The role of contextual conditions of vocational education for motivational orientations and emotional experiences

European Psychologist

Volumn 9, Issue 4, 2004, Pages 210-221

  Lewalter, Doris ^a,c   Krapp, Andreas ^b  

^a RWTH AACHEN UNIVERSITY   (Germany)

^b BUNDESWEHR UNIVERSITY MUNICH   (Germany)

^c Department of Education Psychology ^*  (Germany)

Author keywords

Context; Emotion; Experience sampling method (ESM); Interest; Motivational orientation; Vocational education

Indexed keywords

EID: 9344264578     PISSN: 10169040     EISSN: None     Source Type: Journal    
DOI: 10.1027/1016-9040.9.4.210     Document Type: Review

References (64)

1. Achtenhagen, F. (1997). Berufliche Ausbildung (Vocational education). In F.E. Weinert (Ed.), Psychologie des Unterrichts und der Schule. Enzyklopädie der Psychologie, Themenbereich D, Serie I, Band 3 [Psychology of teaching and school. Encyclopedia of Psychology, Subject area D, Series I, Vol. 3] (pp. 603-657). Göttingen: Hogrefe.
2. Beck, K. (Ed.). (2000). Lehr-Lern-Prozesse in der kaufmännischen Erstausbildung. Ein Schwerpunktprogramm der Deutschen For-schungsgemeinschaft. Kurzberichte und Bibliographie. [Teaching-learning processes in initial business education. Apriority program of the Deutsche Forschungsgemeinschaft. Short reports and bibliography]. Landau: Verlag Empirische Pädagogik.
3. Beck, K. (Ed.). (2002). Teaching-learning processes in vocational education. Frankfurt: Lang.
4. Boekaerts, M. (1996). Personality and the psychology of learning. European Journal of Personality, 10, 377-404.
5. Boekaerts, M. (1999). Motivated learning: The study of student-situation transactional units. European Journal of Psychology of Education, 14, 41-55.
6. Boekaerts, M. (2003). Toward a model that integrates motivation, affect and learning. British Journal of Educational Psychology. Monograph Series II, Part 2 (Development and Motivation: Joint Perspectives), 41-55.
7. Brunstein, J.C., Maier, G.W., & Schultheiss, O.C. (1999). Motivation und Persönlichkeit: Von der Analyse von Teilsystemen zur Analyse ihrer Interaktion [Motivation and personality: From the analysis of subsystems to the analysis of their interaction]. In M. Jerusalem & R. Pekrun (Eds.), Emotion, Motivation und Leistung [Emotion, motivation, and achievement] (pp. 147-161). Göttingen: Hogrefe.
8. Csikszentmihalyi, M. (1990). Flow. New York: Harper & Row.
9. Csikszentmihalyi, M., & Larson, R. (1987). Validity and reliability of the experience-sampling-method. Journal of Nervous and Mental Disease, 175, 526-536.
10. Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
11. Deci, E.L., & Ryan, R.M. (1991). A motivational approach to self: Integration in personality, hi R. Dienstbier (Ed.), Nebraska Symposium on Motivation: Vol. 38 Perspectives on Motivation (pp. 237-288). Lincoln, NE: University of Nebraska Press.
12. Deci, E.L., & Ryan, R.M. (2002). Handbook of self-determination research. Rochester: University of Rochester Press.
13. Dweck, C.S., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
14. Elliot, A.J. & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
15. Hardt, B. & Kleinbeck, U. (2002). Motivation, goal commitment and action in learning processes for vocational education. In K. Beck (Ed.). Teaching-learning processes in vocational education (pp. 27-41). Frankfurt: Peter Lang.
16. Hascher, T. (2004). Wohlbefinden in der Schule [Well-being in the school]. Münster: Waxmann.
17. Häußler, R, & Hoffmann, L. (1995). Physikunterricht - an den Interessen von Mädchen und Jungen orientiert [Physics lessons - oriented to the interests of girls and boys]. Unterrichts-wissenschaft, 23, 107-126.
18. Heckhausen, J. (2000). Motivational psychology of human development. London: Elsevier.
19. Midi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549-571.
20. Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical considerations. Educational Psychology Review, 13, 191-209.
21. Hidi, S., & Harackiewicz, J.M. (2001). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151-179.
22. Hidi, S., Renninger, K.A., & Krapp, A. (2004). Interest, a motivational construct that combines affective and cognitive functioning. In D. Dai & R. Sternberg (Eds.), Motivation, emotion and cognition: Integrative perspectives on intellectual functioning and development (pp. 89-115). Hillsdale, NJ: Erlbaum.
23. Hoffmann, L. (2002). Promoting girls' interest and achievement in physics classes for beginners. Learning and Instruction, 12, 447-466.
24. Hoffmann, L., Häußler, P., & Lehrke, M. (1998). Die IPN-Interessenstudie Physik [The IPN-study on interest in physics]. Kiel: IPN.
25. Järvelä, S. (2001). Shifting research on motivation and cognition to an integrated approach on learning and motivation in context. In S. Volet & S. Järvelä, Motivation in learning contexts. Theoretical advances and methodological implications (pp. 3-16). Amsterdam: Pergamon.
26. Järvelä, S., & Niemivirta, M. (2001). Motivation in context: Challenge and possibilities in studying the role of motivation in new pedagogical cultures. In S. Volet & S. Järvelä, Motivation in learning contexts. Theoretical advances and methodological implications (pp. 105-127). Amsterdam: Pergamon.
27. Jerusalem, M., & Pekrun, R. (1999). Emotion, Motivation und Leistung [Emotion, motivation and achievement]. Göttingen: Hogrefe.
28. Köller, O. (1998). Zielorientierungen und schulisches Lernen [Goal orientations and learning in school]. Münster: Waxmann.
