Students' school performance, task-focus, and situation-specific motivation

Learning and Instruction

Volumn 39, Issue , 2015, Pages 158-167

  Malmberg, Lars Erik ^a   Pakarinen, Eija ^b   Vasalampi, Kati ^b   Nurmi, Jari Erik ^b  

^a UNIVERSITY OF OXFORD   (United Kingdom)

^b UNIVERSITY OF JYVÄSKYLÄ   (Finland)

Author keywords

Academic performance; Autonomous and controlled motivation; Motivation; Multilevel structural equation model; Task focus

Indexed keywords

EID: 84933526807     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2015.05.005     Document Type: Article

References (57)

1. Aunola K., Nurmi J.-E., Parrila R., Onatsu-Arvilommi T. Behavioral strategy relating scale II. Unpublished measurement instrument Jyväskylä 2000, University of Jyväskylä, Finland.
2. Blatchford P., Bassett P., Brown P. Examining the effect of class size on classroom engagement and teacher-pupil interaction: differences in relation to pupil prior attainment and primary vs. secondary schools. Learning and Instruction 2011, 21:715-730. 10.1348/000709903762869897..
3. Boekaerts M., Corno L. Self-regulation in the classroom: a perspective on assessment and intervention. Applied Psychology: An International Review 2005, 54:199-231. 10.1111/j.1464-0597.2005.00205.x..
4. Boiché J., Stephan Y. Motivational profiles and achievement: a prospective study testing potential mediators. Motivation and Emotion 2014, 38:79-92. 10.1007/s11031-013-9361-6..
5. Browne M.W., Cudeck R. Alternative ways of assessing model fit. Testing structural equation models 1993, 136-162. Sage, Beverly Hills, CA. K.A. Bollen, J.S. Long (Eds.).
6. Carson R.L., Weiss H.M., Templin T.J. Ecological momentary assessment: a research method for studying the daily lives of teachers. International Journal of Research & Method in Education 2010, 33(2):165-182. 10.1080/1743727X.2010.484548..
7. Connor C.M., Morrison F., Petrella J.N. Effective reading comprehension instruction: examining child× instruction interactions. Journal of Educational Psychology 2004, 96:682-698. 10.1037/0022-0663.96.4.682..
8. Cornelius-White J. Implications of task structure on self-regulated learning and achievement. Review of Educational Research 2007, 77:113-143. 10.1080/01443410802447023..
9. Crawford C., Dearden L., Greaves E. Does when you are born matter? The impact of month of birth on children's cognitive and non-cognitive skills in England 2011, Report for the Nuffield Foundation, Retrieved from the Institute for Fiscal Studies Website. http://www.ifs.org.uk/bns/bn122.pdf.
10. Deci E.L., Koestner R., Ryan R.M. Ameta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin 1999, 125:627-668. 10.1037/0033-2909.125.6.627..
11. Deci E.L., Ryan R.M. Intrinsic motivation and self-determination in human behaviour 1985, Plenum, New York.
12. Deci E.L., Ryan R.M. Self-determination theory: a macrotheory of human motivation, development, and health. Canadian Psychology 2008, 49:182-185. 10.1037/a0012801..
13. Deci E.L., Sheinman L., Schwartz A.J., Ryan R.M. An instrument to assess adults' orientations toward control versus autonomy with children: reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology 1981, 73:642-650. 10.1037/0022-0663.73.5.642..
14. Department for Education and Skills Special educational needs: Code of practice 2001, Department for Education and Skills, London.
15. Department of the Environment, Transport and the Regions [DETR] Indices of deprivation 2000 2000, DETR, London.
16. Eccles J.S., Midgley C., Wigfield A., Buchanan C.M., Reuman D., Flanagan C., et al. Development during adolescence: the impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist 1993, 48:90-101. 10.1037/0003-066X.48.2.90..
17. Eccles J.S., Wang M.-T. Part I commentary: so what is student engagement anyway?. Handbook of research on student engagement 2012, 133-145. Springer, New York, NY. S.L. Christenson, A.L. Reschly, C. Wylie (Eds.).
