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Jarierik Nurmi - One of the best experts on this subject based on the ideXlab platform.
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students school performance Task focus and situation specific Motivation
Learning and Instruction, 2015Co-Authors: Larserik Malmberg, Eija Pakarinen, Kati Vasalampi, Jarierik NurmiAbstract:Abstract Going beyond studies of individual differences in and profiles of students' Motivation, we investigated situation-specific (intra-personal) experiences of autonomous (enjoyment, interest, and Task choice) and controlled (having to do, and the teacher wanting them to do a Task) Motivation across learning situations during one week, and how these were related to student characteristics (teacher rated academic performance and Task-focus). Three-hundred and fourteen primary school students (Years 5 and 6) completed electronic questionnaires on Personal Digital Assistants, on an average of 11.2 learning episodes during a week. Multilevel Structural Equation Models provided support for a model based in organismic integration theory (OIT). At the situation-level, controlled Motivation positively predicted autonomous Motivation. At the student-level, students differed in the association between autonomous and controlled Motivations, such that lower performers felt more autonomously motivated when controlled Motivation was high. Implications for teacher practice are discussed.
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cross lagged relations between Task Motivation and performance in arithmetic and literacy in kindergarten
Learning and Instruction, 2009Co-Authors: Jaana Viljaranta, Kaisa Aunola, Marjakristiina Lerkkanen, Annamaija Poikkeus, Jarierik NurmiAbstract:Abstract To examine the cross-lagged relationships between children's Task Motivation in mathematics and literacy, and their related performance, 139 children aged 5–6 years were examined twice during their kindergarten year. The results showed that only math-related Task Motivation and arithmetic performance showed cross-lagged relationship: the higher the math-related Task Motivation children reported in the beginning of the kindergarten year the higher the level of their arithmetic performance at the end of the kindergarten year. Moreover, the higher the level of children's arithmetic performance the more the interest in mathematics children reported later on. Literacy-related Task Motivation and literacy performance did not show a similar pattern of relations.
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developmental dynamics between mathematical performance Task Motivation and teachers goals during the transition to primary school
British Journal of Educational Psychology, 2006Co-Authors: Kaisa Aunola, Esko Leskinen, Jarierik NurmiAbstract:Background. It has been suggested that children's learning Motivation and interest in a particular subject play an important role in their school performance, particularly in mathematics. However, few cross-lagged longitudinal studies have been carried out to investigate the prospective relationships between academic achievement and Task Motivation. Moreover, the role that the classroom context plays in this development is largely unknown. Aims. The aim of the study was to investigate the developmental dynamics of maths-related Motivation and mathematical performance during children's transition to primary school. The role of teachers' pedagogical goals and classroom characteristics on this development was also investigated. Sample. A total of 196 Finnish children were examined four times: (0) in October during their preschool year; (1) in October and (2) April during their first grade of primary school; and (3) in October during their second grade. Method. Children's mathematical performance was tested at each measurement point. Task Motivation was examined at measurement points 2, 3, and 4 using the Task-value scale for children. First-grade teachers were interviewed in November about their pedagogical goals and classroom characteristics. Results and conclusions. The results showed that children's mathematical performance and related Task Motivation formed a cumulative developmental cycle: a high level of maths performance at the beginning of the first grade increased subsequent Task Motivation towards mathematics, which further predicted a high level of maths performance at the beginning of the second grade. The level of maths-related Task Motivation increased in those classrooms where the teachers emphasized Motivation or self-concept development as their most important pedagogical goal.
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Task Motivation during the first school years a person oriented approach to longitudinal data
Learning and Instruction, 2005Co-Authors: Jarierik Nurmi, Kaisa AunolaAbstract:Abstract The present study investigated the kinds of Motivational patterns primary school students show in terms of the value they place on math, reading and writing, respectively, and the extent to which these patterns are prospectively associated with academic performance, and related to self-concept of ability. Two-hundred and eleven 6- to 7-year-old children were examined twice during Grade 1, and twice during Grade 2. On each measurement occasion, they were assessed on their performance in reading and math, and on their self-concept of ability and Task-Motivation in those skills. The clustering-by-states analysis for longitudinal data identified four groups of children: those who placed a high value on all three school subjects, i.e. math, writing and reading; those who valued math; those who showed low interest in math; and, those who showed a low interest in reading and writing. The results showed further that a decrease in math ability self-concept was associated with moving into a low math Motivation group. Moreover, a decrease in reading ability self-concept was related to a move into a ‘High math Motivation’ group. Children who were in the ‘Low math Motivation’ group at Time 2 showed less progress in math performance than those in the other groups. The implications of the results for the development and modification of Motivation in the school context is discussed.
