Influencing university students' achievement and motivation in a technology course

Journal of Educational Research

Volumn 95, Issue 6, 2002, Pages 365-372

  Hancock, Dawson R ^a   Bray, Marty ^a   Nason, Scott A ^a  

^a UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE   (United States)

Author keywords

Higher education; Motivations; Technology

Indexed keywords

EID: 0036661071     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.1080/00220670209596611     Document Type: Article

References (40)

1. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271
2. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman
3. Barker, R. G. (1963). The stream of behavior. New York: Appleton-Centu-ry-Crofts
4. Bryant, S. M., & Hunton, J. E. (2000). The use of technology in the delivery of instruction: Implications for accounting educators and education researchers. Issues in Accounting Education, 7(1), 129-164
5. Bonk, C. J., & Reynolds, T. H. (1997). Making thinking visible: Writing, collaborative planning, and classroom inquiry. New York: Harper-Collins
6. Casazza, M. E. (1993). Using a model of direct instruction to teach summary writing in a college reading course. Journal of Reading, 37(3), 202-209
7. Cazden, C. (1988). Classroom discourse. Portsmouth, NH: Heinemann
8. Cicchelli, T. (1983). Forms and functions of instruction patterns: Direct and nondirect. Instructional Science, 12, 343-353
9. Coletti, C. D. (1986). Teacher concerns, innovation use, and conceptual level in the implementation of staff development activities in writing. Unpublished doctoral dissertation, Fordham University, New York
10. Cronbach, L. J., & Snow, R. E. (1977). Aptitudes and instructional methods: A handbook for research in interactions. New York: Irvington
11. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row
12. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum
13. Felder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-oriented instruction. College Teaching, 44(2), 43-48
14. Flowers, D. P., Hancock, D. R., & Joyner, R. E. (2000). Effects of instructional strategies and conceptual levels on students' motivation and achievement in a technology course. Journal of Research and Development in Education, 33(3), 187-194
15. Gable, R. K. (1998). Review of motivated strategies for learning questionnaire. In J. Impara & B. S. Plake (Eds.), The thirteenth mental measurements yearbook (pp. 681-682). Lincoln, NE: The University of Nebraska Press
16. Galbraith, J., & Cummings, L. L. (1969). An empirical investigation of the motivational determinants of task performance: Interactive effects between instrumentality-valence and motivation-ability. Organizational Behavior and Human Performance, 2, 237-257
17. Garcia, T., & Pintrich, P. R. (1995, April). Assessing students' motivation and learning strategies: The motivated strategies for learning questionnaire. Paper presented at the annual meeting of the American Educational Research Association, San Francisco
18. Glaser, R. (1994). Criterion-referenced tests: Part I, origins. Educational Measurement: Issues and Practice, 13(4), 9-12
19. Hancock, D. R. (1994). Motivating adults to learn academic course content. The Journal of Educational Research, 88, 102-108
20. Hancock, D. R. (2002, Spring). Influencing post-secondary students' motivation to learn in the classroom. College Teaching, 63-66
21. Hunt, D. E., Butler, L. F., Noy, J. E., & Rosser, M. E. (1978). Assessing conceptual level by the paragraph completion method. Toronto: Ontario Institute for Studies in Education
22. Hunt, D. E., & Noy, J. E. (1972). Student-directed learning from biographical information systems. Canadian Journal of Behavioural Science, 4(1), 54-63
23. Jones, E. D., & Southern, W. T. (1998). Curriculum-based instruction: Testing what is taught and teaching what is tested. Intervention in School and Clinic, 33(4), 239-250
24. McClendon, R. C. (1996). Motivation and cognition of preservice teachers: MSLQ. Journal of Instructional Psychology, 23(3), 216-221
25. Mclnemey, V., Mclnemey, D. M., & Marsh, H. W. (1997). Effects of metacognitive strategy training within a cooperative group learning context on computer achievement and anxiety: An aptitude-treatment interaction study. Journal of Educational Psychology, 89(4), 686-695
26. McRoy, C. R., & Brown, B. M. (1996). Effect of conceptual level on group conflict interaction. Journal for Specialists in Group Work, 21(1), 11-17
27. Microsoft Office 2000. (2001). Mastering and using Microsoft Office 2000 comprehensive course: Enhanced edition. Boston, Mass.: Course Technology
28. Miller, A. (1981). Conceptual matching models and interaction research. Review of Educational Research, 51, 33-84
29. Omstein, A. C. (1993). Norm-referenced and criterion-referenced tests: An overview. NASSP Bulletin, 77(555), 28-40
30. Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames & M. Maehr (Eds.), Advances in motivation and achievement: Motivation-enhancing environments (Vol. 6, pp. 117-160). Greenwich, CT: JAI Press
31. Pintrich, P. R., & Schrauben, B. (1992). Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In D. Schunk & J. Meece (Eds.), Student perceptions in the classroom: Causes and consequences (pp. 149-183). Hillsdale, NJ: Erlbaum
32. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor: National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan
33. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 93(53), 801-816
34. Rosenshine, B. (1995). Advances in research on education. The Journal of Educational Research, 88, 262-270
35. Saye, J. W. (1998). Technology in the classroom: The role of dispositions in teacher gatekeeping. Journal of Curriculum and Supervision, 13(3), 210-235
36. Schroder, H. M. (1971). Conceptual complexity and personality organization. In H. M. Schroder & P. Suedfeld (Eds.), Personality theory and information processing (pp. 167-210). Charlotte, NC: UNI
37. Stevens, R. J., & Slavin, R. E. (1991). The effects of cooperative learning and direct instruction in reading comprehension strategies. Journal of Educational Psychology, 83(1), 8-17
38. Tuckman, B. (1993, April). Motivational components of college students' performance and productivity. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA
39. Vroom, V. H. (1964). Work and motivation. New York: Wiley
40. Williams, M. D. (1993). A comprehensive review of learner control: The role of learner characteristics. New Orleans, LA: Association for Educational Communications and Technology. (ERIC Document Reproduction Service No. ED362211)