18. Flanders N. Analyzing teacher behavior 1970, Addison-Wesley, Reading, MA.
19. Gill P., Remedios R. How should researchers in education operationalise on-task behaviours?. Cambridge Journal of Education 2013, 43:199-222. 10.1080/0305764X.2013.767878..
20. Gollwitzer P.M. The volitional benefits of planning. The psychology of action 1996, 287-312. Guilford, New York. P.M. Gollwitzer, J. Bargh (Eds.).
21. Guay F., Ratelle C.F., Chanal J. Optimal learning in optimal contexts: the role of self-determination in education. Canadian Psychology 2008, 49:233-240. 10.1037/a0012758..
22. Hardy I., Jonen A., Möller K., Stern E. Effects of instructional support within constructivist learning environments for elementary school students' understanding of "floating and sinking". Journal of Educational Psychology 2006, 98:307-326. 10.1037/0022-0663.98.2.307..
23. Hirvonen R., Tolvanen A., Aunola K., Nurmi J.-E. The developmental dynamics of task-avoidant behavior and math performance in kindergarten and elementary school. Learning and Individual Differences 2012, 22:715-723. 10.1016/j.lindif.2012.05.014..
24. Hulleman C.S., Schrager S.M., Bodmann S.M., Harackiewicz J.M. Ameta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels?. Psychological Bulletin 2010, 136:422-449.
25. Jang H., Reeve J., Deci E.L. Engaging students in learning activities: it is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology 2010, 102(3):588-600. 10.1037/a0019682..
26. Kikas E., Peets K., Hodges E. Collective student characteristics alter the effects of teaching practices on academic outcomes. Journal of Applied Developmental Psychology 2014, 35:273-283. 10.1016/j.appdev.2014.04.004..
27. Lepper M.R., Corpus J.H., Iyengar S. Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. Journal of Educational Psychology 2005, 97:184-196. 10.1037/0022-0663.97.2.184..
28. Lerkkanen M.-K., Kiuru N., Pakarinen E., Poikkeus A.-M., Rasku-Puttonen H., Siekkinen M., Nurmi J.-E. Child-centered teaching practices promote reading and math skills development in grade 1 2015, (Manuscript submitted for publication).
29. Malmberg L.-E., Hagger H., Webster S. Teachers' situation-specific mastery experiences: teacher, student group and lesson effects. European Journal of Educational Psychology 2014, 29:429-451. 10.1007/s10212-013-0206-1..
30. Malmberg L.-E., Little T.D. Profiles of ability, effort, and difficulty: relationships with worldviews, motivation and adjustment. Learning and Instruction 2007, 17:739-754. 10.1016/j.learninstruc.2007.09.014..
31. Malmberg L.-E., Walls T., Martin A.J., Little T.D., Lim W.H.T. Primary school students' learning experiences of, and self-beliefs about competence, effort, and difficulty: random effects models. Learning and Individual Differences 2013, 28:54-65.
32. Malmberg L.-E., Woolgar C., Martin A. Quality of measurement of the learning experience questionnaire for personal digital assistants. International Journal of Quantitative Research in Education 2013, 1:275-296.
33. Marsh H.W., Lüdtke O., Robitzsch A., Trautwein U., Asparouhov T., Muthén B., et al. Doubly-latent models of school contextual effects: integrating multilevel and structural equation approaches to control measurement and sampling error. Multivariate Behavioral Research 2009, 44:764-802. 10.1080/00273170903333665..
34. Muthén L.K., Muthén B.O. Mplus user's guide 2012, Muthén & Muthén, Los Angeles, CA. 7th ed.
35. Nurmi J.-E., Aunola K. Observer rating scale of achievement strategies (OSAS). Unpublished measurement instrument 1998, University of Jyväskylä, Jyväskylä, Finland.
36. Nurmi J.-E., Hirvonen R., Aunola K. Motivation and achievement beliefs in elementary school: a holistic approach using longitudinal data. Unterrichtswissenschaft 2008, 36:237-254.
37. Office for National Statistics UK census 2001 national report for England and Wales 2001, Office of National Statistics, London.
