Base Group #4

Check-in Answers

Date / Question


April 29, 2015

Spring 2015 – Memorable moment(s)?


April 22, 2015

Spring fever?


April 15, 2015

Who has had more influence on your motivation, your family or peers?


April 8, 2015

Who/what has had more influence on your motivation: Your teachers (instructors, professors, etc.) or school(s)?


March 25, 2015

When do you experience flow?


March 18, 2015

What is something you do for purely intrinsic reasons? What is something you do for purely extrinsic reasons?


March 4, 2015

What are you looking forward to in the next few weeks?


February 25, 2015

Who (or what) helps you to regulate your goal attainment?


February 18, 2015

When do you feel smart? When you’re doing something perfectly and with little effort, or when you’re struggling and learning something new?


February 11, 2015

When you have failed to achieve a goal, have you ever resisted others' efforts to convince you that you can still succeed? Why did you react that way?


February 4, 2015

What are you good at that you truly value? What are you good at that you don't value very much?


January 28, 2015

Who has had a positive effect on your self-efficacy? How so?


January 21, 2015

Highlight during winter break?

Amira


being immersed in learning and meeting amazing supportive people.


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my parents, my uncle and previous employer, who has acted as my mentor/role model.


initially, teachers have more direct influence on how i approach learning and development. having said that, the school culture has a strong trickling effect on how teachers approach education (in terms of purpose, mastery vs. performance, etc.)


playing golf with my son or solving crime scenes.


being disciplined in getting things done.


family, instructor, mentor, advisor and friends all play part in regulating my behavior and support me in pursuing my goals.


I usually fee smart when I have an AHA moment or when I cause an AHA in others. I like it when i struggle a bit when not for too long. I have to balance effortless with effortful otherwise I lose the fun for the overall experience.


yes i have had responded with "no, i can't" in the past. this may have been due to the beliefs i had in relation to my capabilities (permanent abilities), interests, effort, etc.. either external or internal reasons i have had control or no control over.


i believe i am good at looking at the big picture, driving my team and delivering results. being able to make changes through inspiring and mobilizing others is something i value. in line with my professional responsibilities, i am good at sales and business development, something i do not value much or enjoy. financial targets have never been my driver.


my previous employer used to tell me that i can do whatever i put my mind to and that i give my all to whatever task i chose to engage in to deliver results. i keep drawing on those statements whenever i feel bogged down with a goal that seems difficult or unachievable.


coming to the US.


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Rick


Probably a fever. No evidence of spring. At least not as I understand "spring."


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I would say both have equally had the same level of influence for me.


Playing piano


As I've gotten older and have so many more responsibilities I can't even think of anything that I do for intrinsic reasons. At this point in life I'm extrinsic 24/7.


I'm going to Chicago on Saturday for a night.


Outside reinforcement (i.e., pressure and external demands). I'm competitive and like to be "externally" challenged as well.


Outside pressure (i.e. responsibilities, demands, etc)


Yes, this has happened. Perceived competence is different than actual competence. I often present more competent than I am.


I truly value my empathy for others. I'm probably pretty good academically compared to the average person (though not so much compared to my classmates) , but I don't hold my school accomplishments all that high on my list. They're important as means to an end to me, but not in and of themselves.


Grover

It's talked about, but I don't know if it's actually achieved/instilled.


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Courtney


My first NASP Conference.


April is the ultimate countdown month to the end of the school year. Spring fever = antsy for the end of the year.


It depends. I think with long-term goals (e.g., degree goals, career choices, etc.), my family has more influence on my motivation. I think with short-term goals (e.g., coursework, research projects, etc.), my peers have more influence.


Teachers and individual support have had much more influence over my motivation compared to more systemic or school-related factors.


I experience flow when I'm running.


Intrinsic: reading non-academic text
Extrinsic: TA/RA (extrinsic motivator - stipend)


Seeing my mom at the end of March.


Making informal contracts with family and friends regarding what I will accomplish (i.e., "I plan on working on my apprenticeship until 12:00 p.m. Saturday") helps me regulate my activity toward my goals. It's the guilt factor in not engaging in the activity when promised that prompts me to meet that schedule or get started on it if I'm behind.


I feel "smart" when I'm doing something well, but I enjoy the challenge that comes with learning something new. It makes it feel worthwhile and more rewarding that I'm increasing my skillset in different areas.


Cross country. My coach would try and push me to get a better time, but I always preferred running at a level that was comfortable to me. Hated the push. Joined the sport purely for the camaraderie. So not really a "quitting" thing, but a refusal to try and do better.


