Towards a unified theory of task-specific motivation

Brabander, Cornelis J. de; Martens, Rob

doi:10.1016/j.edurev.2013.11.001

Cited by 48 publications

(95 citation statements)

References 101 publications

(140 reference statements)

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“…Our first step toward identifying and modeling the factors that motivated ninth graders to major in a STEM discipline in high school was to choose an appropriate theoretical framework for predicting academic choice. This seemingly simple step led us to a major barrier noted by many researchers, namely a proliferation of motivation theories many of them overlapping (e.g., de Brabander & Martens, ; Schunk et al, ; Van Nuland, Dusseldorp, Martens, & Boekaerts, ). From among scores of theories (see Kearsley, ), we cite a relevant few for illustrative purposes: …”

Section: Theoretical Backgroundmentioning

confidence: 99%

Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines

et al. 2019

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On completing middle-school (ninth grade), Israeli students must choose which discipline(s) to major in upon entering high school. This study, grounded in Expectancy-Value Theory (EVT), identified and modeled the factors that contributed to students' academic choices from their own subjective perspectives. We collected qualitative and quantitative data from ninth graders in two urban middle-schools (n=295) at the school year's end. We found that (a) most students cited interest and utility value as their main motivations for choosing a science, technology, engineering, and mathematics (STEM) major, expectancies were mentioned less; (b) students who chose a STEM major had statistically significant higher scores for EVT's key predictor variables (personal attributes, "subjective task value," "expectation of success," perceived effects of environmental factors) than their counterparts who majored in non-STEM disciplines; (c) the positive perceptions of their peers' interest and ability in science contributed significantly to students' choice to major in STEM disciplines; and (d) no significant gender differences re academic choice were found. One highly unexpected finding emerged: Science Education. 2019;103:1176-1205. wileyonlinelibrary.com/journal/sce 1176 |

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Section: Theoretical Backgroundmentioning

confidence: 99%

Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines

et al. 2019

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“…Maintaining alertness under these conditions can be a challenge for students of all ages, as well as their teachers. Researchers have identified a range of instructional mechanisms and pathways through, which students might develop task‐specific motivation for learning as a basis for sustained attention and effort (de Brabander & Martens, ; Fryer & Ainley, in press), whereas a parallel body of research has considered potential physiological mechanisms on the basis of ingestion for sustaining alertness during a task, including caffeine administration (2012), scent administration (McCombs, Raudenbush, Bova, & Sappington, ), and chewing gum.…”

Section: Introductionmentioning

confidence: 99%

Chewing gum while studying: Effects on alertness and test performance

Ginns

Kim

Zervos

2018

Applied Cognitive Psychology

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Recent research has demonstrated chewing gum can enhance various cognitive processes associated with learning, but most studies have used cognitive functioning tasks (e.g., selective attention and working memory) as outcomes. Across two experiments, we investigated effects of chewing gum on self-reports of alertness and test performance following study of realistic educational materials. In Experiment 1 (n = 40), adult participants who chewed gum while studying a 20-min physiology lesson outperformed a nonchewing condition on subsequent terminology and comprehension tests, but did not report higher levels of postlesson alertness as hypothesised. In Experiment 2 (n = 39), adult participants who chewed gum while studying a 9-min lesson on a mental mathematics strategy outperformed a nonchewing condition on a subsequent problem-solving test, whereas also reporting higher levels of postlesson alertness.The results provide initial support for chewing gum while studying realistic educational materials across a range of topics and study durations.

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“…There are different and sometimes overlapping theories of motivation (de Brabander & Martens, 2013). Deci and Ryan’s (2000) self-determination theory explicitly deals with autonomy and has also been applied to the study of digital games, such as to commercial games for entertainment (Przybylski, Rigby, & Ryan, 2010; Ryan et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Voluntary vs Compulsory Playing Contexts

Rodríguez-Aflecht

Hannula-Sormunen

McMullen

et al. 2016

Simulation & Gaming

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Background. Serious games are often used in formal school contexts, in which students’ lack of control over the playing situation may have repercussions on any motivational gains. Aims and Method. The first aim was to investigate to what extent n = 579 fifth grade students in Mexico who received a mathematics serious game played it voluntarily. Then, we explored how students who played voluntarily ( n = 337) differed from those who did not by either gender or pre-test mathematical skills or motivation. The second aim was to find out whether two play contexts, the group of voluntary players and a second group consisting of students playing at school as a compulsory part of their regular mathematics lessons ( n = 482), differed in game experience, game performance, and cognitive and motivational outcomes. Results. Students from the volunteer group who played had higher pre-test mathematical skills and math interest than those who did not play. Students in this group did not otherwise differ. Compared to students from the volunteer group who played, students in the school group played for longer, completed more tasks, and enjoyed playing the game more. However, their advanced mathematical skills did not improve as much. Conclusion. Motivation did not improve regardless of play context, suggesting serious games should be implemented for their learning content rather than because they are assumed to be motivating.

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Towards a unified theory of task-specific motivation

Cited by 48 publications

References 101 publications

Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines

Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines

Chewing gum while studying: Effects on alertness and test performance

Voluntary vs Compulsory Playing Contexts

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