The Experts below are selected from a list of 129 Experts worldwide ranked by ideXlab platform
Reed W. Larson - One of the best experts on this subject based on the ideXlab platform.
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How Youth Get Engaged: Grounded-Theory Research on Motivational Development in Organized Youth Programs
Developmental psychology, 2011Co-Authors: Nickki Pearce Dawes, Reed W. LarsonAbstract:For youth to benefit from many of the Developmental opportunities provided by organized programs, they need to not only attend but become psychologically engaged in program activities. This research was aimed at formulating empirically based grounded theory on the processes through which this engagement develops. Longitudinal interviews were conducted with 100 ethnically diverse youth (ages 14–21) in 10 urban and rural arts and leadership programs. Qualitative analysis focused on narrative accounts from the 44 youth who reported experiencing a positive turning point in their motivation or engagement. For 38 of these youth, this change process involved forming a personal connection. Similar to processes suggested by self-determination theory (Ryan & Deci, 2000), forming a personal connection involved youth’s progressive integration of personal goals with the goals of program activities. Youth reported developing a connection to 3 personal goals that linked the self with the activity: learning for the future, developing competence, and pursuing a purpose. The role of purpose for many youth suggests that Motivational change can be driven by goals that transcend self-needs. These findings suggest that youth need not enter programs intrinsically engaged—motivation can be fostered—and that programs should be creative in helping youth explore ways to form authentic connections to program activities.
José Ignacio Aguaded-gómez - One of the best experts on this subject based on the ideXlab platform.
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Understanding the engagement of elementary school students in one-to-one iPad programs using an adaptation of self-system model of Motivational Development
Computers in Human Behavior, 2020Co-Authors: Ramón Tirado-morueta, Inmaculada Berlanga-fernández, Helena Vales-villamarín, Mª Dolores Guzmán-franco, Ana Duarte-hueros, José Ignacio Aguaded-gómezAbstract:Abstract The number of one-to-one mobile programs in elementary schools as a resource that substitutes the textbook has become popular in worldwide. However, studies that seek to understand how the daily use of these mobile devices is associated with teaching/learning practices and student's engagement in the classroom are lacking. The authors utilized and adapted a self-system model of Motivational Development in order to better understand the mechanisms behind the promotion of academic engagement through the use of iPads. For this, an analysis using structural equations was conducted on the data collected from a network of 20 elementary schools and 1977 K-5/6 students in Spain, who used iPads daily in their Language, Mathematics, Science and Second Language subjects. The data showed that the pedagogic method acted as a mediator between iPad use in the classroom and academic engagement, as it satisfied the psychological needs of the students. The study contributes with a comprehensive approach that results in an increase of knowledge on the reasons behind the success of failure of these types of programs on learner engagement.
Dietrich Wagner - One of the best experts on this subject based on the ideXlab platform.
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The crucial first year: a longitudinal study of students’ Motivational Development at a Swiss Business School
Higher Education, 2017Co-Authors: Taiga Brahm, Tobias Jenert, Dietrich WagnerAbstract:In Switzerland, every student graduating from grammar school can begin to study at a university. This leads to high dropout rates. Although students’ motivation is considered a strong predictor of performance, the Development of motivation during students’ transition from high school to university has rarely been investigated. Additionally, little is known about the relation of Motivational aspects with other influences on study performance. The present longitudinal study addresses this research gap and examines the Development of economics and management students’ study motivation. It encompasses four waves of data collected throughout the first year, using quantitative online surveys. In total, the sample consists of 820 students. Data is analysed using latent change modelling. Results indicate that students start at a higher level of intrinsic motivation compared to extrinsic motivation. The variability of the starting value of the two constructs is also differing. The analysis also shows a gradual decline in students’ motivation. Above all, the transition from secondary to higher education seems to be a driver for this decline.
Nickki Pearce Dawes - One of the best experts on this subject based on the ideXlab platform.
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How Youth Get Engaged: Grounded-Theory Research on Motivational Development in Organized Youth Programs
Developmental psychology, 2011Co-Authors: Nickki Pearce Dawes, Reed W. LarsonAbstract:For youth to benefit from many of the Developmental opportunities provided by organized programs, they need to not only attend but become psychologically engaged in program activities. This research was aimed at formulating empirically based grounded theory on the processes through which this engagement develops. Longitudinal interviews were conducted with 100 ethnically diverse youth (ages 14–21) in 10 urban and rural arts and leadership programs. Qualitative analysis focused on narrative accounts from the 44 youth who reported experiencing a positive turning point in their motivation or engagement. For 38 of these youth, this change process involved forming a personal connection. Similar to processes suggested by self-determination theory (Ryan & Deci, 2000), forming a personal connection involved youth’s progressive integration of personal goals with the goals of program activities. Youth reported developing a connection to 3 personal goals that linked the self with the activity: learning for the future, developing competence, and pursuing a purpose. The role of purpose for many youth suggests that Motivational change can be driven by goals that transcend self-needs. These findings suggest that youth need not enter programs intrinsically engaged—motivation can be fostered—and that programs should be creative in helping youth explore ways to form authentic connections to program activities.
Kayana Sanders - One of the best experts on this subject based on the ideXlab platform.
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Being the New Kid: Implications of Within-Year Academic Transitions for Motivational Development in School
Advances in Motivation and Achievement, 2012Co-Authors: Gwen C. Marchand, Kayana SandersAbstract:Few studies in K-12 education have investigated the impact of changing schools during the academic year, or within-year transitions, on student motivation and achievement. Yet, many students face this type of transition, including children from low-income families living in urban areas, students from migrant worker and military families, and students with chronic behavioral problems. The evidence that does exist suggests that when students move between schools during the academic year, they may struggle with academic learning, behavior in school, and social interactions. This chapter approaches within-year academic transitions as a Developmental context for student motivation. Drawing upon general systems theories and a specific theory of Motivational Development, the within-year transition is presented as an environmental demand that may lead to changes in student motivation and shifts in classroom actions, such as engagement. Continuity of subject learning and the formation of relationships are discussed as two challenges to student adjustment over the transition period. Student social and personal resources during the transition period are important factors in determining how a student adapts to a new school in the face of these challenges. Several methodological hurdles and possible approaches to conducting research in this area are discussed, as well as topics in need of additional research in this empirically overlooked area. The chapter concludes with suggestions drawn from the research literature as to how districts, schools, and classroom teachers can help support students transitioning between schools within the academic year.