Validation of the Teacher Rating of Academic Achievement Motivation

Stinnett, Terry A.; Oehler-Stinnett, Judy

doi:10.1177/073428299201000307

Cited by 14 publications

(12 citation statements)

References 27 publications

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“…Motivational measures typically consist of self-report by users, in which users answer a questionnaire with items that have to be rated on a Likert scale, often from "strongly disagree" to "strongly agree" (26)(27)(28)(29) . One such questionnaire is the Intrinsic Motivation Inventory (IMI) (30)(31) , which has been used and validated in many motivation studies (32)(33)(34)(35) , and which was used in the present study.…”

Section: Measures Subjective Measuresmentioning

confidence: 99%

The effect of different difficulty adaptation strategies on enjoyment and performance in a serious game for memory training

Nagle¹,

Novak

Wolf³

et al. 2014

2014 IEEE 3nd International Conference on Serious Games and Applications for Health (SeGAH)

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Objective: The goal of this study was to evaluate two kinds of difficulty adaptation techniques in terms of enjoyment and performance in a simple memory training game: one based on difficultyperformance matching ("task-guided") and the other based on providing a high degree of control/choice ("user-guided"). Methods: Performance and enjoyment are both critical in making serious games effective. Therefore the adaptations were based on two different approaches that are used to sustain performance and enjoyment in serious games: 1) adapting task difficulty to match user performance by leveraging the theories of zone of proximal development and flow, thus maximizing performance that can then lead to increased enjoyment and 2) providing a high degree of control and choice by using constructs from self-determination theory, which maximizes enjoyment, that can potentially increase performance. 24 participants played a simple memory training serious game in a fully randomized, repeated measures design. The primary outcome measures were enjoyment and performance. Results: Enjoyment was significantly greater in user-guided (p < 0.05), whereas performance was significantly greater in taskguided (p < 0.05). Conclusion: The results suggest that a trade-off between maximizing performance and maximizing enjoyment could be achieved by combining the two approaches into a "hybrid" adaptation mode that gives users a high degree of control in setting difficulty, but also advises them about optimizing performance.Other titles: O efeito de diferentes adaptações de dificuldade em estratégias de diversão e performance em serious games para trieno de memória El efecto de diferentes adaptaciones de dificultades en estrategias de diversion y performance en serious games para entrenamiento de memoria ABSTRACTObjective: The goal of this study was to evaluate two kinds of difficulty adaptation techniques in terms of enjoyment and performance in a simple memory training game: one based on difficulty-performance matching ("task-guided") and the other based on providing a high degree of control/choice ("user-guided"). Methods: Performance and enjoyment are both critical in making serious games effective. Therefore the adaptations were based on two different approaches that are used to sustain performance and enjoyment in serious games: 1) adapting task difficulty to match user performance by leveraging the theories of zone of proximal development and flow, thus maximizing performance that can then lead to increased enjoyment and 2) providing a high degree of control and choice by using constructs from self-determination theory, which maximizes enjoyment, that can potentially increase performance. 24 participants played a simple memory training serious game in a fully randomized, repeated measures design. The primary outcome measures were enjoyment and performance. Results: Enjoyment was significantly greater in user-guided (p < 0.05), whereas performance was significantly greater in task-guided (p < 0.05). Conclusion: The results sug...

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Section: Measures Subjective Measuresmentioning

confidence: 99%

The effect of different difficulty adaptation strategies on enjoyment and performance in a serious game for memory training

Nagle¹,

Novak

Wolf³

et al. 2014

2014 IEEE 3nd International Conference on Serious Games and Applications for Health (SeGAH)

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“…One standardized method of getting these ratings is to use the Teacher Rating of Academic Achievement Motivation (TRAAM) (Stinnett, OehlerStinnett, & Stout, 1991). The TRAAM has been shown to have construct validity with self-report measures of motivation (Stinnett & Oehler-Stinnett, 1992) and to have higher predictive validity for SAT scores than other self-report measures (Schuck, Oehler-Stinnett, & Stout, 1995).…”

