The effect of experimental manipulation of student motivation on the situational representation of text

Schaffner, Ellen; Schiefele, Ulrich

doi:10.1016/j.learninstruc.2007.09.015

Cited by 51 publications

(34 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As such, deadlines (e.g., Amabile, DeJong, & Lepper, 1976), surveillance (e.g., Enzle & Anderson, 1993), tangible rewards (Deci, Koestner, & Ryan, 1999), orders and directives (e.g., Reeve, Bolt, & Cai, 1999), evaluation (Schaffner & Schiefele, 2007) have all been shown to thwart individuals' need for autonomy. It is important to underline here that contexts that are controlling are not necessarily the same as contexts that are not autonomy supportive (Deci & Ryan, 1985;Soenens et al, 2007).…”

Section: Self-determination Theory and Need Restorationmentioning

confidence: 99%

The paradoxical effect of controlling context on intrinsic motivation in another activity

Radel

Pelletier

Baxter

et al. 2014

Learning and Instruction

View full text Add to dashboard Cite

International audienceControlling instructions typically undermine intrinsic motivation. However, in line with an autonomy restoration process, we hypothesized that prior exposure to a controlling context could increase intrinsic motivation displayed in a subsequent task if this second task is devoid of autonomy threats. A correlational study in educational context provided support for this effect by showing that students reported more interest in their music class when it was preceded by a class that was controlling. This effect was replicated in an experiment wherein participants who learned to play a game in a controlling context reported more interest in a second game than those who learned the first game in a neutral context. However, this effect disappears when the two tasks were done in a similar environment. Overall, this suggests that autonomy deprived students would display more intrinsic motivation in a subsequent task if this task gives a glimpse of autonomy satisfaction

show abstract

Section: Self-determination Theory and Need Restorationmentioning

confidence: 99%

The paradoxical effect of controlling context on intrinsic motivation in another activity

Radel

Pelletier

Baxter

et al. 2014

Learning and Instruction

View full text Add to dashboard Cite

show abstract

“…Implications for precollege curricula and instruction are discussed, including the increasing emphasis on literacy learning prior to kindergarten entry and the need to address self-regulation development along with academic learning [42]. Analyses [43] also suggest significant benefits of MLRIT Readiness Project (MRP) for children's preacademic skills, as measured by vocabulary, letter-naming, and math skills. Partial support was found for improvement in children's self-regulation as a hypothesized mediator for children's gains in academic readiness.…”

Section: Resultsmentioning

confidence: 99%

Study of Test Anxiety of Freshmen Engineering Boys and Girls Students and their Academic Performance in Science & Humanities Subjects

Reddy¹,

Reddy²,

Reddy³

2016

TMLAI

View full text Add to dashboard Cite

The main aim of this learning was the effect of teaching of self-regulation on test anxiety; college achievement and met cognition in boy students, The Society under study include all boy and girl students of MLRIT. From this society 154 persons were randomly selected as sample that include experiment and control groups and 110 persons were selected for comparative analyzes. Measurement tools was Testanxiety inventory that encountered of reliability and validity. Plan of research was kind of pre-test and post-test with manage group. After of pre-test, experimental groups four week, every week, two sessions and every session, an hour to share in education class of self-regulation. After of end experimental to accomplish post test with two groups. The results of T-test show that there are significant difference between test anxiety in pre-test and post-test. Also we can see differenced levels of test anxiety between this student (22.4=low, 56.8=medium 18.4=high, 18.6 tremendous). Mean scores of test anxiety among students whose parents have academic education is higher than whom their parents don't have academic education that show parents with academic education have more stringent whereas, results of t-test show that there are no significant differences between parents with academic education and no academic education also There are no significant different in mother profession and there are significant difference between boys and girls test anxiety (t=-4.76, p<0.00). With comparison Mean of two groups discover that girls encounter higher test anxiety. Results of meta cognition analyzes show that Mean scores in post-test are higher than pre-test however analyze with t-test method show that there are not significant difference between experimental and control groups in post-test of global reading, problem-solving, support research strategies and total score. results of academic achievement analyzes show that mean scores of courses increase in post-test that show self-regulation is useful in practicable and reading courses. With comparison Mean scores in foreign language books discover that pre-test are almost similar to post-test. Besides analyze with t-test methods show that there are significant difference between experimental and control groups in English, physics, chemistry and mathematics courses (p<0.05) however there are no significant difference in mathematical methods, drawing, English and Hindi courses.

show abstract

“…In line with this, such purpose relevance instructions (McCrudden & Schraw, ) have been found to influence text processing as well as comprehension performance in prior research (e.g., Bråten & Samuelstuen, ; Linderholm & van den Broek, ). While the exact mechanisms that mediated the effect of hands‐on activities on text comprehension are not clear at this point, it should be noted that Schaffner and Schiefele () also observed an effect of brief instruction to promote intrinsic motivation on comprehension performance without a concomitant increase in text‐based reading motivation. Possible reasons why the hands‐on activities did not have a positive effect on text‐based intrinsic reading motivation in the current study are further discussed in the succeeding text.…”

Section: Discussionmentioning

confidence: 97%

Effects of different ways of introducing a reading task on intrinsic motivation and comprehension

Bråten

Johansen

Strømsø

2015

Journal Research in Reading

View full text Add to dashboard Cite

This study compared the effects of two brief prereading instructional practices – hands‐on activities and prior knowledge activation – on sixth‐graders' intrinsic motivation for reading a text and reading comprehension. Both hands‐on activities and prior knowledge activation substantially improved reading comprehension relative to a control condition where students just read to answer questions and take a test about the text content. These effects did not depend on preexisting individual differences in basic reading skill, reading motivation or topic knowledge. Hands‐on activities and prior knowledge activation did not differentially affect reading comprehension, however, nor did either of them have any effect on intrinsic motivation to read the text. If used regularly in classrooms, brief prereading practices in the form of hands‐on activities or prior knowledge activation may result in knowledge gains that accumulate to build a solid conceptual basis for further, self‐regulated learning from text.

show abstract

The effect of experimental manipulation of student motivation on the situational representation of text

Cited by 51 publications

References 38 publications

The paradoxical effect of controlling context on intrinsic motivation in another activity

The paradoxical effect of controlling context on intrinsic motivation in another activity

Study of Test Anxiety of Freshmen Engineering Boys and Girls Students and their Academic Performance in Science & Humanities Subjects

Effects of different ways of introducing a reading task on intrinsic motivation and comprehension

Contact Info

Product

Resources

About