▪ Abstract This chapter reviews the recent research on motivation, beliefs, values, and goals, focusing on developmental and educational psychology. The authors divide the chapter into four major sections: theories focused on expectancies for success (self-efficacy theory and control theory), theories focused on task value (theories focused on intrinsic motivation, self-determination, flow, interest, and goals), theories that integrate expectancies and values (attribution theory, the expectancy-value models of Eccles et al., Feather, and Heckhausen, and self-worth theory), and theories integrating motivation and cognition (social cognitive theories of self-regulation and motivation, the work by Winne & Marx, Borkowski et al., Pintrich et al., and theories of motivation and volition). The authors end the chapter with a discussion of how to integrate theories of self-regulation and expectancy-value models of motivation and suggest new directions for future research.

Motivational beliefs, values, and goals.

The topic of how students become self-regulated as learners has attracted researchers for decades. Initial attempts to measure self-regulated learning (SRL) using questionnaires and interviews were successful in demonstrating significant predictions of students’ academic outcomes. The present article describes the second wave of research, which has involved the development of online measures of self-regulatory processes and motivational feelings or beliefs regarding learning in authentic contexts. These innovative methods include computer traces, think-aloud protocols, diaries of studying, direct observation, and microanalyses. Although still in the formative stage of development, these online measures are providing valuable new information regarding the causal impact of SRL processes as well as raising new questions for future study.

Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects

In his Preface the author' says that he started out to review all the more important theories upon the topics ordinarily discussed under human motivation but soon found himself more and more limited to the presentation of his own point of view. This very well characterizes the book. It is a very personal product. It is an outline with some defense of the author's own thinking about instincts and appetites and sentiments and how they function in human behavior. And as the author draws so heavily upon James and McDougall, especially the latter, the book may well be looked upon as a sort of sequel to their efforts. There is a thought-provoking distinction presented between instinct and appetite. An instinct is said to be aroused always by something in the external situation; and, correspondingly, an appetite is said to be aroused by sensations from within the body itself. This places, of course, a heavy emphasis upon the cognitive factor in all instinctive behaviors; and the author prefers to use the cognitive factor, especially the knowledge of that end-experience which will satisfy, as a means of differentiating one instinct from another. In this there is a recognized difference from McDougall who placed more emphasis for differentiation upon the emotional accompaniment. The list of instincts arrived at by this procedure is much like that of McDougall, although the author is forced by his criteria to present the possibility of food-seeking and sex and sleep operating both in the manner of an appetite and also as an instinct. The Shand-McDougall concept of sentiment is taken over and used in the explanation of moral motivation. There is the development within each personality of a sentiment for some moral principle. But this sentiment is not a very powerful motivating factor. It is reinforced by social pressures and by religion, which is treated as an effort of finite man to live in harmony with the infinite reality. Those whose psychological thinking is largely in terms of McDougall will doubtless find this volume a very satisfying expansion; but those who are at all inclined to support their psychological thinking by reference to experimental studies will not be so well pleased. The James-Lange theory, for example, is discussed without mention of the many experimental studies which it has provoked. Theoretical sources appear in general to be preferred to experimental investigations.

Human MotivationThe Mind in Action: A Study of Motives and Values. A. Campbell Garnett

