Showing papers in "Contemporary Educational Psychology in 2000"

TL;DR: This review revisits the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory and discusses the relations of both classes of motives to basic human needs for autonomy, competence and relatedness.

TL;DR: The expectancy-value theory of motivation is discussed, focusing on an expectancy- value model developed and researched by Eccles, Wigfield, and their colleagues, and its components are compared to those of related constructs, including self-efficacy, intrinsic and extrinsic motivation, and interest.

TL;DR: Researchers have succeeded in verifying its discriminant validity as well as convergent validity in predicting common motivational outcomes, such as students' activity choices, effort, persistence, and emotional reactions.

TL;DR: In this response, four general issues are discussed in light of current research and achievement goal theory research in the hope that the discussion will help to clarify the four issues for both motivational theory and research in general.

TL;DR: Investigating the dimensionality of personal epistemology as hypothesized in a recent review of the literature and the nature of disciplinary differences suggests that there is an underlying dimensionality to epistemological theories that cuts across disciplinary domains, but that students, at least by the 1st year of college, discriminate as to how these theories differ by discipline.

TL;DR: The purpose of this review was to identify fundamental terms within the motivation literature associated with the study of academic achievement or academic development, and to document how motivation researchers defined and used these terms within their programs of research.

TL;DR: Several measures of effect size that might be used in group comparison studies involving univariate and/or multivariate models are discussed.

TL;DR: Investigation of the relationship between achievement goals, motivation constructs, and gender in the areas of middle school writing and science found that task goals and performance-approach goals were related, suggesting that they are each grounded in self-regulatory practices that lead to positive outcomes.

TL;DR: Results indicated parents with students in higher grade levels reported giving students more homework autonomy and less involvement of all other types, and parents in poorer families reported less support for autonomy and more interference.

TL;DR: It is argued that a focus on the content of students' goals can provide unique and valuable insights into ways in which students' multiple social and academic goals might influence their academic accomplishments.

TL;DR: Low-achievers perceived academic learning as being less useful over time and reported spending less time studying in Year 10 than in Year 11 but high- and low-achiever did not differ on their use of self-regulated learning strategies.

TL;DR: The articles in this collection represent an important step in attaining greater clarity in clarifying conditions under which motivational constructs predict achievement behavior, delineating the role of social processes in motivation, and exploring long-term motivation in the face of obstacles and competing demands.

TL;DR: The experiment showed that neurologists diagnosed clinical cases faster and more accurately than 2nd-year and 6th-year medical students, and an inverted U-shaped relationship with levels of expertise was found in recall and pathophysiological protocols.

TL;DR: Results indicate that having students practice translating nonstandard sentences that typify their own writing and providing corrective feedback are effective for teaching them to use SE forms in their writing.

TL;DR: Investigation of students' incidental word learning in science classes that depended on discussion and hands-on activities found students with little or no understanding of topical words at the outset tended to make limited progress in both word learning and learning the ideas and information of the unit.

TL;DR: There was a marginal tendency for organizational signals to interact with need for cognition to influence conditional recall of expository text information and performance on the recognition test was influenced by an interaction between organizational signals and verbal ability.

TL;DR: Investigation of the effect of informal cooperative learning and the affiliation motive on achievement, attitude, and student interactions indicated that participants who used the individual strategy acquired significantly more knowledge from the lesson and indicated significantly more continuing motivation for working alone than those who use the informal cooperative strategy.

TL;DR: Investigation of student individual differences that teachers may use when forming academic expectancies found the sex of the student, the family socioeconomic status (SES) of theStudent, and the student's after-school activities indicated teachers held higher grade, graduation, and college attendance expectancies for females than for males and for middle-SES than low- SES students.

TL;DR: Three-way ANOVA results indicated that predominantly visual advertisements elicited memory of more facts, more inferencing, and more intense emotional responses than predominantly verbal ads.

TL;DR: Results were interpreted as suggesting that comprehension-monitoring strategies can be used to compensate for weaknesses in word-identification skills.

TL;DR: Following study of over 24 paintings, students in the two mnemonic conditions outperformed those in the control condition on both immediate and delayed tests and exhibited a statistically lower rate of forgetting compared to control students.

TL;DR: The results of all four experiments point to the mimeticism of icons as the key attribute of maps for facilitating recall, rather than the spatial layout of the map when visual displays and text are presented simultaneously during encoding.

TL;DR: Differential detection patterns as a function of reading development were obtained and prefinal letters were detected better than second letters in words, thus suggesting a general attentional bias for orthographic information in the second part of Dutch words.

TL;DR: These findings suggest that both external and internal instantiation facilitate transfer by promoting mental processes associated with implementing the source analogs.

TL;DR: The results indicate that children improve more on the WLT with the combination of instruction and practice than with practice alone, and depict a relationship between cognitive development and instruction effect on theWLT.