Education | Educational Motivation
P545 | 5888 | Joyce Alexander
Aims: Cognitive psychologists have been attempting to explain
classroom learning for many years. But,
more and more, a strict view of learning as cold cognition is being
replaced with the idea that A hot
cognitions or cognitions influenced by motivation are at the heart of
explaining both classroom learning
and independent engagement with domains. This course examines
motivation both as a theoretical
construct and surveys research that has been conducted. In addition,
this course provides a seminar
format for exploring A hot cognition topics. In other words, the
cognition-motivation link will be at the
heart of most of our discussions. Other influences, such as social,
behavioral, and physiological, will be
considered as part of the larger picture, but the major lens of this
course will be how students = beliefs,
attributions, self-evaluations and value of learning influence
classroom learning and behavior.
Structure: Class will meet weekly as listed above. Class sessions
will vary in format from lecture to
student group discussions. In addition, various debates, A question
the expert, role plays, and
conference presentations will be part of our weekly discussions. We
will also be using various scenarios
and film clips for discussion. These will be handed out or provided in
Requirements: Students are expected to be prepared for class by doing
the assigned reading and to
contribute to class discussion.
Self-Analysis: During this class you will complete a motivational
self-analysis. This project is due either
Sept. 20 or Oct. 4 - you choose. Please follow suggested format.
Concept Quiz:: To examine the depth of your conceptual understanding
of motivation principles, you
will be required to complete a concept quiz due either Sept. 20 or
Oct. 4 - you choose (one assignment
is due on each date). A complete description is attached.
Question the Expert: Each person in the class will pretend to be a
theorist or major researcher. We will
choose a hot topic to discuss. You should prepare to present your
experts' view of the topic and any
recommendations or difficulties they would have with others'
recommendations. I recommend you
choose a theorist or researcher closely associated with your final
project work so you are very familiar
with their ideas.
Research Proposal: Design a research project to test one of the ideas
we have talked about or you=ve
been thinking about. The topic of the paper should be directly related
to motivation, although you are
encouraged to make the paper relevant to your own research interests.
The paper should be APA
style, and at least 15 pages of text. This paper should include an
abstract, specific aims, background
(literature review), methods (descriptions of subjects, materials,
procedures, and hypotheses for 1 or 2
experiments), and a discussion of the contributions that you expect
this research to have. An outline of
the proposal will be collected mid-term as noted below.
Grading: Grading for the course will be determined as follows:
The self analysis = 20%
The concept quiz = 15%
The research proposal = 40%
Question the Expert = 15%
Participation in class discussion = 10%
Concept Quiz Sept. 20 or Oct. 4
Self-analysis Sept. 20 or Oct. 4
Research Proposal Outline due Oct. 18
Final paper due Wed., Dec 13th 4:00p
Question the Expert December 6th
Miscellaneous: Each day an assignment is late will result in losing
10% of the available points.
Please make sure that you follow all policies as outlined in the
student handbook on academic
dishonesty, plagiarism, etc.
Please note: I will not give an incomplete except for extreme medical
Sequence of Instruction:
Week of Completed Reading and Assignments
8/30 Introduction and Overview
Pintrich & Schunk through Chapter 3
9/6 Pintrich & Schunk , Chapter 4-6
9/13 Pintrich & Schunk, Chapter 5-7
9/20 Pintich & Schunk, Chapter 8-10
9/27 Self-efficacy (choose 2 of 3 readings)
Bandura, A. (1997). Developmental analysis of self-efficacy (Chapter
5) in Self-Efficacy: The exercise
of control (pp. 162-211). New York: Freeman.
Bandura, A. (1997). Cognitive Functioning (Chapter 6) in
Self-Efficacy: The exercise of control
(pp.212-258). New York: Freeman.
Schunk, D. (1989). Self-efficacy and cognitive skill learning. In C.
Ames & R. Ames (Eds.), Research
on Motivation in Education: Vol. 3 Goals and Cognitions (pp. 13-44).
San Diego: Academic Press.
10/4 Self-Efficacy methodologies and applications
Special Issue of Educational Psychologist, 30 (4), Fall 1995. (read
Winne article, at least 2
commentaries, and Winne response)
10/18 Self-Regulation methodologies and applications
10/25 Effects of instruction on motivation (choose 2 of 3 articles)
Stipek, D. J. (1996). Motivation and Instruction. In D. C. Berliner
and R. C. Calfee (Eds.), Handbook
of Educational Psychology. New York: Simon & Schuster Macmillan.
DeCharms, R. (1984). Motivation enchancement in educational settings.
In R. Ames & C. Ames
(Eds.), Research on motivation in Education: Vol. 1 Student Motivation
(pp. 275-310). San Diego:
Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and
Intrinsic motivation: A meta-
analysis. Review of Educational Research, 64, 363-424. With at least
one of the commentaries and the
11/1 Effects of Instruction on Motivation methodologies and
11/8 Value in Motivation
Special Issue of Educational Psychologist, 34(2), Spring 1999. (Read
Brophy main article and 2 of the
other 4 articles).
11/15 Value x Expectancy methodologies and applications
11/29 Motivation in context: A complicated issue
Special Issue of Educational Psychologist, 35(1), Winter 2000. (Read 3
of 5 main articles, not
12/6 Question the expert