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Adaptive Motivation

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Lavon Williams – One of the best experts on this subject based on the ideXlab platform.

  • change in physical education Motivation and physical activity behavior during middle school
    Journal of Adolescent Health, 2008
    Co-Authors: Anne E Cox, Alan L Smith, Lavon Williams
    Abstract:

    Purpose: To test a mediational model of the relationships among Motivation-related variables in middle-school physical education and leisure-time physical activity behavior. Methods: Sixth- and seventh-grade physical education students from five middle schools in the midwest United States completed a survey containing measures of study variables on two occasions, 1 year apart. Results: Motivation-related constructs positively predicted leisure-time physical activity behavior. Enjoyment of activities in physical education and physical activity during class mediated the relationship between self-determined Motivation in physical education and leisure-time physical activity. Perceived competence, autonomy, and relatedness were important antecedent variables in the model, with autonomy and relatedness showing less stability over time and positively predicting self-determined Motivation. Conclusions: Students’ leisure-time physical activity is linked to Motivation-related experiences in physical education. Perceptions of competence, autonomy, and relatedness, self-determined moti- vation, enjoyment, and physical activity in the physical education setting directly or indirectly predict leisure-time physical activity. The associations suggest that more Adaptive Motivation corresponds to transfer of behavior across contexts. Also, the findings suggest that the efficacy of school-based physical activity interventions, within and outside of school, is linked to the degree of support for students’ self-determined Motivation. © 2008 Society for Adolescent Medicine. All rights reserved.

Anne E Cox – One of the best experts on this subject based on the ideXlab platform.

  • change in physical education Motivation and physical activity behavior during middle school
    Journal of Adolescent Health, 2008
    Co-Authors: Anne E Cox, Alan L Smith, Lavon Williams
    Abstract:

    Purpose: To test a mediational model of the relationships among Motivation-related variables in middle-school physical education and leisure-time physical activity behavior. Methods: Sixth- and seventh-grade physical education students from five middle schools in the midwest United States completed a survey containing measures of study variables on two occasions, 1 year apart. Results: Motivation-related constructs positively predicted leisure-time physical activity behavior. Enjoyment of activities in physical education and physical activity during class mediated the relationship between self-determined Motivation in physical education and leisure-time physical activity. Perceived competence, autonomy, and relatedness were important antecedent variables in the model, with autonomy and relatedness showing less stability over time and positively predicting self-determined Motivation. Conclusions: Students’ leisure-time physical activity is linked to Motivation-related experiences in physical education. Perceptions of competence, autonomy, and relatedness, self-determined moti- vation, enjoyment, and physical activity in the physical education setting directly or indirectly predict leisure-time physical activity. The associations suggest that more Adaptive Motivation corresponds to transfer of behavior across contexts. Also, the findings suggest that the efficacy of school-based physical activity interventions, within and outside of school, is linked to the degree of support for students’ self-determined Motivation. © 2008 Society for Adolescent Medicine. All rights reserved.

Carol S. Dweck – One of the best experts on this subject based on the ideXlab platform.

  • self theories their role in Motivation personality and development
    , 1999
    Co-Authors: Carol S. Dweck
    Abstract:

    Preface. Introduction. What Promoted Adaptive Motivation? Four Beliefs and Four Truths About Ability, Success, Praise, and Confidence. When Failure Undermines and When Failure Motivates: Helpless and Master-Oriented Responses. Achievement Goals Looking Smart vs. Learning Learning. Is Intelligece Fixed or Changeable? Students’ Theories About Their Intelligence Foster Their Achievement Goals. Theories of Intelligence Predict (and Create) Differences in Achievement. Theories of Intelligence Create Create High and Low Effort. Theories and Goals Predict Self-Esteem Loss and Depressice Reactions Why Confidence and Success are Not Enough. What is IQ and Does it Matter? Believing in Fixed Social Traits: Impact on Social Coping. Judging and Labelling Others: Another Effect of Implicit Theories. Belief in the Potential to Change. Holding and Forming Stereotypes. How Does it all Begin? Young Children’s Theories about Goodness and Badness. Kinds of Praise and Criticism: The Origins of Vulnerability. Praising Kinds of Praise and Criticism: The Origins of Vulnerability. Praising Intelligence: More Praise that Backfires. Misconceptions about Self-Esteem and About How to Foster It. Persoanlity, Motivation, Development, and the Self: Theoretical Reflections. Final Thoughts on Controversial Issues.