Gary P Latham - One of the best experts on this subject based on the ideXlab platform.
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building a practically useful theory of goal setting and Task Motivation a 35 year odyssey
American Psychologist, 2002Co-Authors: Edwin A. Locke, Gary P LathamAbstract:The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed. The relationships of goal setting to other theories are described as are the theory's limitations.
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building a practically useful theory of goal setting and Task Motivation
American Psychologist, 2002Co-Authors: Edwin A. Locke, Gary P LathamAbstract:University of TorontoThe authors summarize 35 years of empirical research ongoal-setting theory. They describe the core findings of thetheory, the mechanisms by which goals operate, modera-tors of goal effects, the relation of goals and satisfaction,and the role of goals as mediators of incentives. Theexternal validity and practical significance of goal-settingtheory are explained, and new directions in goal-settingresearch are discussed. The relationships of goal setting toother theories are described as are the theory’s limitations.
Paul Seli - One of the best experts on this subject based on the ideXlab platform.
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cognitive aging and the distinction between intentional and unintentional mind wandering
Psychology and Aging, 2017Co-Authors: Paul Seli, Jonathan M Oakman, David Maillet, Daniel L. SchacterAbstract:A growing number of studies have reported age-related reductions in the frequency of mind wandering. Here, at both the trait (Study 1) and state (Study 2) levels, we reexamined this association while distinguishing between intentional (deliberate) and unintentional (spontaneous) mind wandering. Based on research demonstrating age-accompanied deficits in executive functioning, we expected to observe increases in unintentional mind wandering with increasing age. Moreover, because aging is associated with increased Task Motivation, we reasoned that older adults might be more engaged in their Tasks, and hence, show a more pronounced decline in intentional mind wandering relative to young adults. In both studies, we found that older adults did indeed report lower rates of intentional mind wandering compared with young adults. However, contrary to our expectations, we also found that older adults reported lower rates of unintentional mind wandering (Studies 1 and 2). We discuss the implications of these findings for theories of age-related declines in mind wandering. (PsycINFO Database Record
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Motivation intentionality and mind wandering implications for assessments of Task unrelated thought
Journal of Experimental Psychology: Learning Memory and Cognition, 2015Co-Authors: Paul Seli, James Allan Cheyne, Christine PurdonAbstract:Researchers of mind wandering frequently assume that (a) participants are motivated to do well on the Tasks they are given, and (b) Task-unrelated thoughts (TUTs) that occur during Task performance reflect unintentional, unwanted thoughts that occur despite participants' best intentions to maintain Task-focus. Given the relatively boring and tedious nature of most mind-wandering Tasks, however, there is the possibility that some participants have little Motivation to do well on such Tasks, and that this lack of Motivation might in turn result in increases specifically in intentional TUTs. In the present study, we explored these possibilities, finding that individuals reporting lower Motivation to perform well on a sustained-attention Task reported more intentional relative to unintentional TUTs compared with individuals reporting higher Motivation. Interestingly, our results indicate that the extent to which participants engage in intentional versus unintentional TUTs does not differentially relate to performance: both types of off-Task thought were found to be equally associated with performance decrements. Participants with low levels of Task-Motivation also engaged in more overall TUTs, however, and this increase in TUTs was associated with greater performance decrements. We discuss these findings in the context of the literature on mind wandering, highlighting the importance of assessing the intentionality of TUTs and Motivation to perform well on Tasks assessing mind wandering.
Kaisa Aunola - One of the best experts on this subject based on the ideXlab platform.
