Lisa Linnenbrink‐Garcia

Three studies were conducted to develop and validate scores on a new measure appropriate for assessing adolescents’ situational interest (SI) across various academic settings. In Study 1 ( n = 858), a self-report questionnaire was administered to undergraduates in introductory psychology. Confirmatory factor analyses (CFA) supported a three-factor model that differentiated between interest generated by (a) the presentation of course material that grabbed students’ attention (triggered-SI), (b) t

Students frequently experience various types of motivation and emotion that contribute to their engagement and learning. However, translating research on motivation and emotion into educational practice and policy has so far been limited. To facilitate greater synergy among research, practice, and policy, this overview addresses educationally relevant motivation and emotion. This summary discusses different forms of motivation or emotion, their relevant theoretical basis, evidence on how they re

Resume Pour aborder le debat a propos de la relation entre les buts de maitrise et de performance-approche et la reussite academique, plus de 90 articles parus dans des revues a comite de lecture ont ete examines. Dans les etudes mesurant les orientations de but auto-rapportees, environ 40 % des effets rapportes indiquent une relation positive entre buts de maitrise et reussite, et moins de 5 % indiquent une relation negative. De meme, environ 40 % des liens observes entre buts de performance-ap

Two studies were conducted with distinct samples to investigate how motivational beliefs cohere and function together (i.e., motivational profiles) and predict academic adjustment. Integrating across motivational theories, participants (<i>N</i> _{Study 1} = 160 upper elementary students; <i>N</i> _{Study 2} = 325 college students) reported on multiple types of motivation (achievement goals, task value, perceived competence) for schooling more generally (Study 1) and in science (

In current research on achievement goal theory, most researchers differentiate between performance-approach and performance-avoidance goal orientations. Evidence from prior research and from several previously published data sets is used to highlight that the correlation is often rather large, with a number of studies reporting correlations above .50. The large magnitude of this correlation raises questions and warrants further investigation. The size of the correlation also varies substantially

BACKGROUND: There is a growing body of research on situational interest (SI). Yet, we still know relatively little about how SI is supported in the classroom and the academic benefits of SI. AIM: The current study investigated (1) contextual antecedents of SI; (2) potential benefits of SI for academic outcomes; and (3) SI as a mediator of classroom practices to academic outcomes. SAMPLE: Participants were 126 male and female adolescents (mean age = 14.6 years) who took part in a science course d

Several decades of research highlight the benefits of various motivational beliefs (e.g., perceived competence, achievement goals, task value) in supporting students' learning and engagement. Much of this research utilizes a variable-focused approach, examining how different forms of motivation uniquely and independently predict educational outcomes. In contrast, a person-oriented approach allows one to examine how motivational processes combine to shape academic engagement and achievement. Pers

Abstract Changes in high school students' (n = 94) conceptions of natural selection were examined as a function of motivational beliefs (individual interest, academic self-efficacy), basic prior knowledge, and gender across three assessments (pre, post, follow-up). Results from variable-centered analyses suggested that these variables had relatively little effect on enduring conceptual change; however, academic self-efficacy supported short-term conceptual change for girls. Results from person-c

Abstract This chapter discusses personal and contextual factors that may influence motivation. It considers the behavior that makes teachers, parents, and researchers conclude that individuals differ in motivation. It explores basic findings based on behaviorist theories and intrinsic motivation theories, and elaborates in greater detail on the various effects of rewards and praise for intrinsic motivation. It explores a variety of actions, feelings, and thoughts that both teachers and researche

Abstract Background Students are more likely to persist when they both perceive themselves as capable of success (expectancy) and perceive tasks to be interesting, important, and useful (values) or less costly in terms of effort, lost opportunities, and psychological stress (perceived costs). Prior research has not examined whether these motivational beliefs synergistically predict engineering‐related outcomes; studying such synergy is critical for understanding how multiple forms of motivation