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Now showing results 1-9 of 9.
1. When Choice Motivates and When It Does Not (EJ785044)
Author(s):
Katz, Idit; Assor, Avi
Source:
Educational Psychology Review, v19 n4 p429-442 Dec 2007
Pub Date:
2007-12-00
Pub Type(s):
Information Analyses; Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Learning Motivation; Teaching Methods; Student Motivation; Learning Theories; Student Attitudes; Well Being
Abstract: This article addresses the controversy regarding the value of offering choices as a teaching practice. Inconsistent of results regarding the effects of choice in various settings suggest that choice can be either motivating or de-motivating. Based on the self-determination theory of motivation (Deci & Ryan, 2000), we propose that choice can be motivating when the options meet the students' need for autonomy, competence, and relatedness. For example, choice is motivating when the options are relevant to the students' interests and goals (autonomy support), are not too numerous or complex (competence support), and are congruent with the values of the students' culture (relatedness support). Given the many factors involved, it is not surprising that in some studies choice was not found to promote engagement. However, when choice was offered in a way that met the needs of the students, it was found to enhance motivation, learning, and well-being. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Autonomous Motivation for Teaching: How Self-Determined Teaching May Lead to Self-Determined Learning (EJ781279)
Roth, Guy; Assor, Avi; Kanat-Maymon, Yaniv; Kaplan, Haya
Journal of Educational Psychology, v99 n4 p761-774 Nov 2007
2007-11-00
Journal Articles; Reports - Evaluative
Descriptors: Self Determination; Teacher Motivation; Teaching (Occupation); Correlation; Theories; Personal Autonomy; Emotional Response; Student Motivation; Learning Motivation; Teacher Behavior; Foreign Countries
Abstract: This study examined teachers' experience of autonomous motivation for teaching and its correlates in teachers and students. It was hypothesized that teachers would perceive various motivations posited by E. L. Deci and R. M. Ryan's (2000) self-determination theory as falling along a continuum of autonomous motivation for teaching. Autonomous motivation for teaching was predicted to be associated positively with teachers' sense of personal accomplishment and negatively with emotional exhaustion. Most important, teachers' self-reported autonomous motivation for teaching was expected to promote students' self-reported autonomous motivation for learning by enhancing teachers' autonomy-supportive behavior, as indicated by students' reports. Results from a sample of 132 Israeli teachers and their 1,255 students were consistent with the hypotheses. Discussion focuses on the importance of the experience of autonomous motivation for teaching for teachers and students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Academic Goal Orientations, Multiple Goal Profiles, and Friendship Intimacy among Early Adolescents (EJ757296)
Levy-Tossman, Inbal; Kaplan, Avi; Assor, Avi
Contemporary Educational Psychology, v32 n2 p231-252 Apr 2007
2007-04-00
Descriptors: Grade 7; Adolescents; Multivariate Analysis; Intimacy; Friendship; Goal Orientation; Student Educational Objectives; Student Motivation; Foreign Countries; Academic Achievement; Interpersonal Relationship; Correlation; Trust (Psychology); Regression (Statistics); Secondary Education
Abstract: This study investigated the relations between early adolescents' academic motivational orientations and an aspect of quality of friendship: intimacy. Two-hundred and three Jewish-Israeli seventh grade students responded to surveys asking them about their academic achievement goals and about characteristics of their friendships. Variable-centered regression analyses suggested that mastery goals were positively associated with mutual sharing of difficulties, trust, and adaptive social problem-solving between friends, whereas performance-approach goals were negatively associated with intimacy friendship. Moreover, both performance-approach and performance-avoidance goals were associated with mistrust, inconsideration, and tension between friends. A person-centered analysis, employing cluster analysis, suggested that profiles with a higher level of mastery goals relative to both types of performance goals were associated with less mistrust among friends in comparison with profiles with a higher level of performance goals relative to mastery goals. The findings point to the connection between academic motivation and social relationships in school. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Directly Controlling Teacher Behaviors as Predictors of Poor Motivation and Engagement in Girls and Boys: The Role of Anger and Anxiety (EJ723915)
Assor, Avi; Kaplan, Haya; Kanat-Maymon, Yaniv; Roth, Guy
Learning and Instruction, v15 n5 p397-413 Oct 2005
2005-10-00
Journal Articles; Reports - Research
Descriptors: Anxiety; Student Motivation; Foreign Countries; Teacher Behavior; Teaching Methods; Psychological Patterns; Predictor Variables; Student Evaluation of Teacher Performance; Student Attitudes; Elementary School Students; Teacher Student Relationship
Abstract: We focused on potential effects of directly controlling teacher behaviors (DCTB), such as giving frequent directives, interfering with children's preferred pace of learning, and not allowing critical and independent opinions. We hypothesized that children's perceptions of their teachers as directly controlling would arouse anger and anxiety in children, and these emotions would enhance a-motivation and extrinsic motivation, which, respectively, would undermine intensive academic engagement and promote restricted engagement. Three hundred and nineteen Israeli 4th-5th graders completed questionnaires assessing the variables of interest. The extent to which children showed intensive academic engagement was assessed by their primary teachers. Path analyses supported the expected relations. DCTB appear particularly harmful because they lead to a-motivation that is intertwined with anger and anxiety. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Children's Choice Strategies: The Effects of Age and Task Demands (EJ731172)
