SÖ1823 Motivation in Education

Information

Course Goal

The course focuses on different motivation theories and how the environment influences the motivation of the students. Theoretical applications in educational settings will be taken into consideration. First, the basic theoretical approaches to motivation will be examined, then the role of external (school, family) and social identity (race, gender) contexts will be addressed in relation to motivation.

Course Content

Conceptual foundations of motivation motivation theories Motivation development strategies

Course Precondition

none

Resources

Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications(3rd Edition). Englewood Cliffs, NJ: Merrill Prentice-Hall.

Notes

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667 Juvonen, J., & Murdock, T. B. (1995). Grade-level differences in the social value of effort: Implications for self-presentation tactics of early adolescents. Child Development, 66, 1694-1705. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifacted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206-1222 Kaplan, A., & Middleton, M.J. (2002). Should childhood be a journey or a race? Journal of Educational Psychology, 94, 646-648 Covington, M. (1984). The self-worth theory of achievement motivation: Findings and implications. Elementary School Journal, 85(1), 5-20 Kernis, M. (2005). Measuring self-esteem in context: The importance of stability in self-esteem in sychological functioning. Journal of Personality, 73(6), 1569-1605. Crocker, J., Karpinski, A., Quinn, D., & Chase, S. (2003). When grades determine self-worth: consequences of contingent self-worth for male and female engineering and psychology majors. Journal of Personality and Social Psychology, 85(3), 507–516. Niiya, Y., Crocker, J., & Bartmess, E.N. (2004). From vulnerability to resilience: Learning orientations buffer contingent self-esteem from failure. Psychological Science, 15(12), 801-805. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55,68-78 Byrd, C. M. (in press). The associations of intergroup interactions and school racial socialization with academic motivation. Journal of Educational Research. Patrick, H., Kaplan, A., & Ryan, A.M. (2011). Positive classroom motivational environments: Convergence between mastery goal structure and the classroom social climate. Journal of Educational Psychology, 103, 367-382. Reeve, J., Bolt E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537-548. Mueller, C., & Dweck, C. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75, 33-52. Ryan, A. M. & Shim, S. S. (2008). An exploration of young adolescents’ social achievement goals and social adjustment in middle school. Journal of Educational Psychology, 100, 672-687. Ryan, A. M. (2001). The Peer Group as a Context for the Development of Young Adolescent Motivation and Achievement. Child Development, 72(4), 1135–1150. doi:10.1111/1467 -8624.00338 Bowman, P. J., & Howard, C. (1985). Race-related socialization, motivation, and academic achievement: A study of Black youths in three-generation families. Journal of the American Academy of Child Psychiatry, 24(2), 134–141. Cheung, S., & Pomerantz, E. M. (2009). Parents' involvement in children's learning in the United States and China: A longitudinal investigation. Child Development, 82 (3), 932-950. Sheldon, K. M., et al. (2004). Self-concordance and subjective well-being in four cultures. Journal of Cross-cultural Psychology, 35, 209

Course Learning Outcomes

Relation with Program Learning Outcome

Week Plan

Student Workload - ECTS