The relationship of work avoidance and learning goals to perceived competence, externality and meaning

Seifert, Timothy L.; O'Keefe, B. A.

doi:10.1348/000709901158406

Cited by 102 publications

(88 citation statements)

References 19 publications

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“…Co-designers' expectations were raised in the design meeting and this may have directed their attention to cues of successful implementation (i.e., selective attention, Olson et al 1996). Second, increases in sense of control (Seifert and O'Keefe 2001), sense of agency, belonging, and competencies (Mitra 2004), as well as a better understanding of the teacher's work and perspective (Cook-Sather 2002) can lead to increased engagement and a smaller distance to the teacher's view on instruction. Third, interpersonal and affective aspects are very important when students evaluate their teacher or the course created by their teacher (Johannessen et al 2002).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction

2010

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Students' perceptions of instruction are important because they direct the learning of students. The fact that teachers have only limited knowledge of these perceptions is likely to threaten the effectiveness of learning, because congruence between interpretations of an instructional intervention is necessary for its optimal use. This study examines participatory design as a strategy for taking student perceptions into account in instructional re/design. Participatory design meetings of groups of teachers and seven co-designing students in a secondary education setting identified changes to improve the regular education process. The results on changes in student perceptions, perceived-desired discrepancy, and teacher-student disagreement showed some improvement for the co-designers but, unexpectedly, limited or even negative effects for the non-co-designing students. Possible causes are discussed. Participatory design seems to have potential for improving education, but further research is needed.Keywords Instructional design Á Participatory design Á Student perspectives How students perceive instruction determines the nature and quality of their learning processes. Instruction does not influence learning directly, but students' perceptions of instruction influence learning and study behavior and eventually learning outcomes (Doyle 1977;Elen and Lowyck 1999;Entwistle and Tait 1990). Additionally, students tend to stick on learning preferences and habits and only use those elements of instruction that are

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Section: Conclusion and Discussionmentioning

confidence: 99%

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction

2010

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“…According to Garrison (1997), motivation is a key factor in self-directed learning as students are required to assume personal responsibility for both managing and monitoring their learning processes and construction of learning. However, Seifert and O'Keefe (2001) stressed that students need to feel confident, have a sense control over their learning, and consider the learning activities to be meaningful and relevant, for the effects of motivation to be maximised. Additionally, Martin (2006, p. 73) suggested that motivation and engagement both have a significant role in students' study, providing the energy and drive to work effectively, learn, and achieve to their potential.…”

Section: Literature Reviewmentioning

confidence: 99%

Learning Anywhere, Anytime: Student Motivators for M-learning

2013

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Executive SummaryThis paper documents the outcomes of a study that focused on identifying what motivates students to use mobile devices for learning and to engage in m-learning. An outcome of this study was to provide a better understanding of what educators should consider when adapting their course for mobile learners. The research included seven classes from three Australian universities. The students in this study used laptops or tablet PCs, and in three of the classes, these were provided by the university as part of a laptop/tablet program. The findings indicated that mobility was the key motivator for the use of laptops, and the learning tasks that students found to be most motivating involved accessing information, authoring (e.g., writing, blogging, note taking) and communication. . Keywords:Motivation, motivators, m-learning, mobile learning, engagement. IntroductionM-learning transcends the barriers between in-class and out-of-class experiences with opportunities for anywhere anytime learning and the potential for students to participate in educational activities beyond the limitations of traditional study environments. Hence there exists an expectation that, with access to mobile technologies and the presence of adequate wireless infrastructure, students can become effectively engaged in m-learning and that this will be of benefit to their overall learning experience (Cobcroft, Towers, Smith, & Bruns, 2006;Corbeil, Pan, Sullivan, & Butler, 2007;Gulek & Demirtas, 2005;Kim, Mims, & Holmes, 2006;Traxler 2009).In order for students to become engaged in m-learning, some self-direction in learning is required whereby students are motivated to participate in learning related activities that extend beyond the boundaries of teacher direction and formal classes. For instance, Sha, Looi, Chen, and Zhang (2012) suggest that the characteristics of mobile learning (i.e., enabling studentcentered, personal, and ubiquitous learning) provide conditions for learning anywhere and anytime, but also require learners to be motivated and to self-regulate their learning. To foster self-directed and self-regulated learning, a shift is required from teacher-and content-centered learning towards more student-centered learning environmentsMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission. Editor: John BeachboardLearning anywhere, anytime: Student motivators for M-lear...

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“…Goal theorists generally agree that more specific goals related to students" behavior occurring after they have made the decision to engage in the educational process can fall into one of four categories. Such goals are referred to as either learning goals, performance goals, social goals, or work avoidance goals [5].…”

Section: Introductionmentioning

confidence: 99%

The Trellis Theory of Adult Online Learning

Bannier¹

2014

IJIET

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Abstract-The purpose of this grounded theory study was to identify and explain factors that motivate and assist adult undergraduate students to both enroll and successfully complete an online course. Deepening our understanding of the motivation of adult, online students will assist faculty in more effectively meeting the needs of their students. Understanding the specific factors that motivate adult students to enroll in online, undergraduate courses will assist program directors in targeting their marketing and student recruitment efforts more effectively. The new understanding of adult students' motivation gleaned from this study is compared to existing motivation theories, specifically self-determination theory, goal theory, and expectancy-value theory. Similarities and differences are critically examined and a new trellis theory of online learning is presented.

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The relationship of work avoidance and learning goals to perceived competence, externality and meaning

Abstract: Emotions seem to be directly linked to goals. Teachers who foster feelings of self-assuredness will be helping students develop learning goals. Students who feel less competent, bored or have little control will adopt work avoidant goals.

Cited by 102 publications

References 19 publications

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction

Learning Anywhere, Anytime: Student Motivators for M-learning

The Trellis Theory of Adult Online Learning

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