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cross lagged relations between Task Motivation and performance in arithmetic and literacy in kindergarten
Learning and Instruction, 2009Co-Authors: Jaana Viljaranta, Kaisa Aunola, Marjakristiina Lerkkanen, Annamaija Poikkeus, Jarierik NurmiAbstract:Abstract To examine the cross-lagged relationships between children's Task Motivation in mathematics and literacy, and their related performance, 139 children aged 5–6 years were examined twice during their kindergarten year. The results showed that only math-related Task Motivation and arithmetic performance showed cross-lagged relationship: the higher the math-related Task Motivation children reported in the beginning of the kindergarten year the higher the level of their arithmetic performance at the end of the kindergarten year. Moreover, the higher the level of children's arithmetic performance the more the interest in mathematics children reported later on. Literacy-related Task Motivation and literacy performance did not show a similar pattern of relations.
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developmental dynamics between mathematical performance Task Motivation and teachers goals during the transition to primary school
British Journal of Educational Psychology, 2006Co-Authors: Kaisa Aunola, Esko Leskinen, Jarierik NurmiAbstract:Background. It has been suggested that children's learning Motivation and interest in a particular subject play an important role in their school performance, particularly in mathematics. However, few cross-lagged longitudinal studies have been carried out to investigate the prospective relationships between academic achievement and Task Motivation. Moreover, the role that the classroom context plays in this development is largely unknown. Aims. The aim of the study was to investigate the developmental dynamics of maths-related Motivation and mathematical performance during children's transition to primary school. The role of teachers' pedagogical goals and classroom characteristics on this development was also investigated. Sample. A total of 196 Finnish children were examined four times: (0) in October during their preschool year; (1) in October and (2) April during their first grade of primary school; and (3) in October during their second grade. Method. Children's mathematical performance was tested at each measurement point. Task Motivation was examined at measurement points 2, 3, and 4 using the Task-value scale for children. First-grade teachers were interviewed in November about their pedagogical goals and classroom characteristics. Results and conclusions. The results showed that children's mathematical performance and related Task Motivation formed a cumulative developmental cycle: a high level of maths performance at the beginning of the first grade increased subsequent Task Motivation towards mathematics, which further predicted a high level of maths performance at the beginning of the second grade. The level of maths-related Task Motivation increased in those classrooms where the teachers emphasized Motivation or self-concept development as their most important pedagogical goal.
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Task Motivation during the first school years a person oriented approach to longitudinal data
Learning and Instruction, 2005Co-Authors: Jarierik Nurmi, Kaisa AunolaAbstract:Abstract The present study investigated the kinds of Motivational patterns primary school students show in terms of the value they place on math, reading and writing, respectively, and the extent to which these patterns are prospectively associated with academic performance, and related to self-concept of ability. Two-hundred and eleven 6- to 7-year-old children were examined twice during Grade 1, and twice during Grade 2. On each measurement occasion, they were assessed on their performance in reading and math, and on their self-concept of ability and Task-Motivation in those skills. The clustering-by-states analysis for longitudinal data identified four groups of children: those who placed a high value on all three school subjects, i.e. math, writing and reading; those who valued math; those who showed low interest in math; and, those who showed a low interest in reading and writing. The results showed further that a decrease in math ability self-concept was associated with moving into a low math Motivation group. Moreover, a decrease in reading ability self-concept was related to a move into a ‘High math Motivation’ group. Children who were in the ‘Low math Motivation’ group at Time 2 showed less progress in math performance than those in the other groups. The implications of the results for the development and modification of Motivation in the school context is discussed.
Edwin A. Locke - One of the best experts on this subject based on the ideXlab platform.
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building a practically useful theory of goal setting and Task Motivation a 35 year odyssey
American Psychologist, 2002Co-Authors: Edwin A. Locke, Gary P LathamAbstract:The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed. The relationships of goal setting to other theories are described as are the theory's limitations.
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building a practically useful theory of goal setting and Task Motivation
American Psychologist, 2002Co-Authors: Edwin A. Locke, Gary P LathamAbstract:University of TorontoThe authors summarize 35 years of empirical research ongoal-setting theory. They describe the core findings of thetheory, the mechanisms by which goals operate, modera-tors of goal effects, the relation of goals and satisfaction,and the role of goals as mediators of incentives. Theexternal validity and practical significance of goal-settingtheory are explained, and new directions in goal-settingresearch are discussed. The relationships of goal setting toother theories are described as are the theory’s limitations.