Section: Measurement Of Motivationmentioning

confidence: 99%

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

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This report reviews the literature on noncognitive and other background predictors (e.g., personality, attitudes, and interests) as it pertains to graduate education. The first section reviews measures typically used in studies of graduate school outcomes, such as attrition and time to degree. A review of qualities faculty members and administrators say they desire and cultivate in graduate programs is conducted. There appears to be a divergence between the qualities faculty members say are important and the measures researchers typically use in validity studies.The second section reviews three categories of noncognitive variables that might predict outcomes (general personality factors, quasi-cognitive factors, and attitudinal factors) and the definitions, measures, correlates, and the validity of those measures. The role of background factors, both environmental and group, is part of this review.Key words: noncognitive, personality, admissions, GRE ® , selection, assessment, new constructs ii Executive SummaryMany GRE ® studies conducted in the past several years have asked faculty members about the qualities that are important to success in graduate school. A consistent finding is that graduate faculty members believe that noncognitive factors, such as motivation, creativity, personality, interests, and attitude, ought to be considered in graduate admissions (e.g., Briel et al., 2000). Many faculty members believe that including such factors would increase both fairness and the validity of the current admissions process. At the same time there is a lack of knowledge about what the scientific literature says on what the noncognitive factors are, how important they are, how they could best be measured, and on whether it might be practical to use them in admissions decisions. The purpose of this review is to address these questions. This report reviews various noncognitive factors and definitions, measures, correlates, and the validity of those measures. Graduate School Outcomes and Their DeterminantsA notional path model illustrates the relationships between noncognitive predictor factors and graduate school outcome factors. Graduate school outcome factors are divided into traditional measures of convenience and performance factors. Traditional measures are attrition, time-to-degree, and grade point average. Performance factors are domain proficiency, general proficiency, communication, effort, discipline, teamwork, leadership, and management. The noncognitive predictor factors are divided into three main categories: personality (e.g., extroversion), quasi-cognitive (e.g., metacognition), and motivation factors (e.g., self-efficacy).In addition, there are two background categories assumed to affect the noncognitive factors:environmental (e.g., mentor support) and group factors (gender and ethnicity). The review is organized according to this model. Personality FactorsA consensus has emerged within the field that there are five major personality factors: extroversion, emotional stability, agreeableness, ...

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“…Children's Attraction to Physical Activity (Brustad, 1993) Motivational Orientation in Sport Questionnaire (Weiss et al, 1985) Teacher Rating of Achievement Motivation (Stinnett et al, 1991) [ 18. What will you do to protect participants from these hazards?…”

Section: Sincerelymentioning

confidence: 99%

“…As a measure of motivated behavior, one of the students' primary physical 81 education teachers rated each student's effort and persistence using a modified version of the Teacher's Rating of Academic Achievement Motivation (Stinnett, Oheler-Stinnett, & Stout, 1991). The original version includes four factors and 29 items reflecting students' tendency to work to the best of their ability, mastery behavior (i.e., persistence in the face of difficulty, curiosity, preference for seeking optimal challenges), preference for competitive versus cooperative tasks, and difficulty in response acquisition.…”

mentioning

confidence: 99%

“…The original version includes four factors and 29 items reflecting students' tendency to work to the best of their ability, mastery behavior (i.e., persistence in the face of difficulty, curiosity, preference for seeking optimal challenges), preference for competitive versus cooperative tasks, and difficulty in response acquisition. Reliability and validity of this measure have been provided by Stinnett and colleagues in the academic domain (e.g., Schuck, Oheler-Stinnett, & Stinnett, 1995;Stinnett & Oheler, 1992). For the present study, the physical education teacher completed only the 5 items reflecting students' effort and persistence because: (a) they represent critical indices of students' motivated behavior, and (b) the inclusion of only 5 items would lessen the demands on the teacher.…”

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Intraindividual variability of self-evaluations in the physical domain: Prevalence, consequences, and sources

Amorose

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Research and theory have highlighted the influence of self-evaluations on achievement behaviors, cognitions, and affective responses. Nevertheless, the focus has primarily been on level of self-evaluations (i.e., high or low). One individual difference factor receiving increasing attention is the degree to which individuals exhibit short-term fluctuations in their self-evalu~tions (i.e., intraindividual variability). Research in developmental and social psychology has shown that intraindividual variability of global self-esteem is related to motivational and affective responses above and beyond level of self-esteem. The goal of this study was to extend the literature on self-evaluations by examining intraindividual variability of global and physical self-evaluations (i.e., global self-worth, physical self-worth, perceived physical competence). Specifically, the study examined: (a) the prevalence of intraindividual variability of global and physical selfevaluations; (b) the independent and combined influence of level and intraindividual variability of self-evaluations on motivation and affect toward physical activity; and, (c) the relationship between social sources of evaluative information and intraindividual variability. Middle school students (N = 167) ranging in age from 12-15 years (M = 13.48 years, SD = .56) completed questionnaires each day that they were in physical education class for 3 weeks (i.e., 6 occasions). Results revealed that the majority of the boys and girls exhibited fluctuations in their self-evaluations over the 3 weeks. Level of self-evaluations was the critical predictor of affect and intrinsic motivation in most analyses; however, stability of self-evaluations did make varying contributions to the prediction of intrinsic motivation and affect, but not effort and persistence. The influence ·of intraindividual variability was particularly salient for adolescents with higher levels of iii global self-worth. Students with higher but relatively less stable global self-worth exhibited lower intrinsic motivation and affect than students with higher but stable global self-evaluations. Nonsignificant relationships were found between intraindividual variability and the importance that students' placed on social sources of evaluative information. Overall, results indicated that intraindividual variability of global and physical self-evaluations should be considered along with level to gain a more complete understanding of adolescents' sport and physical activity experiences.IV ACKNOWLEDGEMENTS

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Validation of the Teacher Rating of Academic Achievement Motivation

Cited by 14 publications

References 27 publications

The effect of different difficulty adaptation strategies on enjoyment and performance in a serious game for memory training

The effect of different difficulty adaptation strategies on enjoyment and performance in a serious game for memory training

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Intraindividual variability of self-evaluations in the physical domain: Prevalence, consequences, and sources

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