38. Onatsu-Arvilommi T., Nurmi J.-E. The role of task-avoidant and task-focussed behaviors in the development of reading and mathematical skills during the first school year: a cross-lagged longitudinal study. Journal of Educational Psychology 2000, 92:478-491. 10.1037/0022-0663.92.3.478..
39. Onatsu-Arvilommi T., Nurmi J.-E., Aunola K. The development of achievement strategies and academic skills during the first year of primary school. Learning and Instruction 2002, 12:509-527. 10.1016/S0959-4752(01)00029-9..
40. Perry N.E., VandeKamp K.O., Mercer L.K., Nordby C.J. Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist 2002, 37:5-15. 10.1207/S15326985EP3701_2..
41. Pianta R.C., Belsky J., Vandergrift N., Hours R., Morrison F. Classroom effects on children's achievement trajectories in elementary school. American Educational Research Journal 2008, 45:365-397. 10.3102/0002831207308230..
42. Ratelle C.F., Guay F., Vallerand R.J., Larose S., Senécal C. Autonomous, controlled, and amotivated types of academic motivation: a person-oriented analysis. Journal of Educational Psychology 2007, 99:734-746. 10.1037/0022-0663.99.4.734..
43. Reeve J., Lee W. Students' classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology 2014, 106:527-540. 10.1037/a0034934..
44. Ryan R.M., Connell J.P. Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of Personality and Social Psychology 1989, 57:749-761. 10.1037/0022-3514.57.5.749..
45. Ryan R.M., Deci E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 2000, 55:68-78. 10.1006/ceps.1999.1020..
46. Ryan R.M., Plant R.W., O'Malley S. Initial motivations for alcohol treatment: relations with patient characteristics, treatment involvement and dropout. Addictive Behaviors 1995, 20:279-297. 10.1016/0306-4603(94)00072-7..
47. Schmitz B. Advantages of studying processes in educational research. Learning and Instruction 2006, 16:433-449. 10.1016/j.learninstruc.2006.09.004..
48. Schmitz B., Skinner E. Perceived control, effort, and academic performance: interindividual, intraindividual, and multivariate time-series analyses. Journal of Personality and Social Psychology 1993, 64:1010-1028. 10.1037/0022-3514.64.6.1010..
49. Sheldon K.M., Elliot A.J. Not all personal goals are personal: comparing autonomous and controlled reasons for goals as predictors of effort and attainment. Personality and Social Psychology Bulletin 1998, 24:546-557. 10.1037/0022-3514.75.5.1282..
50. Skinner E.A., Belmont M.J. Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology 1993, 85:571-581. 10.1037/0022-0663.85.4.571..
51. Skinner E.A., Kindermann T.A., Furrer C.J. Amotivational perspective on engagement and disaffection: conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement 2009, 69:493-525. 10.1177/0013164408323233..
52. Skinner E.A., Pitzer J.R. Developmental dynamics of student engagement, coping, and everyday resilience. Handbook of research on student engagement 2012, 21-44. Springer, New York, NY. S.L. Christenson, A.L. Reschly, C. Wylie (Eds.).
53. Tsai Y.-M., Kunter M., Lüdtke O., Trautwein U., Ryan R.M. What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology 2008, 100:460-472. 10.1037/0022-0663.100.2.460..
54. Vansteenkiste M., Sierens E., Soenens B., Luyckx K., Lens W. Motivational profiles from a self-determination perspective: the quality of motivation matters. Journal of Educational Psychology 2009, 101:671-688. 10.1037/a0015083..
55. Walls, T. A. (2006). Unpublished measure.
56. Wilhelm P., Perrez M., Pawlik K. Conducting research in daily life. Handbook of research methods for studying daily life 2012, 62-86. Guilford, New York. M.R. Mehl, T.S. Conner (Eds.).
57. Zhang X., Nurmi J.-E., Kiuru N., Lerkkanen M.-K., Aunola K. Ateacher-report measure of children's task-avoidant behavior: a validation study of the Behavioral Strategy Rating Scale. Learning and Individual Differences 2011, 21:690-698. 10.1016/j.lindif.2011.09.007.