Contributors. Preface. A. Wigfield and J.S. Eccles, Introduction. Part 1: Can I Do This Activity?. D.H. Schunk and F. Pajares, The Development of Academic Self-Efficacy. M.V. Covington and E. Dray, The Developmental Course of Achievement Motivation: A Need-Based Approach. C.S. Dweck, The Development of Ability Conceptions. Part 2: Do I Want to Do this Activity, and Why?. A. Wigfield and J.S. Eccles, The Development of Competence Beliefs, Expectancies for Success, and Achievement Values from Childhood Through Adolescence. S. Graham and A.Z. Taylor, Ethnicity, Gender, and the Development of Achievement Values. W.S. Grolnick, S.T. Gurland, K.F. Jacob, and W. Decourcey, The Development of Self-Determination in Middle Childhood and Adolescence. K.A. Renninger and S. Hidi, Student Interest and Achievement: Developmental Issues Raised by a Case Study. E.M. Anderman, C.C. Austin, and D.M. Johnson, The Development of Goal Orientation. K.R. Wentzel, The Contribution of Social Goal Setting to Children's School Adjustment. Part 3: What Do I Need to Do to Succeed?. P.R. Pintrich and A. Zusho, The Development of Academic Self-Regulation: The Role of Cognitive and Motivational Factors. R.S. Newman, What Do I Need to Do to Succeed...When I Don't Understand What I'm Doing!?: Developmental Influences on Students' Adaptive Help Seeking. Part 4: Motivation and Instruction. D. Stipek, Good Instruction in Motivating. D.J. Mac Iver, E.M. Young, and B. Washburn, Instructional Practices and Motivation During Middle School (with Special Attention to Science). Index.

Development of achievement motivation.

Il n’y a pas de definition simple et univoque du concept d’apprentissage autoregule. Des theoriciens de psychologie de l’education ont reduit l’eventail des aptitudes des eleves a s’autoreguler en se focalisant sur le versant scolaire de l’education, a savoir l’acquisition des connaissances et les objectifs de reussite. Toutefois, le monde complexe de l’etude en classe engendre une situation ou differents buts entrent en concurrence aux yeux des eleves. Le modele d’autoregulation a double processus de Bookaerts montre que les deux objectifs que sont l’etude et le bien-etre interagissent. Nous estimons que lorsque les eleves ont acces a des strategies autonomes bien au point se traduisant par de bonnes habitudes de travail, ils ont une plus grande probabilite de se motiver pour les etudes et de sauvegarder leur bien-etre quand une source de stress bloque l’apprentissage.

There is no simple and straightforward definition of the construct of self-regulated learning. Theorists in educational psychology have narrowed the scope of students’ capability to self-regulate through a focus on the academic side of education, namely on learning and achievement goals. However, the messy world of classroom learning creates a situation in which different goals compete for students’ attention. Boekaerts’ dual processing self-regulation model describes how learning goals interact with well-being goals. We propose that when students have access to well-refined volitional strategies manifested as good work habits, they are more likely to invest effort in learning and get off the well-being track when a stressor blocks learning. Shifting definitions of SRL have led to changing measurement procedures; researchers moved away from decontextualised measures of SRL to domain-specific measures and then on to context-sensitive measures. The validity and reliability of the first generation of SR assessment has been limited and several issues remain. Recently, researchers have designed assessment packages including new instruments that better capture self-regulation as a process (including for example traces of mental events, situational manipulations, and records of student work strategies). A combination of instruments is preferable over a single instrument for assessing self-regulation as a process and the effects of interventions to improve students’ self-regulatory capacity. At present, many sound SRL interventions exist and some general lessons can be learned about classroom intervention research.

Self-Regulation in the Classroom: A Perspective on Assessment and Intervention

The concept of flow is briefly reviewed and several theoretical and methodological problems related to flow research are discussed. In three studies, we attempted to avoid these problems by measuring the experience of flow in its components, rather than operationally defining flow in terms of challenge and skill. With this measure, we tested the assumption that experience of flow substantially depends on the balance of challenge and skill. This assumption could only be partially supported, and, as expected, this relationship was moderated by the (perceived) importance of the activity and by the achievement motive. Furthermore, flow predicted performance in two of the three studies.

