The essay geekAchievement motivation: Conceptions of ability subjective experience task choice and performance. Psychological Review 91
J. G. (1984). Achievement motivation: Conceptions of ability subjective experience task choice and performance. Psychological Review 91(3) 328-346. http://gribouts.free.fr/psycho/menace%20du%20st%E9r%E9o/nicholls%20-%20malleable.pdf This article introduces the concept of achievement behavior and its effect on ability (high or low). This article also looks at how seeking assistance differs between those with high vs low perceived ability. The author also examines the correlation between effort and ability.2. Ryan R. M. & Dcri E. L. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Issues in Education 25 54-67. https://pdfs.semanticscholar.org/9c21/f24fcc082e08036fa18aa848948039753fce.pdf?_ga=2.133499470.1906292252.1613750401-881693912.1613750401Intrinsic motivation is internal to an individual whereas extrinsic motivation is external to an individual. Be sure to pay close attention to the new directions regarding these two motivational types including how extrinsic motivation can become internal.3. Senko C. (2016 January). Achievement goal theory: A story of early promises eventual discords and future possibilities. In K. Wentzel. & D. Miele. (Eds.) Handbook of Motivation at School Vol. 2. Researchgate. Retrieved from Researchgate.Goals are at the crux of all motivation and students achievement goals are no different. Achievement Goal Theory focuses on goals for mastery (skill building) and goals for performance purposes (to receive an A or to demonstrate competence). As you read this text think about the ways in which you can increase students goals for achievement as they relate to developing a mastery orientation.4. Walton G. M. & Cohen G. L. (2007). A question of belonging: Race social fit and achievement. Journal of Personality and Social Psychology 92(1) pp. 82-96. https://www.goshen.edu/wp-content/uploads/sites/2/2016/08/WaltonCohen2007.pdf School belonging is related to achievement motivation. However feelings of belonging differ as a function of student characteristics such as race. Think about the ways in which you can make all students feel welcomed at school regardless of their individual characteristics.5. Weiner B. (1985 November). An attributional theory of motivation and emotion. Psychological Review (92) 4 pp. 548-573. https://www.researchgate.net/profile/Bernard_Weiner/publication/19257755_An_Attributional_Theory_of_Achievement_Motivation_and_Emotion/links/5434140a0cf294006f734b2c/An-Attributional-Theory-of-Achievement-Motivation-and-Emotion.pdf Weiner is the leading theorist on Attribution Theory which emphasizes the meaning we ascribe to events in our lives. If someone doesnt return our phone call in a timely manner then we develop an explanation to explain their behavior. Similarly when students succeed or fail an exam quiz assignment or class they ascribe meaning to that failure (e.g. the task was too hard the teacher didnt explain the test material in enough detail I didnt study as hard as I should have etc.). When students perform well of an exam quiz or assignment they also ascribe meaning to that success (e.g. I studied hard luck and a prayer carried me the teacher went easy on me.). Attributions to effort and persistence will have positive consequences even in the face of failure whereas attributions to aptitude or ability and luck will have negative consequences related to feelings of failure. Thus as educators you must remind students that their level of achievement is related to their effort and persistence when facing adversity.6. Wigfield A. & Eccles J. S. (2000 January). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology 25 (1) pp. 6881. https://www.sciencedirect.com/science/article/pii/S0361476X99910159Wigfield and Eccles established a great theory that focuses on students expectations for success and the value they place on goals and tasks. If students expect to receive an A or B in a class then these students will likely do what it takes to perform well in the course If students place value on a task for their future success then they will likely succeed on that task and utilize what was gained for future use. As you read this document please think about how you will utilize this information in an educational setting. Sep 27 2021
