Student styles and motivation styles

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Student styles and motivation styles

• in Hungary

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Motivation - models

• Goal-directed behavior

• Effort and energy

• Initiation of activities

Motivation
Enhanced performance

• Persistence in activities

• Cognitive processing

• Reinforcing consequences

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ModelsSelf-concept and motivation
School achievement
Mastery experience
Perceived competence
Motivation in class
Vicarious experience
Social persuasion
Emotional R to school ach.
Bandura et al.
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Self-concept and motivation (Seligman et al.)

• Mastery orientation
• Failure avoidant
• Failure accepting

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ModelsTypes of goals, motivation and the
individual (Dweck et al.)

• Mastery orientation
• learning goals task involved
• Achievement orientation performance
  goals ego involved
• Social orientation
• social goals relatedness autonomy
• Minimalist orientation
  work-avoidance goals a problem student

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A good goal

• Specific
• Meaningful
• Attractive
• Reasonably difficult/ challenging
• Time-span appropriate to age

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Models (Wigfield Eccles,2000)
Cultural milieu
Expectation of success
Socializers beliefs and behaviours
Childs perception of.
Childs goals and self-schemas
Achievement related choices
Differential aptitudes of the child
Childs interpretation of experience
Childs affective memories
Subjective task value
Previous ach.-rel. experiences
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Achievement Motivation Profile

• Friedland, Marcus and Mandel (1996)
• 140 statements
• 5 point Likert-type scale
• Response style
• Motivation for Achievement
• Inner resources
• Interpersonal strentghs
• Work habits

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Factor analysis of AMP 35 items
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Factor analysis of AMP

• MASTERY ORIENTATION (12)
• Achievement
• I achieve(d) in school.
• Positive abilities
• I can concentrate well.
• Resilience
• I finish what I start.

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Factor analysis of AMP

• PERFORMANCE ORIENTATION (6)
• Competition
• I am bothered when I see others perform better
  than I do.
• Debates
• I argue with people I care about.

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Factor analysis of AMP

• SOCIAL ORIENTATION (17)
• Positive self-talk self-evaluation
• I think clearly.
• I trust myself.
• Self-efficacy beliefs
• I am able to influence others to my way of
  thinking.
• I believe I am intelligent.
• Friendships/sociability
• I make new friends easily.

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Student styles questionnaire

• Oakland, Glutting and Horton (1996)
• Temperament based
• From Jung
• Operationalized to students from Myers-Briggs
  Type Indicator
• 60 statements forced-choice between two
  alternatives

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Student styles questionnaire

• Extroversion-Introversion
• Where a person gets energies from
• Practical-Imaginative
• Preferences in type of information processed
• Thinking-Feeling
• Basis of making decisions
• Organized-Flexible
• Timing of decisions

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Preferences in leisure-time activities and
interests

• Rank ordering of 13 items each

LEISURE-TIME ACTIVITIES Chess and
crosswords Strategic games Role-play Playing or
listening to music Going to the movies,
theatre Dancing Doing sports Gambling Reading Writ
ing a diary or poems Make photos, draw Watching
videos Being with friends
INTERESTS Literature Sports (active) Computer
science History Arts and crafts Mathematics Biolog
y Music Physiscs Performing arts Chemistry Languag
es Other, specify
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Hypothesis

• Leisure-time activities will validate content of
  SSQ
• The original scales of the AMP will not hold true
  and hierarchical factor-analyis will identify
  valid motivation-constructs
• Extrovert and organized SSQ styles correlate with
  learner motivation

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Hypothesis

• The practical-imaginative dimension will
  correlate with school-type --- i.e. practical
  preference more frequent in vocational schools
• Thinking-feeling dimension is correlates
  primarily with gender

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Hypothesis

• Academic interests will be more evident in highly
  mastery oriented students

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Subjects
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The context

• Hungarian school-system
• Highly selective

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Student styles grade/age related preferences

• Grade 6 I iM F O
• Grade 8 E iM ? Fl
• Grade 10 I iM ? Fl
• Grade 12 I ? F Fl

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Student styles school-type related preferences

• Elementary I iM F O
• 6y.grammar E iM T Fl
• 4y.grammar I iM T Fl
• Voc. Sec. ? P F Fl
• Voc. Trade I P F Fl

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Mastery orientation Regression analysis
significant t scores
plt0.05
plt0.01
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MASTERY
3
4
1
2
Elementary
6-year grammar
4y. grammar Voc.Sec. -
Vocational trade
O
Fl
O
Fl-
O
Fl-
O-
Fl-
M
F
M-
F
M
F-
I-
E-
I-
E
P
iM
M-
F -.4
F .1
T-
iM .9
I -.4
E .4
F -.6
F .6
iM -.4
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Performance orientation Regression analysis
significant t scores
plt0.05
plt0.01
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PERFORMANCE
4
3
1
2
Elementary
6-year grammar
4y. grammar Voc.Sec.-
Vocational trade
M
F-
O-
Fl
O
Fl
I-
E-
F
T
I-
E
F-
T-
I
E-
F
T
F
T-
M-
F -.7
P-
Im -.1
T .3
E -.3
I -.4
F -.6
Fl .6
I .5
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Social orientation Regression analysis
significant t scores
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SOCIAL
Introversion -
Extrover-sion
E
4-6G V.S.-
V.T. .6-
E
4yG V.S.
6y.G
V.T.-
O
Fl-
M-
F
M
F
P
Im
M
F .3-
M
F
I -.4
Fl .9
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Motivation self-regulation (Ryan and Deci,2000)

• .. Amotivation no regulation
• External regulation
• Introjected regulation
• ----------------------------------
• Identified regulation
• .. Integrated regulation
• Intrinsic motivation intrinsic regulation

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Literature

• Dweck, S.C. (1985) Intrinsic motivation,
  perceived control, and self-evaluation
  maintenance an achievement goal analysis in
  Ames, C. Ames, R. (eds.) Research on Motivation
  in Education Volume 2. The Classroom milieu
  289-306.
• Heta Tuominen, H., Salmela-Aro, K., Niemivirta,
  M., and Vuori,J. (2001) Adolescents Achievement
  Goal Orientations, Goal Appraisals, and
  Subjective Well-being A Person Centered Approach
• Coutinho, S.A. (2005) The relationship between
  goals, metacognition, and academic success
  http//www.educatejournal.org/
• Harackiewicz, J.M., Barron, K.E., Pintrich, P.R.,
  Elliot, A.J. and Thrash, T.M. (2002) Revision of
  Achievement Goal Theory Necessary and
  Illuminating Journal of Educational Psychology,
  Vol. 94, No. 3, 638645.
• Morgan, K. (2007) Promoting a Mastery
  Motivational Climate in HE. Hospitality, Leisure,
  Sport and Tourism Network, 1.,1-21.
• Oettingena,G.,Hönigb G., and Peter M.
  Gollwitzerc,P.M.(2000) Effective self-regulation
  of goal attainment. International Journal of
  Educational Research, 33,705-732
• Ryan, R.M. Deci, E.L. (2000) Self-determination
  Theory and the Facilitation of Intrinsic
  Motivation, Social Development, and Well-Being,
  in American Psychologist , Vol. 55. No.1. 68-78