| Chapter 1: Introduction to the Study of Motivation |
Notes from class
textbook: Pintrich, P.R., & Schunk, D.H. (1996). Motivation in Education: Theory, Research, & Applications. Englewood Cliff, NJ: Prentice Hall. |
Motivation Defined
Derived from Latin verb movere (to move)
Common-sense: Something that gets us going, keeps us moving, helps us get jobs done.
Formal Definition: the process whereby goal-directed activity is instigated and sustained.
Process
Process rather than product
Do not observe directly but rather infer it from behaviors:
choice of tasks
effort
persistence
verbalizations
Goals
Provide impetus for & direction to action
Cognitive views emphasize importance of goals
Give individual something to attain or avoid
Requires Activity
Physical -- effort, persistence, & other overt actions
Mental -- planning, rehearsing, organizing, monitoring, making decisions, solving problems, assessing progress
Geared toward goal attainment
Instigated and Sustained
Starting toward a goal is important
Involves making a commitment to change
Taking a first step
Motivational processes critically important to sustaining action
Many goals are long-term
How one responds to difficulties, problems, failures, and setbacks encountered
What is a Theory?
A scientifically acceptable set of principles advanced to explain a phenomenon
Provides a framework for interpreting environmental observation
Helps link research and education
Enables us to organize research findings around a common reference point
What are Hypotheses?
Are assumptions that can be empirically tested
State what conditions ought to accompany or follow other variables
Motivation Research Paradigms
| Type | Qualities |
| Correlational | Examines relations that exist between variables |
| Experimental | One or more variables are altered & their effects on other variables are assessed |
| Qualitative | Concerned with intensive description & interpretation of meanings |
| Laboratory | Project conducted setting |
| Field | Project conducted where participants typically go to school, learn, work, and so on |
Indices of Motivation
Choice of tasks -- selecting task under free-choice
Effort -- high effort, even on difficult material
Persistence -- working for longer time, even when obstacles encountered
Achievement -- choice, effort, & persistence raise task achievement (indirect)
Assessing Motivation
Direct observations
Ratings by others
Self-reports
Questionnaires
Interviews
Stimulated recalls
Think-alouds
Dialogues