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 Correlational Experimental Qualities Examines relations that exist between variables One or more variables are altered & their effects on other variables are assessed

Motivation Research Paradigms Type Qualitative Laboratory Field Qualities Concerned with intensive description & interpretation of meanings Project conducted setting 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

We don’t need no education…!