I was an adept reader in school and quite enjoyed it. Now my world revolves around grad school, so I guess "studenting" would be something that I value in some aspects (e.g., core program courses) and not so much in others (e.g., stats...sorry, stats!).


I think my father has had a positive effect on my self-efficacy, particularly as I progress throughout graduate school. Simply recognizing/validating the effort required as a graduate student and telling me he believes I'm capable of success in various classes and with my apprenticeship (practicum) I believe builds my self-efficacy in those areas.


Reading for fun!

Weekly Preparation

Class

Class Avg: 3.4

Amira

Personal Avg: 3.1

Rick

Personal Avg: 2.5

Courtney

Personal Avg: 3.1

3 Things I Learned

Date


April 22, 2015

Sociocultural Influences


April 15, 2015

The Role of Family and Peers


April 8, 2015

The Role of Schools and Teachers


March 25, 2015

Interest and Flow


March 18, 2015

Intrinsic vs. Extrinsic Motivation


March 4, 2015

Achievement Goal Theory


February 25, 2015

Self-Regulation


February 18, 2015

Theories of Intelligence & Ability Beliefs


February 11, 2015

Attribution Theory


February 4, 2015

Self-Concept and Self-Worth


January 28, 2015

Social Cognitive Theory


January 21, 2015

Expectancy-Value Models


January 14, 2015

Course Overview & History of Motivation

Amira


1) effects with, of, and through
2) new representations/modeling motivation concepts
3) limitations of studying effects of technology


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1) how motivation is 'socialized'
2) methodological limitations and affordances of studying motivation in context
3) the important influence of teachers' differential treatment on students' motivation


1) research methods
2) type of evidence
3) SI and PI


1) benefits of student-centered approach
2) implications of intrinsic/extrinsic motivation outside education (Deci's article)
3) what teachers/mentors can do to help develop students' integrated self-regulatory behaviours


1) difference between moderator and mediator
2) system's approach about goal theory
3) how to share the screen with a hybrid student through a website link


1) the role of culture and its effects on motivational processes. i believe it was poorly operationalized and investigated in Shih's study
2) the critical role of 'others' in regulating 'self'
3) variations in intrinsic motivation due to developmental changes


1) differences between entity and incremental views and their impact on learning
2) that writing takes longer than planned
3) the Self is an amazing field to study


1) i need to create my own map to connect some missing dots
2) learned how to use realtimeboard
3) learned about going deeper in the limitation study


1) models for understanding the similarities and differences among: self-concept, self-worth, and self-efficacy
2) hierarchical nature and multi-domain structure of self-concept
3) ways to help bolster self-concept, self-worth and self-efficacy


1) the benefits and limitations of using qualitative methods to measure self efficacy
2) the specificity of self-efficacy and its impact on research methods
3) the nature of reciprocal relationship of behavior, environment and personality with self-efficacy


1) constructs affecting shame resilience.
2) what expectancy-value model is able to predict and statistical formula for EVT.
3) importance to divide the article into sections and map out important concepts.


1) different ways to capture or measure indices related to motivation
2) personal stories about my base group
3) how to motivate doctoral students 9pm on a wednesday

Rick


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1) Socio-cognitive v. Sociocultural
2) The justification behind the need for qualitative methods for sociocultural approaches
3) Co-construction and what that truly means


1) Socio-cognitive v. Sociocultural
2) The justification behind the need for qualitative methods for sociocultural approaches
3) Co-construction and what that truly means


1) Brophy is a rockstar. Ambiguous at time, but a provocative rockstar nonetheless.
2) ZPD vs. Motivational ZPD . . .
3) Research Based vs. Evidence Based


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1) Cognition v Cognitive processes
2) Continued understanding of mediator v moderator
3) Tell the Story and attach it to the body of literature


1) Culture can truly influence SRL theory
2) I didn't know that theorists had discussed "shifting" goals. I thought they were more black or white in this area!
3) I had never heard of the Phases and Subprocesses model of Self-Regulation (Zimmerman, 2002). Very useful!


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1) Differences between Cognitive and Affective (I think?)
2) Expectancies predicted by self-efficacy
3) I was able to visualize (at least better than before) how all these concepts sort of fit together (our model . . . but still working on that) . . .


1) Asking how to measure constructs very much helped me to try and conceptualize differences!
2) A theoretical difference does not necessarily translate into a practical application
3) Ipsative vs. Normative!


1) I learned that I have to check-in and check out.
2) There's genuine disagreement about how much Usher could gain from quantitative analysis.
3) The assumptions underlying this week's readings are debately strong, though I think after reading responses from other students it didn't seem like there was a lot of certainty in answers one way or another.


