The Impact of Authentic Learning Exercises On Pre-service Teachers' Motivational Beliefs towards Technology Integration

2014 ◽  
Vol 10 (3) ◽  
pp. 60-76 ◽  
Author(s):  
Jennifer R. Banas ◽  
Cindy S. York
Keyword(s):  
Preservice Teachers ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Authentic Learning ◽  
Goal Orientations ◽  
Task Value ◽  
Motivational Beliefs ◽  
Expectancy Value ◽  
Quasi Experimental ◽  
The Impact

A quasi-experimental study explored the impact of authentic learning exercises on preservice teachers' motivational beliefs and intentions to integrate technology, as well as the ability of those beliefs to predict intentions. A questionnaire was used to assess 104 preservice teachers' expectancy-value related motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted intentions to integrate, with task value predicting significantly.

Pre-Service Teachers' Motivation to Use Technology and the Impact of Authentic Learning Exercises

2017 ◽  
pp. 121-140
Author(s):  
Jennifer R. Banas ◽  
Cynthia S. York
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Authentic Learning ◽  
Goal Orientations ◽  
Task Value ◽  
Motivational Beliefs ◽  
Quasi Experimental ◽  
Integrate Technology ◽  
And Control ◽  
The Impact

In this quasi-experimental study, the authors explored the impact of authentic learning exercises on pre-service teachers' motivational beliefs to integrate technology, as well as the ability of those beliefs to predict intentions to integrate. A questionnaire was used to assess 104 pre-service teachers' motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning in relation to technology integration. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted their intentions to integrate technology into future instruction, with task value predicting significantly. The chapter concludes with implications for practice.

scholarly journals Children’s and Mothers’ Achievement Goal Orientations and Self-Efficacy: Dyadic Contributions to Students’ Well-Being

2020 ◽  
Vol 12 (5) ◽  
pp. 1785 ◽  
Author(s):  
Versavia Curelaru ◽  
Daniela Muntele-Hendreș ◽  
Georgeta Diac ◽  
Diana-Sînziana Duca
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Cultural Context ◽  
Positive Impact ◽  
Well Being ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Motivational Orientations ◽  
The Impact

Starting from the basic idea that identifying predictive family factors for children’s well-being is among the levels of the psychology of sustainable human development, our study aimed to investigate the impact of mothers’ achievement goal orientations and parental self-efficacy on their children’s academic well-being, considering children’s own achievement goals as a mediator variable. The entire sample comprised 350 participants: 175 children (42.86% boys) and their respective mothers. Children were enrolled in the 4th grade (n = 85; Mage = 10.44, SD = 0.49), in the 8th grade (n = 62; Mage = 14.45, SD = 0.53), and in the 12th grade (n = 28; Mage = 18.39, SD = 0.62). The results indicated that mothers’ motivational orientations had a strong effect on their children’s corresponding motivational orientations. Mothers’ achievement goal orientations and parental self-efficacy had significant effects on children’s well-being, mediated by children’s goal orientations. Children’s well-being was positively predicted by mothers’ mastery and performance-approach goal orientations, with variations between age groups. The importance of the parental motivational orientations in the development of the children’s corresponding orientations and well-being suggests that changing academic adaptation might be possible by operating early interventions at the parents’ level. Further research is necessary to explore why performance-approach goals had a positive impact on well-being in this cultural context, as previous studies revealed that this type of goal orientation may be detrimental to well-being.

scholarly journals Modeling the Relationships among Mastery Goal Orientations, Positive Coping Strategy, and Motivational Beliefs in Science

2020 ◽  
Vol 31 (4) ◽  
pp. 328-333
Author(s):  
Münevver Subaşi ◽  
Keyword(s):  
Coping Strategies ◽  
Goal Orientation ◽  
Coping Strategy ◽  
Self Efficacy ◽  
Goal Orientations ◽  
Equation Modeling ◽  
Motivational Beliefs ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Positive Coping

This study aimed to investigate the relationships among mastery goal orientations (approach and avoidance), adaptive coping strategy (positive coping), and motivational beliefs (self-efficacy and task value) among middle school students in science. The study group consists of 249 students studying at four middle schools in one of the largest cities located in the eastern part of Turkey. The research data were collected using Achievement Goals Questionnaire, Academic Coping Inventory, and the Motivated Strategies for Learning Questionnaire. Structural equation modeling was performed using AMOS program to test the hypothesized relationships among constructs. The results showed that individuals with mastery goal orientation used more positive coping strategies. It was observed that individuals with higher self-efficacy had a higher ratio of using positive coping strategies. In addition, individuals with a high level of motivational beliefs used more mastery goal orientation. Furthermore, while mastery goal orientations positively predicted motivational beliefs and positive coping strategies, positive coping strategy was found to predict positively self-efficacy only. This study was a correlational study, but correlational studies did not help the establishment of a cause-effect (causality) relationship between the variables in question. Experimental studies can be conducted in the future to reveal the causes and effects related to the correlation between the relevant variables.

Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing

2021 ◽  
pp. 136216882110068
Author(s):  
Lin Sophie Teng
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Task Value ◽  
Motivational Beliefs ◽  
Efl Writing ◽  
Self Regulated Learning ◽  
Motivational Regulation ◽  
Regulated Learning ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal

This study examines the predictive effects of motivational beliefs and self-efficacy on multiple dimensions of self-regulated learning (SRL) strategies in English as a foreign language (EFL) writing. Undergraduate students ( n = 389) were recruited voluntarily from four universities in mainland China. They were invited to complete a set of questionnaires to measure their motivational beliefs (extrinsic and intrinsic goal orientation, task value, and control of learning belief), self-efficacy (linguistic self-efficacy, performance self-efficacy, and self-regulatory efficacy) and SRL strategies (cognition, metacognition, social behavior, and motivational regulation). Multiple regression analyses revealed that motivational beliefs had significant predictive effects on SRL strategies; among which task value and intrinsic goal orientation were significant predictors of nine sub-factors of SRL strategies. Self-efficacy was a strong predictor of metacognitive, cognitive, and motivational regulation strategies. While linguistic self-efficacy had a significant predictive power on text processing alone, self-regulatory efficacy generated a significant effect on a collection of SRL strategies including knowledge rehearsal, goal-oriented monitoring, idea planning, peer learning, and interest enhancement. Pedagogical implications are also discussed.

scholarly journals Teaching strategies and value for STEM courses

2017 ◽  
Author(s):  
Virginia Gravina ◽  
Christopher Beswick ◽  
Kamden K Strunk
Keyword(s):  
Self Efficacy ◽  
Teaching Practices ◽  
Value Theory ◽  
Task Value ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Interest In Science ◽  
Subjective Task Value ◽  
And Mathematics ◽  
The Relationship

Expectancy-value theory has been used to investigate reasons why students have low achievement and low interest in science, technology, engineering, and mathematics (STEM) courses. The purpose of this study was to investigate the relationship between self-efficacy, perceived teaching practices, and subjective task value in gateway STEM courses. Results demonstrated that self-efficacy influenced perception of teaching practices and subjective task value, and perceived teaching practiced influenced subjective task value. Results and implications for teaching practices are discussed.

scholarly journals The impact of the level of parental involvement and parental demands on students' attitudes to learning

2021 ◽  
Vol 70 (1) ◽  
pp. 69-86
Author(s):  
Ranka Perućica ◽  
Olivera Kalajdžić
Keyword(s):  
Parental Involvement ◽  
Goal Orientation ◽  
Family Environment ◽  
Approaches To Learning ◽  
Goal Orientations ◽  
Approach To Learning ◽  
Learning Goal ◽  
Significant Difference ◽  
Students Attitudes ◽  
The Impact

The attitudes that parents have towards learning are very significant for the forming of staudents' attitudes towards learning. The importance of this study lies in uncovering the extent to which students' own attitudes to learning depend on the level of parental involvement and parental demands, and the extent to which the insights obtained can be used as the basis for determining the manner in which parents should be engaged in and devote attention to their children's learning. In this paper, students' attitudes to learning were observed through two variables, namely students' learning goal orientation and their approaches to learning. The research sample consisted of 802 seventh-, eighthand ninth-grade primary school students. We started from the assumption that certain differences exist among the given variables. For the purposes of the study we used an instrument for measuring students' approach to learning, an instrument for measuring learning goal orientations and an instrument for measuring the level of demands and the level of support in the family environment. The reliability of the instruments was verified through Cronbach's alpha coefficient. The data obtained indicate that there is a statistically significant difference in learning goal orientations and approaches to learning among students depending on the level of parental demands and the level of parental involvement. Students whose parents provide high levels of support are more likely to have mastery goal orientation and an in-depth approach to learning, regardless of the level of demands. The pedagogical recommendation that can be made based on the results is that parents should provide their children with a high level of support for learning so that they can achieve the best possible results.

scholarly journals Model Motivasi Trisula: Sintesis Baru Teori Motivasi Berprestasi

2014 ◽  
Vol 41 (2) ◽  
pp. 218
Author(s):  
Edy Purwanto
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
Junior High School ◽  
Self Efficacy ◽  
Task Value ◽  
School Students ◽  
Significant Loading

The purpose of this study was to find out a comprehensive model of achievement motivation appropriate for Indonesian students. Specifically, this study examined the contribution of task-value, self-efficacy and goal orientation in influencing students’ achievement motivation. The subjects of this research were 393 high school students, 219 of them are female and 174 are male. 46% of them were senior high school and 54% junior, high school students. 45% were from public schools and 55% from religion-based private schools. The task-value, self-efficacy, goal orientation and achievement motivation as scaling instruments used in this study were developed from Motivated Strategies for Learning Questionnaire Manual. The instruments had been tested and proved valid and reliable. Analysis of model testing data was done using technique of confirmatory factor analysis. The results showed that the trisula model of achievement motivation was reliable. The task-value, self-efficacy and goal orientation are significant loading factors for achievement motivation. The self-efficacy also is a significant loading factor for the task-value and goal orientation. Keywords: achievement motivation, goal orientation, self-efficacy, task-value

A motivational approach to emotional labor: Examining the link between goal orientation and emotional labor strategies

2019 ◽  
pp. 1-21
Author(s):  
Mahsa Esmaeilikia ◽  
Markus Groth
Keyword(s):  
Goal Orientation ◽  
Emotional Labor ◽  
Self Efficacy ◽  
Goal Orientations ◽  
Full Time ◽  
Surface Acting ◽  
Deep Acting ◽  
Service Employees ◽  
Mediating Role ◽  
Goal Orientation Theory

AbstractDrawing on goal orientation theory, in this study, we examine how an individual's motivational approach relates to the use of two common emotional labor strategies: surface acting and deep acting. In addition, we examine the role of self-efficacy as a mediating mechanism through which different goal orientations are related to different emotional labor strategies. To test our hypotheses, 262 U.S. full-time working adults from a variety of service occupations were surveyed. Consistent with the predictions of goal orientation theory, our results show that learning-oriented service employees tend to use deep acting, while performance-oriented service employees use both emotional labor strategies. Our findings also show that emotional labor self-efficacy plays a mediating role in the relationship between motivational approach and emotional labor strategy use.

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