ANNOTATED BIBLIOGRAPHY
Intrinsic/Extrinsic Motivation
Schunk, D., and Meece, J., Pintrich, P. (2014). Motivation in education: theory, research and applications. Upper Saddle River, NJ: Pearson.
Intrinsic motivation is related to the inherent need to feel competent. This feeling motivates action to accept challenges and master skills. Extrinsic motivation (rewards, encouragement from others) can provide motivation to perform action as a means to an end. But this is often not as effective as intrinsic motivation.
Goal Theory
Brdar, D., Rijavek, M., and D. Loncaric (2006). Goal-orientations, coping with school failure and school achievement. European Journal of Psychology of Education, Vol. XXI, nº 1, 53-70
This study used surveys to assess how students with different goal-orientations dealt with failure. Those oriented to mastery and performance achievement tended to focus on problem-solving strategies to deal with failure. Those with performance-avoidance or work-avoidance orientations tended to rely on emotion-based coping strategies (anxiety, stress). The authors suggest that helping the latter group focus on the task at hand rather than with self-image can be useful.
Campbell, M. (2007). Motivational Systems Theory and the Academic Performance of College Students, Journal of College Teaching & Learning, v4 n7 p11-24
"The Motivational Strategies for Learning Questionnaire was administered to a group of students. The results indicated that the motivational systems theory is a valid predictor of performance. The female students' levels of academic performance were higher than their male counterparts irrespective of race. The biological trait, test anxiety, impacted Caucasian females more than the other gender or race groups."
Darnon, C., Dompnier, B., Gillieron, O. and Fabrizio Butera. (2010). The interplay of mastery and performance goals in social comparison: A multiple-goal perspective. Journal of Educational Psychology, Vol. 102, No. 1, 212–222
“Not only performance-approach and performance-avoidance goals (respectively, the desire to outperform others and not to be outperformed by others) but also mastery goals (the desire to acquire knowledge) were related to social comparison orientation (SCO, the tendency to search for social comparison information).”
Hoyert, M. and C. O’Dell. (2009). Goal-orientation and Academic Failure in Traditional and Nontraditional Aged College Students. College Student Journal, Part A, Vol. 43, Issue 4.
a) Older students maintain higher grades than younger students.
b) Older students endorse learning goals more strongly than younger students.
c) Older and younger students endorse performance goals to a similar extent.
d) Older students adopt dominant learning goals more frequently and dominant performance goals less frequently than younger students.
e) Goal-orientation is not related to examination or course grades after students had passed their exams, but it is relevant after students had failed an examination regardless of their age.
Radosevich, D.J., Vaidyanathan, V.T., Sheau-yuen Yeo, and Deirdre M. Radosevich (2004). Relating goal orientation to self-regulatory processes: A longitudinal field test. Contemporary Educational Psychology, (29) 207–209.
“This longitudinal field study examined the relationship between goal orientation and self-regulatory processes in an achievement context. Data was obtained from 132 students over a 10 week period. Results indicated that: (a) learning goal orientation was positively related to how much resources participants allocated to their goals and the degree to which they engaged in cognitive self-regulation, (b) performance-avoid goal orientation was negatively related to cognitive self-regulation, (c) participants engaged in motivational processes aimed at lowering their goals when presented feedback that indicated their performance was below their intentions, and (d) downward goal revision was a function of learning goal and performance-avoid goal orientations.”
Seifert, K and Rosemary Sutton. (2011). Educational Psychology, Retrieved from http://globaltext.terry.uga.edu/booklist?cat=Education, Chapter 6. Student motivation, (pp. 110-113).
"Mastery, performance-approach, and performance avoidance goals are not always present separately. They are often linked. Mastery goals are related to the enjoyment of learning. Performance goals imply extrinsic motivation”. Furthermore, “… there is evidence that performance oriented students do not actually learn material as deeply or permanently as students who are more mastery oriented…”
Social Cognitive Theory
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287.
“In social cognitive theory human behavior is extensively motivated and regulated by the ongoing exercise of self-influence. The major self-regulative mechanism operates through three principal subfunctions. These include selfmonitoring of one’s behavior, its determinants, and its effects; judgment of one’s behavior in relation to personal standards and environmental circumstances; and affective self-reaction. Self-regulation also encompasses the selfefficacy mechanism, which plays a central role in the exercise of personal agency by its strong impact on thought, affect, motivation, and action. The same self-regulative system is involved in moral conduct although compared to the achievement domain, in the moral domain the evaluative standards are more stable, the judgmental factors more varied and complex, and the affective self-reactions more intense. In the interactionist perspective of social cognitive theory, social factors affect the operation of the self-regulative system.” (abstract)
Brown, J. & White, C. J. (2010). Affect in a self-regulatory framework for language learning. System, 38, 432-443.
“In spite of the acknowledged importance of emotion in language learning and teaching, the field of applied linguistics has struggled to account for the role of affect in these processes. This article examines the way affect has been defined and investigated in language learning, including the nature and scope of that research and the gaps and limitations of research approaches to date……we propose an approach to understanding affect in SLA through a self-regulatory framework. Case studies of three students learning Russian through independent study are presented to illustrate how integral the regulation of affect was to their learning experiences and choices. Regulation of affect involved cognitive appraisals of emotional antecedents and the applying of cognitive abilities to perceive, reflect on, and regulate emotions. We conclude by arguing the need for more attention to and a broader perspective on students’ affective experiences in the process of second language acquisition.” (abstract)
Urdan, T. & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331-349.
“Psychologists and educators have often conceptualized motivation as an individual difference variable, something that some students simply have more of than other students. This view of motivation can underestimate contextual influences. In this article we consider how characteristics of the school and classroom may influence student motivation, as well as the role of educators in shaping school and classroom climate. We describe three motivational perspectives: achievement.” (abstract)
Schunk, D., and Meece, J., Pintrich, P. (2014). Motivation in education: theory, research and applications. Upper Saddle River, NJ: Pearson.