1) A definition of learning . . .
2) Expectancy Value theory is achievement focused
3) A framework for paper reading . . .


1) Motivation is an "umbrella" term
2) We are in an "integrative" era with regard to motivation theories
3) Current theory is social-cognitive in frame.

Courtney


1) It's difficult to determine whether there are increased effects of technology via inference.
2) Motivational processes may be reciprocal in nature, but this may not be reflected in research.
3) Self-esteem/self-worth may be contrasting constructs compared to other motivational elements but may influence their development.


1) Motivation includes a process of initiation, direction, intensity, persistence, and quality of task.
2) There's value in examining aggregated research in drawing tentative conclusions about relationships among constructs, but closer examination leads to a perspective of "it depends."
3) Learning does not always involve achievement considerations.


1) Effects of parent involvement on student development may be complicated by sociocultural factors.
2) Mere perception of peer behaviors/values can influence academic engagement by way of student self-concept.
3) Although the buffering influence of schooling can mitigate sex-typed differences in domain engagement, parent beliefs about student competence can still be gender stereotyped and impact initial involvement.


1) Motivational research has focused on studying motivation in the lab (behaviorist approaches, cognitive approaches) or studying specific relationships between variables in the classroom (cognitive approaches, social cognitive, sociocultural approaches). However, it's proposed (Perry et al., 2006) that research in the classroom takes a more holistic, transactional approach that looks at the context as a whole
2) It seems student characteristics can work together with or influence instruction (Nolen, 2007) to promote student engagement and motivation.
3) Even the "best" (e.g., theoretically sound) instructional strategies may not promote student motivation (Jarvela, 1995, as cited in Perry et al., 2006).


1) Situational interest can build up to development of individual interest.
2) Perceived competence is an area that may need to be considered in interest theory.
3) Pleasure isn't necessary for development of flow but may be an outcome of the process.


1) Intrinsic and extrinsic motivation aren't necessarily mutually exclusive. You can have different combinations of both.
2) Costs/benefits of variable-centered analyses v. person-centered analyses (depends on your research questions!).
3) Promotion of autonomy in education can be important for development of intrinsic motivation.


1) Goals can have direct and indirect influences on motivation, affect, behavior, and cognition.
2) Self-efficacy can mediate and moderate the relationship between goal setting and learning/performance.
3) Need to emphasize how our/others' research fits within the relevant theoretical framework/realm of rest of research.


1) A subsequent outcome goal focus can complement process goals in the development of one's skill set.
2) Self-regulated learning can be key for skill development and task success.
3) Self-regulation can lead to intrinsic motivation development.


1) I'm beginning to see how these self-beliefs can relate to views on intelligence and subsequent behavior. The pattern seems recursive in a way.
2) It seems like our educational culture gets lost in the fray of an entity view of intelligence, despite the desire to promote incremental views.
3) Despite my comment on #2, I think there could be a benefit to emphasizing both views in education.


1) The value you place on a domain/task/etc. can affect the extent to which it impacts your self-worth.
2) The attributions you make can serve to increase, decrease, or protect your self-efficacy.
3) Self-worth and self-concept seem like they are both on a somewhat equal level (despite conflicting positions in research), with one more affective and one more cognitive, respectively.


1) Self-concept and self-worth...what a tangled web we weave.
2) Self-efficacy may be more predictive of achievement/goal-setting/etc., while self-concept may be more predictive of affective reactions.
3) Not all self-concepts are made alike. Self-concept stability can change based on developmental period (and possibly other factors!).


1) Self-efficacy can be quite difficult to evaluate given its contextual dependency.
2) The avenue a teacher takes for supporting a student's low self-efficacy depends based on the root of his or her low self-efficacy (e.g., social persuasion, mastery performance, etc.).
3) Different constructs (i.e., self-regulation, self-concept) may interact with a student's self-efficacy to impact achievement.


1) Learning requires reflection.
2) The realm of education is constrained by the compulsory nature of goals/achievement.
3) We must think critically as scholars about the ramifications and limitations of research. We get the process, but why is this research important?


1) Motivation is a multifaceted blanket term - we must be more specific in discussing what we mean when we say "motivation."
2) Education can be a motivational nightmare for students.
3) Current focus is social cognitive/cognitive theory.

