechazar la hipótesis nula de pertenencia a la misma población.…”

Section: Calificaciónunclassified

Impacto de la motivación intrínseca en el rendimiento académico a través de trabajos voluntarios: Un análisis empírico

Miñano

Campo

2014

Rev. Complut. Educ

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The students academic performance is a key aspect for all agents involved in a higher education quality program. However, there is no unanimity on how to measure it. Some professionals choose assessing only cognitive aspects while others lean towards assessing the acquisition of certain skills. The need to train increasingly adapted professionals in order to respond to the companies' demands and being able to compete internationally in a global labour market requires a kind of training that goes beyond memorizing. Critical and logical thinking are amongst written language skills demanded in the field of Social Sciences. The objective of this study is to empirically demonstrate the impact of voluntary assignments on the academic performance of students. Our hypothesis is that students who complete high quality voluntary assignments are those more motivated and, therefore, those with higher grades. An experiment with students from the "Financial Accounting II" during the academic year of 2012/13 at the Business and Economics School of the UCM was carried out. A series of voluntary assessments involving the preparation of accounting essays were proposed in order to develop skills and competencies as a complement to the lessons included in the curriculum of the subject. At the end of the course, the carrying-out or not of the essay together with its critical, reflective quality and style, were compared. Our findings show a relationship between the voluntarily presented papers of quality and the final grade obtained throughout the course. These results show that the students intrinsic motivation is a key element in their academic performance. On the other hand, the teachers role focuses on being a motivating element through the learning process.

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Motivation and studying in high school science

Cited by 138 publications

References 12 publications

Gender and Orientations Toward the Future: Links to Motivation

Gender and Orientations Toward the Future: Links to Motivation

Constructing Literacy in the Kindergarten: Task Structure, Collaboration, and Motivation

Impacto de la motivación intrínseca en el rendimiento académico a través de trabajos voluntarios: Un análisis empírico

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