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Flow, performance and moderators of challenge-skill balance

Zusammenfassung.Vorgestellt wird ein Fragebogen (FAM), der mit 18 Items vier Komponenten der aktuellen Motivation in (experimentellen) Lern- und Leistungssituationen erfasst, namlich Misserfolgsbefurchtung, Erfolgswahrscheinlichkeit, Interesse und Herausforderung. Die deutsche sowie eine amerikanische Version weisen zufriedenstellende Konsistenzen auf (6 Stichproben, N = 944). Aus verschiedenen Experimenten liegen bereits Validitatshinweise dazu vor, dass die vorweg erfassten Motivationskomponenten mit dem nachfolgenden Lernverhalten und der Lernleistung im Zusammenhang stehen. Im jetzigen Artikel werden zwei Experimente berichtet, die zeigen, dass die Leistungsprognosen von Herausforderung und Interesse auch von der Lernaufgabe sowie von der Zahl der Lerndurchgange abhangen. Beide FAM-Faktoren erlauben Leistungsvorhersagen beim selbstgesteuerten Verstandnislernen (vs. fragengefuhrten Faktenlernen) und bei Probanden, die viele (vs. wenige) Durchgange benotigen, um ein akzeptables Leistungsniveau zu erreic...

FAM: Ein fragebogen zur erfassung aktueller motivation in lern- und leistungssituationen.

Motivation and self-regulated learning.

Ausgehend von einer Charakterisierung des Flow-Erlebens als gaenzliches Aufgehen in einem glatt laufenden Taetigkeitsvollzug, den man trotz hoher Beanspruchung noch unter Kontrolle hat, wird auf die Erfassung dieser Motivationskomponente eingegangen. Dargestellt und diskutiert werden Vor- und Nachteile der bisherigen qualitativen (Interviews) und quantitativen Flow-Erfassung (Experience Sampling Method (ESM)) . Ausfuehrlicher wird eine "Flow-Kurzskala" (FKS) beschrieben, die mit zehn Items alle qualitativ verschiedenen Komponenten des Flow-Erlebens oekonomisch und reliabel erfasst. Sie liefert einen Gesamtwert sowie Werte fuer zwei Subskalen (glatter automatisierter Verlauf sowie Absorbiertheit). Daneben erfassen drei zusaetzliche Items die Besorgnis in der aktuellen Situation. Berichtet werden Vergleichskennwerte aus punktuellen Messungen und ESM-Studien. Die hoechsten Werte fuer Flow und Besorgnis wurden bislang bei Graffiti-Sprayern gefunden. Bei einer intellektuell herausfordernden Aufgabe (Postkorbuebung) sind die FKS-Werte mit der Hoffnung-auf-Erfolg-Komponente des Leistungsmotivs korreliert. Furcht-vor-Misserfolg korreliert dagegen mit dem Besorgniswert der FKS. Flow waehrend der Bearbeitung von Uebungsaufgaben fuer Statistik lieferte einen signifikanten Beitrag zur Vorhersage der nachfolgenden Klausurleistung. Dieser Beitrag blieb erhalten, auch wenn Faehigkeitsmasse kontrolliert wurden. (Buch/A.G. - ZPID)

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Die Erfassung des Flow-Erlebens

Publisher Summary The processes that direct accommodation, assimilation, and curiosity driven attention are quite basic in nature. Their initiation and regulation is partly automatic in that they do not require a deliberate decision by the learner to engage in learning. However, it is likely that goal-oriented and intentional learning increases in importance as the learner becomes older. Such self-directed conscious learning becomes necessary when acquiring competence with the more complex material of school or university. Consciousness is not restricted though to school learning: It is also required when training for a driver's license, acquiring athletic or artistic competence, learning how to work with a computer, and so on. One calls such intentional learning activities that are not under a tutor's control, but under one's own direction, self-regulated learning (SRL). In SRL, a tutor's direct guidance and support is missing, so there are many learning options, but also many opportunities for distractions.

Falko Rheinberg

Papers

Flow, performance and moderators of challenge-skill balance

FAM: Ein fragebogen zur erfassung aktueller motivation in lern- und leistungssituationen.

Motivation and self-regulated learning.

Die Erfassung des Flow-Erlebens

Motivation and action in self-regulated learning.