Intrinsic motivation is related to the inherent need to feel competent. This feeling motivates action to accept challenges and master skills. Extrinsic motivation (rewards, encouragement from others) can provide motivation to perform action as a means to an end. But this is often not as effective as intrinsic motivation.
Goal Theory
Brdar, D., Rijavek, M., and D. Loncaric (2006). Goal-orientations, coping with school failure and school achievement. European Journal of Psychology of Education, Vol. XXI, nº 1, 53-70
This study used surveys to assess how students with different goal-orientations dealt with failure. Those oriented to mastery and performance achievement tended to focus on problem-solving strategies to deal with failure. Those with performance-avoidance or work-avoidance orientations tended to rely on emotion-based coping strategies (anxiety, stress). The authors suggest that helping the latter group focus on the task at hand rather than with self-image can be useful.
Campbell, M. (2007). Motivational Systems Theory and the Academic Performance of College Students, Journal of College Teaching & Learning, v4 n7 p11-24
"The Motivational Strategies for Learning Questionnaire was administered to a group of students. The results indicated that the motivational systems theory is a valid predictor of performance. The female students' levels of academic performance were higher than their male counterparts irrespective of race. The biological trait, test anxiety, impacted Caucasian females more than the other gender or race groups."
Darnon, C., Dompnier, B., Gillieron, O. and Fabrizio Butera. (2010). The interplay of mastery and performance goals in social comparison: A multiple-goal perspective. Journal of Educational Psychology, Vol. 102, No. 1, 212–222
“Not only performance-approach and performance-avoidance goals (respectively, the desire to outperform others and not to be outperformed by others) but also mastery goals (the desire to acquire knowledge) were related to social comparison orientation (SCO, the tendency to search for social comparison information).”
Hoyert, M. and C. O’Dell. (2009). Goal-orientation and Academic Failure in Traditional and Nontraditional Aged College Students. College Student Journal, Part A, Vol. 43, Issue 4.
a) Older students maintain higher grades than younger students.
b) Older students endorse learning goals more strongly than younger students.
c) Older and younger students endorse performance goals to a similar extent.
d) Older students adopt dominant learning goals more frequently and dominant performance goals less frequently than younger students.
e) Goal-orientation is not related to examination or course grades after students had passed their exams, but it is relevant after students had failed an examination regardless of their age.
Radosevich, D.J., Vaidyanathan, V.T., Sheau-yuen Yeo, and Deirdre M. Radosevich (2004). Relating goal orientation to self-regulatory processes: A longitudinal field test. Contemporary Educational Psychology, (29) 207–209.
“This longitudinal field study examined the relationship between goal orientation and self-regulatory processes in an achievement context. Data was obtained from 132 students over a 10 week period. Results indicated that: (a) learning goal orientation was positively related to how much resources participants allocated to their goals and the degree to which they engaged in cognitive self-regulation, (b) performance-avoid goal orientation was negatively related to cognitive self-regulation, (c) participants engaged in motivational processes aimed at lowering their goals when presented feedback that indicated their performance was below their intentions, and (d) downward goal revision was a function of learning goal and performance-avoid goal orientations.”
Seifert, K and Rosemary Sutton. (2011). Educational Psychology, Retrieved from http://globaltext.terry.uga.edu/booklist?cat=Education, Chapter 6. Student motivation, (pp. 110-113).
"Mastery, performance-approach, and performance avoidance goals are not always present separately. They are often linked. Mastery goals are related to the enjoyment of learning. Performance goals imply extrinsic motivation”. Furthermore, “… there is evidence that performance oriented students do not actually learn material as deeply or permanently as students who are more mastery oriented…”
Social Cognitive Theory
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287.
“In social cognitive theory human behavior is extensively motivated and regulated by the ongoing exercise of self-influence. The major self-regulative mechanism operates through three principal subfunctions. These include selfmonitoring of one’s behavior, its determinants, and its effects; judgment of one’s behavior in relation to personal standards and environmental circumstances; and affective self-reaction. Self-regulation also encompasses the selfefficacy mechanism, which plays a central role in the exercise of personal agency by its strong impact on thought, affect, motivation, and action. The same self-regulative system is involved in moral conduct although compared to the achievement domain, in the moral domain the evaluative standards are more stable, the judgmental factors more varied and complex, and the affective self-reactions more intense. In the interactionist perspective of social cognitive theory, social factors affect the operation of the self-regulative system.” (abstract)
Brown, J. & White, C. J. (2010). Affect in a self-regulatory framework for language learning. System, 38, 432-443.
“In spite of the acknowledged importance of emotion in language learning and teaching, the field of applied linguistics has struggled to account for the role of affect in these processes. This article examines the way affect has been defined and investigated in language learning, including the nature and scope of that research and the gaps and limitations of research approaches to date……we propose an approach to understanding affect in SLA through a self-regulatory framework. Case studies of three students learning Russian through independent study are presented to illustrate how integral the regulation of affect was to their learning experiences and choices. Regulation of affect involved cognitive appraisals of emotional antecedents and the applying of cognitive abilities to perceive, reflect on, and regulate emotions. We conclude by arguing the need for more attention to and a broader perspective on students’ affective experiences in the process of second language acquisition.” (abstract)
Urdan, T. & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331-349.
“Psychologists and educators have often conceptualized motivation as an individual difference variable, something that some students simply have more of than other students. This view of motivation can underestimate contextual influences. In this article we consider how characteristics of the school and classroom may influence student motivation, as well as the role of educators in shaping school and classroom climate. We describe three motivational perspectives: achievement.” (abstract)