Bereby-Meyer, Yoella; Assor, Avi; Katz, Idit
Cognitive Development, v19 n1 p127-146 Jan-Mar 2004
2004-00-00
Descriptors: Decision Making; Children; Preadolescents; Context Effect; Age; Cognitive Processes; Cognitive Development
Abstract: Two experiments examined the effect of age and cognitive demands on children's choice strategies. Children aged 8-9 and 12-13 years were asked to choose among either two or four products that differed in several attributes of varying importance to them. Choice tasks were designed to differentiate between the lexicographic and the equal-weighting strategies that the children used. The results showed that older children use the two strategies more appropriately than younger children do. The choice of strategies reflects the demands of the task. All children were more likely to use the strategies correctly when choosing between two alternatives and tended to rely on the relatively less cognitive-demanding lexicographic strategy to choose among four alternatives. However, they were less likely to employ the lexicographic strategy in simpler tasks and when its use was difficult to justify, indicating an adaptive use. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Learning to Allow Temporary Failure: Potential Benefits, Supportive Practices and Teacher Concerns (EJ680904)
Alfi, Orit; Assor, Avi; Katz, Idit
Journal of Education for Teaching: International Research and Pedagogy, v30 n1 p27-41 Apr 2004
2004-04-00
Journal Articles; Reports - Descriptive
Descriptors: Special Education Teachers; Special Education; Academic Failure; Teacher Attitudes; Coping; School Restructuring; Teaching Methods; Teacher Education; Student Motivation; Emotional Response
Abstract: Current theory and research in the area of motivation indicate that while frequent academic failures are clearly undesirable, temporary failure in challenging academic tasks can have important psychological benefits when followed by successful coping. However, teachers' responses during our school reform programme suggest that some special education teachers may find it extremely difficult to allow their pupils to experience any kind of failure or frustration, not even temporarily. An analysis of the cognitive and emotional reasons for this phenomenon is presented, followed by a summary of the potential benefits of temporary failure. Then, drawing on Self-Determination Theory (SDT, Ryan & Deci, 2000 ), teaching practices that enable pupils to cope well with temporary failure are briefly described. The last section presents the way these SDT motivational principles have been used to promote the internalisation of a more positive attitude towards temporary failure by teachers, and to suggest various implications for the area of teacher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Assessing the Correlates of Over- and Underrating of Academic Competence: A Conceptual Clarification and a Methodological Proposal. (EJ426191)
Assor, Avi; And Others
Child Development, v61 n6 p2085-97 Dec 1990
1990-00-00
Journal Articles; Opinion Papers; Reports - Evaluative
N/A
Descriptors: Academic Ability; Achievement Rating; Analysis of Variance; Children; Correlation; Error of Measurement; Hypothesis Testing; Multiple Regression Analysis; Research Design; Research Methodology; Research Problems; Self Esteem
Abstract: Addresses three issues concerning the assessment of the overrating and underrating of academic competence: (1) the impossibility of separating effects of overrating and underrating from effects of perceived and actual competence; (2) the questionable validity of Connell and Ilardi's method; and (3) the proposal of a new method and its implications for Connell and Ilardi's data. (BC)
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8. Correlates of Overrating and Underrating of Cognitive Competence among Kindergarten Children. (EJ406597)
Psychology in the Schools, v26 n4 p337-45 Oct 1989
1989-00-00
Descriptors: Cognitive Ability; Competence; Foreign Countries; Kindergarten Children; Primary Education; Self Evaluation (Individuals); Young Children
Abstract: Used Harter and Pike's (1984) Pictorial Scale for Young Children to examine self-overrating and self-underrating in cognitive competence among 158 Israeli kindergarten children. Results showed that overrating and underrating in the cognitive domain were associated with similar tendencies in the physical, peer, and mother acceptance domains. (TE)
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9. Psychological Motives and Defensive Person Perception: A Brief Historical Account and a Revised Model. (EJ377225)
Assor, Avi
Social Behavior and Personality, v15 n2 p119-31 1987
1987-00-00
Journal Articles; Reports - General
Descriptors: Behavior Patterns; Foreign Countries; Interpersonal Relationship; Models; Personality Theories; Psychological Patterns; Social Cognition
Abstract: Provides brief historical account of three stages in development of theoretical framework which has guided research on defensive effects of motives on person perception, then proposes revised interactive model as fourth stage of conceptualization. New model suggests that defensive effects of motives on person perception are most likely to occur in context of lasting and meaningful interpersonal relationships. (Author/NB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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