Enhancing Student Motivation: A Schoolwide Approach

What little motivational research is directed toward the practical world of education is primarily addressed to classroom teachers. We presume to speak to those in school leadership roles. Building on current interest in restructuring schools as well as the recent attention to motivational issues, we suggest how the school as a whole can be redesigned so as to enhance student motivation and learning. Our proposal is based firmly on an established program of research and is framed by goal theory. In addition to presenting a rationale for school change and a process to effect that change, we describe an ongoing project based on the theory and directed toward school change.     

Motivation Terminology in Reading Research: A Conceptual Review

Despite the importance of motivation in understanding the development and practices of reading, problems persist in how motivation-related constructs are defined and investigated. This article reports a concept analysis of how 12 terms have been used in current reading research. Selection criteria resulted in the identification of 92 data-based articles published in 28 peer-reviewed journals from 2003 to 2013. Over the period examined, there was a steady increase in the number of studies reported. Most were conducted in North America and Europe. Only 17 % of the studies offered explicit definitions of the target constructs they examined. Another 64 % relied on various forms of implicit definitions, and 19 % provided no definitions of any kind. Usage problems frequently occurred as well. These included instances of vague associations among terms, occurring in 20 % of the studies, synonymous reference to distinctly different constructs in 32 %, and inaccurate statements made about constructs in 20 %. Although a variety of motivation theories were used to ground the investigations, some 22 % were essentially atheoretical. These difficulties were unrelated to the impact factor of the journals in which they appeared. Possible causes are discussed, together with suggestions for improvement.     

Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation

Educational Psychology Review - Academic dishonesty is a rampant and troubling phenomenon in the educational sector. Although demographic factors have been linked with students’ academic...     

Relevance in tertiary instruction: A psychological interpretation

Relevance is an ill-used, slogan-like word which scholars eschew but which tertiary students persist in using as a criterion for success or failure of their classes. Those who would improve college instruction can facilitate student acceptance of their recommendation only by seeking to understand what relevance means to the learner, and by tailoring reforms to meet the learner's conceptions. Defining relevance as a kind of goodness-of-fit in teacher-student interaction, the author elucidates its cognitive, affective, and technological dimensions in the light of psychological research and theory. Students who demand relevance are asking for meaningful content which is appropriate to their developmental level and which is conveyed by media to which they naturally respond. The problems faced by teachers and curriculum planners include: (1) understanding the nature of the students' classroom experience; (2) designing curricula and instructional procedures which are congruent with, rather than antagonistic toward, the aspects of that experience which facilitate learning; and (3) finding ways of implementing those procedures within a system not easily turned from its traditional path. Specific suggestions for attaining relevance are made; but the strongest recommendation is for increased understanding of the meaning of the word relevance itself - a development which would bring vigor to an important word now vitiated by misuse.     

成人学生学习动机激发的实践与思考——以专科《货币银行学》课程教学为例

一、成人学生学习动机分析成人学习动机包括内部动机和外部动机。就内部需要而言,有发自内心的认知需要、情感需要、成功需要和利益需要。这里来自社会层面的成功需要和利益需要,在成人学生身上体现得尤为明显,他们当中     

新一轮学院制改革的动力与路径探析

新一轮学院制改革是高等教育发展的基本需求,改革的难点在于教育资源的重新分配,改革的基本路径就是要重塑大学的办学理念,创新大学内部治理结构,和谐党政与学术的共建关系,确立目标绩效导向下的激励与制约机制.     

激发受训者学习动机的企业培训设计——基于促动因素系统学说的研究视角

该文在提出受训者学习动机对企业培训效果至关重要的基础上,从美国佛罗里达州立大学约翰·凯勒教授著名的促动因素系统学说研究视角出发,论述了如何根据ARCS动机模型对培训进行精心设计,以有效地激发受训者的学习动机,实现培训效果的优化。     

A Motivated Exploration of Motivation Terminology

The purpose of this review was twofold. First, we wanted to identify fundamental terms within the motivation literature associated with the study of academic achievement or academic development. Having identified these terms with the help of experts in the field of motivation, we wanted to document how motivation researchers defined and used these terms within their programs of research. To accomplish these purposes, over 120 achievement motivation articles were reviewed, and 68 met the criteria for inclusion. Various aspects of these studies, including definitions of terminology, framing variables (e.g., age/grade or domain/task), as well as patterns in language use were charted and analyzed. Based on these analyses, we derived several interpretations, extracted conceptual definitions, and overviewed specific conceptual issues relevant to emerging trends in motivation terminology. Finally, implications for future research and practice are forwarded. Copyright 2000 Academic Press.     

马斯洛动机理论与学习动机的研究

本运用马克思主义基本理论，通过对马斯洛动机理论的评析，结合大学生学习和生活的实际情况，提出大学生的学习动机是由他们的需要和利益决定的观点，并通过对大学生的需要和动机的分析，尝试提出激励的对策。     

本体诠释学体系的建立:本体诠释与诠释本体

本体诠释(自本体的诠释)与诠释本体(对本体的诠释)的同源性与同基性,表明了对本体的认知与诠释活动的互参与互含,与中国传统哲学中的"体用相即"相互印证.本体诠释与诠释本体所构成的本体诠释圆圜,代表了人的存在的内在性与外在性的相合之道,也代表了人与天地万物、宇宙历史与未来的互动与交融.     

《奥赛罗》的后殖民解读

运用后殖民批评理论重新解读莎士比亚的《奥赛罗》,认为该剧通过对摩尔人奥赛罗在白人世界里追求身份认同注定失败的叙述,以及从中透露出来的种族和异教歧视,在一定程度上表现出了西方种族主义者的殖民叙事偏见。     

A guide to McCarthy interpretation

The aim of the present study was to develop a system of tables to facilitate interpretation of the McCarthy Scales of Children's Abilities. Tables are presented that organize the McCarthy subtests according to Bannatyne's, Sattler's, and Meeker's systems of interpretation. In addition, tables that organize the McCarthy Scales into categories that reflect factors likely to influence various subtests are presented. These tables will provide a more structured approach to McCarthy interpretation and a straightforward empirical method for generating hypotheses regarding individual strengths and weaknesses in intellectual ability.     

A behavioristic interpretation of language

This essay argues that Bitzer's situational theory provides non‐deterministic causal explanations of rhetoric by recognizing the operation of external and internal factors upon rhetors and audiences, including the necessary role of perception. Understood in this way, the theory accounts for forms of rhetorical creativity through the definition of controlling elements of situations, for the production of rhetoric as purposive action, and for the degree of accuracy or clarity with which observable features of situations have been interpreted.     

仿拟修辞的认知解读

仿拟不仅是一种修辞手段．更是一种认知活动;对仿拟的认知解读包含着概念整合过程。从认知的角度,运用合成空间理论并结合语境、关联两个相关要素来描述仿拟概念整合过程中的一系列状态．从而把仿拟生成和推理的动态机制有效地揭示出来。对仿拟的认知分析与探索,一方面深化了修辞学研究。另一方面证明了合成空间理论对仿拟言语行为有着很强的阐释力。有助于人们对该理论的进一步理解和运用。