Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis

Research Methods in Education

Publisher Summary This chapter addresses the universals in the content and structure of values, concentrating on the theoretical advances and empirical tests in 20 countries, and its four basic issues: substantive contents of human values; identification of comprehensive set of values; extent to which the meaning of particular values was equivalent for different groups of people; and how the relations among different values was structured. Substantial progress has been made toward resolving each of these issues. Ten motivationally distinct value types that were likely to be recognized within and across cultures and used to form value priorities were identified. Set of value types that was relatively comprehensive, encompassing virtually all the types of values to which individuals attribute at least moderate importance as criteria of evaluation was demonstrated. The evidence from 20 countries was assembled, showing that the meaning of the value types and most of the single values that constitute them was reasonably equivalent across most groups. Two basic dimensions that organize value systems into an integrated motivational structure with consistent value conflicts and compatibilities were discovered. By identifying universal aspects of value content and structure, the chapter has laid the foundations for investigating culture-specific aspects in the future.

Universals in the Content and Structure of Values: Theoretical Advances and Empirical Tests in 20 Countries

Motivation reconsidered: The concept of competence.

University of TorontoThe authors summarize 35 years of empirical research ongoal-setting theory. They describe the core ﬁndings of thetheory, the mechanisms by which goals operate, modera-tors of goal effects, the relation of goals and satisfaction,and the role of goals as mediators of incentives. Theexternal validity and practical signiﬁcance of goal-settingtheory are explained, and new directions in goal-settingresearch are discussed. The relationships of goal setting toother theories are described as are the theory’s limitations.

https://home.ubalt.edu/tmitch/642/articles syllabus/locke pract goal setting 2002 am psy.pdf

Building a Practically Useful Theory of Goal Setting and Task Motivation

Social behavior is ordinarily treated as being under conscious (if not always thoughtful) control. However, considerable evidence now supports the view that social behavior often operates in an implicit or unconscious fashion. The identifying feature of implicit cognition is that past experience influences judgment in a fashion not introspectively known by the actor. The present conclusion--that attitudes, self-esteem, and stereotypes have important implicit modes of operation--extends both the construct validity and predictive usefulness of these major theoretical constructs of social psychology. Methodologically, this review calls for increased use of indirect measures--which are imperative in studies of implicit cognition. The theorized ordinariness of implicit stereotyping is consistent with recent findings of discrimination by people who explicitly disavow prejudice. The finding that implicit cognitive effects are often reduced by focusing judges' attention on their judgment task provides a basis for evaluating applications (such as affirmative action) aimed at reducing such unintended discrimination.

/pdf/implicit-social-cognition-attitudes-self-esteem-and-2j32pp6h9o.pdf

Implicit Social Cognition: Attitudes, Self-Esteem, and Stereotypes.

The Achievement Motive.

Patterns of Child Rearing.

(1952). The Effect of Need for Achievement on Learning and Speed of Performance. The Journal of Psychology: Vol. 33, No. 1, pp. 31-40.

The Effect of Need for Achievement on Learning and Speed of Performance

RELATION OF SCORING CATEGORIES TO THE ADJUSTIVE BEHAVIORAL SEQUENCE Our classification of many of the aspects of the behavior and experiences of characters in imaginative stories reveals an implicit acceptance of the kind of descriptive categories elaborated by many different psychological theorists in conceptualizing adjustive overt behavior. Thus, we perceive the behavioral sequence originating when an individual experiences a state of need or a motive ( N ). (The symbols in parentheses are used throughout to denote the various scoring categories.) He may also be anticipating successful attainment of his goal ( Ga +) or anticipating frustration and failure ( Ga −). He may engage in activity instrumental ( I ) to the attainment of his goal, which may lead to the attainment of the goal ( I +) or not ( I −). Sometimes his goal-directed activity will be blocked. The obstacle or block ( B ) to his progress may be located in the world at large ( Bw ) or it may be some personal deficiency in himself ( Bp ). He may experience strong positive and negative affective states while engaged in solving his problem, for example, in attempting to gratify his motive. He is likely to experience a state of positive affect ( G +) in goal attainment, or a state of negative affect ( G −) when his goal-directed activity is thwarted or he fails.

Edgar L. Lowell

Papers

The Achievement Motive.

Patterns of Child Rearing.

The Effect of Need for Achievement on Learning and Speed of Performance

Motivation and personality: A scoring manual for the achievement motive

The achievement motive. Century psychology series.