Remaining Question(s)

Date


April 22, 2015

Sociocultural Influences


April 15, 2015

The Role of Family and Peers


April 8, 2015

The Role of Schools and Teachers


March 25, 2015

Interest and Flow


March 18, 2015

Intrinsic vs. Extrinsic Motivation


March 4, 2015

Achievement Goal Theory


February 25, 2015

Self-Regulation


February 18, 2015

Theories of Intelligence & Ability Beliefs


February 11, 2015

Attribution Theory


February 4, 2015

Self-Concept and Self-Worth


January 28, 2015

Social Cognitive Theory


January 21, 2015

Expectancy-Value Models


January 14, 2015

Course Overview & History of Motivation

Amira


how and why did the asynchronous format negatively affect interdependence?


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how much autonomy or structure is good enough?


more about 'strong-evidence' research


Deci referred to the notion of ‘novelty, challenge, or aesthetic value” associated with intrinsically motivating activities. what if the activity is no longer new or challenging especially after doing it repeatedly? will that be explained through csikszentmihalyi's flow?


what is ‘within group dependence’?


i am keen to know what your views are on the tension around intrinsic motivation (comes from within or from the task?)


when learning about the incremental theory of abilities, are students measuring the base intelligence level at one point of time then measuring how it is being 'realistically' increased with effort? is intelligence in some articles being used interchangeably with intelligence? how is abilities being operationalized?


the inter-relationships between all self beliefs (direction and reciprocity)


more tactical strategies to help others, especially adults, to enhance their concepts/perceptions of 'self".


how global traits of personality influence self-efficacy and ways to explore and measure causal relationships of certain determinants with self-efficacy.


how does Self determination theory link to self directed learning framework?


what are the motivation theories related to education that are congruent with adult learning where attending classes is not compulsory?

Rick


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Though I am much more solid on co-construction . . . I wish I still had a better idea as to what specifically that means with regard to measurement.


Though I am much more solid on co-construction . . . I wish I still had a better idea as to what specifically that means with regard to measurement.


I'm still unclear about the ZPD and Motivational ZPD . . . I think the two track together, but I'm not sure . . .


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Where's Barb?

What is the conceptualization of learning in the Linnebrink Pintrich paper?


I think the Shih and Alexander (2000) article REALLY got me thinking about the influence of culture on these different theories of motivation. I'd love to see more research to see how it might influence not just SRL theories but all of motivation in general.


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I'm really not clear about how attributions mediate self-worth and self-efficacy


I think I really want to see tangible practical examples of how the differences between these constructs matter for teachers and exactly how they can be put into practice. I'm not 100% convinced and I think the scientist in me needs to see some "proof." 🙂


About the underlying assumptions . . . I don't think these questions were really directly addressed (perhaps by Bandura only), so I'm not fully clear as to what the "prevailing" view might be . . .


I would love to dig into the Expectancy Value model (the picture from the article) to try and understand it deeper.


Is there a non-western/or cultural influence in modern motivation theory.

Courtney


Uncertain about effects through...how would that be measured in research? Through repeated trials? Via looking at the variables themselves as opposed to the outcome?


Still unsure of how motivation may not involve goals?


How do we parse apart the mixed results on sociocultural influences on parent involvement and student engagement?


Is a transactional approach, as Perry et al. (2006) proposed, really a viable/feasible option for research? What would that approach look like in research?


Still uncertain the specifics overlap between expectancy-value theory and interest theory.


I *think* I understand Ryan & Deci's OIT/their figure on p. 72. However, I was still left slightly unsure about the relationship between internalization of regulation/type of motivation and the impact of external reinforcement/control on students' motivation as well as how this model would fit with the findings of Hayenga and Corpus (is this a difference of variable-centered v. person-centered approaches?).


Still wondering about what mastery avoidance looks like...


Self-regulation doesn't seem like the end-all of intrinsic motivation development by any means. What other factors can work with self-regulation to promote intrinsic motivation?


Curious to read more about specific strategies used in studies to promote different beliefs/views. What might be more/less effective in changing student's belief systems? It gets more complicated knowing that the same strategies are not likely to have universal effects on self-beliefs.


Still unclear on the developmental aspect of these constructs despite the Harter article. How stable/salient are these constructs over time? Context? Gender?


It seems it would be difficult to intervene in school settings for students with low self-concept. How/when do we go about doing this?


I'm still thrown for a loop on how non-cognitive behaviors can be accounted for in theories like Bandura's social cognitive theory. I'm wondering how that fits in the "big picture."


How can we factor in the role of emotion (not just perceptions about self, past experiences, interest, etc.) into motivation? It didn't seem expectancy-value theory accounted for this very much.


How do we operationalize "motivation" for laypersons?