  • Achievement goals and intrinsic Motivation: Their relation and their role in Adaptive Motivation
    Motivation and Emotion, 1992
    Co-Authors: Gail D. Heyman, Carol S. Dweck
    Abstract:

    In this article, the relation between research emerging from the goals approach to Motivation and research emerging from the intrinsic Motivation approach is examined. A review of relevant research suggests that factors promoting learning goals (emphasizing the development of competencies) are associated with enhanced intrinsic Motivation, and that factors promoting performance goals (emphasizing the evaluation of competence) are associated with diminished intrinsic Motivation. It is also suggested that important aspects of the goals approach are often incorporated into conceptions and measures of intrinsic Motivation. Finally, a framework is presented in which Adaptive Motivation is described in terms of the coordination of achievement goals and intrinsic Motivation.

Alan L Smith – One of the best experts on this subject based on the ideXlab platform.

  • change in physical education Motivation and physical activity behavior during middle school
    Journal of Adolescent Health, 2008
    Co-Authors: Anne E Cox, Alan L Smith, Lavon Williams
    Abstract:

    Purpose: To test a mediational model of the relationships among Motivation-related variables in middle-school physical education and leisure-time physical activity behavior. Methods: Sixth- and seventh-grade physical education students from five middle schools in the midwest United States completed a survey containing measures of study variables on two occasions, 1 year apart. Results: Motivation-related constructs positively predicted leisure-time physical activity behavior. Enjoyment of activities in physical education and physical activity during class mediated the relationship between self-determined Motivation in physical education and leisure-time physical activity. Perceived competence, autonomy, and relatedness were important antecedent variables in the model, with autonomy and relatedness showing less stability over time and positively predicting self-determined Motivation. Conclusions: Students’ leisure-time physical activity is linked to Motivation-related experiences in physical education. Perceptions of competence, autonomy, and relatedness, self-determined moti- vation, enjoyment, and physical activity in the physical education setting directly or indirectly predict leisure-time physical activity. The associations suggest that more Adaptive Motivation corresponds to transfer of behavior across contexts. Also, the findings suggest that the efficacy of school-based physical activity interventions, within and outside of school, is linked to the degree of support for students’ self-determined Motivation. © 2008 Society for Adolescent Medicine. All rights reserved.

Sanna Jarvela – One of the best experts on this subject based on the ideXlab platform.

  • a collaborative learning design for promoting and analyzing Adaptive Motivation and emotion regulation in the science classroom
    Frontiers in Education, 2020
    Co-Authors: Hanna Jarvenoja, Jonna Malmberg, Tiina Tormanen, Kristiina Manty, Eetu Haataja, Sara Ahola, Sanna Jarvela
    Abstract:

    The aim of this paper is to introduce our current research design to study socially shared regulation processes in a science classroom where a collaborative learning design is implemented. The design is based on a self-regulated learning framework that provides opportunities and support for self-initiated regulation among individual learners and collaborative groups. It utilizes modern technology to structure and support regulated learning in the groups. The paper focuses on elaborating the research design, particularly from the perspective of Motivation and emotion, by presenting the dual relationship between designing learning scenario that supports learners’ Motivation and emotion regulation with technology and researching the multifaceted role of Motivation and emotion as they occur in collaborative learning. To do this, the paper first describes the entire collaborative learning design while paying attention to how technology can be utilized to support the awareness of Motivation, emotion, and their regulation. Then, the focus shifts to considering the methodological principles and implementation of multimodal data gathered in relation to authentic collaborative learning tasks. A case example from a secondary school science classroom demonstrates possibilities for multimodal data use in analyzing Motivation, emotion, and their regulation in collaborative learning. It also illustrates the dual role of the implemented technological 6Q support tool by showing how data collected from the students’ use of the tool can be utilized in scientific analysis. The paper concludes by providing a short discussion about the current advancements of emerging technology in Motivation and emotion research in the learning sciences highlighting the significance of sharing the theoretical premises of the research design as well as practical experiences from implementation of these designs for future research.