29. Krapp, A. (2002a). An educational-psychological theory of interest and its relation to self-determination theory. In E. Deci & R. Ryan (Eds.), The handbook of self-determination research (pp. 405-427). Rochester: University of Rochester Press.
30. Krapp, A. (2002b). Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12, 383-409.
31. Krapp, A. (2003). Interest and human development: An educational- psychological perspective. Development and Motivation, BJEP Monograph Series, II 2, 57-84.
32. Krapp, A., Hidi, S., & Renninger, K.A. (1992). Interest, learning and development. In K.A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 3-25). Hillsdale, NJ: Erlbaum.
33. Krapp, A., & Lewalter, D. (2001). Development of interests and interest-based motivational orientations. A longitudinal study in school and work settings. In S. Volet, & S. Järvelä (Eds.), Motivation in learning contexts: theoretical advances and methodological implications (pp. 201-232). London: Elsevier.
34. Kuhl, J. (2001). Motivation und Persönlichkeit [Motivation and personality]. Göttingen: Hogrefe.
35. Lepper, M.R. (1988]. Motivational considerations in the study of instruction. Cognition and Instruction, 5, 289-309.
36. Lewalter, D. (2002). Emotionales Erleben und Lernmotivation - Theoretische und empirische Analyse des Zusammenhangs von Emotion und Motivation in pädagogischen Kontexten [Emotional experiences and learning motivation - Theoretical and empirical analysis of the relation between emotion and motivation within educational contexts]. München: Universität der Bundeswehr, Institut für Psychologie und Erziehungswissenschaft.
37. Lewalter, D., Krapp, A., Schreyer, L, & Wild, K.-P. (1998). Die Bedeutsamkeit des Erlebens von Kompetenz, Autonomie und sozialer Eingebundenheit für die Entwicklung berufsspezifischer Interessen [The importance of the experiences of competence, autonomy and relatedness for the development of vocational interests]. In K. Beck & R. Dubs (Eds.), Kompetenzent-wicklung in der Beruferziehung [Development of competences in vocational education]. Zeitschrift für Berufs- und Wirtschaflspädagogik, Beiheft Nr. 14, pp. 143-168. Stuttgart: Steiner.
38. Linnenbrink, E.A., & Pintrich, P.R. (2000). Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition. In C. Sansone, & J.M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation (pp. 195-227). San Diego: Academic Press.
39. Maehr, M.L., & Ames, C. (1989). (Eds.). Motivation enhancing environments. Advances in Motivation and Achievement (Vol. 6). Greenwich, CT: JAI.
40. Nuttin, J. (1984). Motivation, planning, and action. Hillsdale, NJ: Erlbaum
41. Pekrun, R. (1992). Kognition und Emotion in studienbezogenen Lern- und Leistungssituationen: Explorative Analysen [Cognition and emotion in study-related learning and achievement situations: Explorative analysis]. Unterrichtswissenschaft, 20, 308-324.
42. Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 143-164). London: Elsevier.
43. Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation: Theory, research and applications. San Diego, CA: Academic Press.
44. Prenzel, M., Kramer, K., & Drechsel, B. (1998). Changes in learning motivation and interest in vocational education: Halfway through the study. In L. Hoffmann, A. Krapp, A. Renninger, & J. Baumert (Eds.), Proceedings of the Seeon Conference on interest and gender (pp. 430-440). Kiel: IPN.
45. Prenzel, M., Kramer, K., & Drechsel, B. (2001). Selbstbestimmtes, motiviertes und interessiertes Lernen in der kaufmännischen Erstausbildung - Ergebnisse eines Forschungsprojekts [Self-determined and interested learning in initial business education-results of a research project]. In K. Beck, & V. Krumm (Eds.), Lehren und Lernen in der beruflichen Erstausbildung [Teaching and learning in the initial business education] (pp. 37-61). Opladen: Leske + Budrich.
46. Prenzel, M., Kramer, K., & Drechsel, B. (2002). Self-determined and interested learning invocational education. In K. Beck (Ed.), Teaching-learning processes in vocational education (pp. 43-68). Frankfurt: Peter Lang.
47. Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone & J.M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation (pp. 373-404). San Diego: Academic Press.
48. Renninger, K.A., Ewen, L., & Lasher, A.K. (2002). Individual interest as context in expository text and mathematical word problems. Learning and Instruction, 12, 467-491.
49. Ryan, R.M. (1995). Psychological needs and the facilitation of integrative process. Journal of Personality, 63, 397-427.
50. Sembill, D., Wolf, K., Wuttke, E. & Schumacher, L. (2002). Self-organized learning in vocational education-foundation, implementation, and evaluation. In K. Beck (Ed.), Teaching-learning pro:esses in vocational education (pp. 267-295). Frankfurt: Peter Lang.
51. Schiefele, U. (1996). Motivation und Lernen mit Texten [Motivation and learning from texts]. Göttingen: Hogrefe.
52. Schiefele, U. (2001). The role of interest in motivation and learning. In J.M. Collis & S. Messick (Eds.), Intelligence and personality: Bridging the gap in theory and measurements. Hillsdale, NJ: Erlbaum.
53. Straka G.A., & Nenniger, P. (1995). A conceptual framework for self-directed-learning readiness. In H.B. Long et al. (Eds.), New dimensions in self directed learning (pp. 243-255). Oklahoma: University of Oklahoma.
54. Sun, R. (2002). Duality of the mind. Mahwah, NJ: Erlbaum.
55. Turner, J.C., & Meyer, D.K. (2000). Studying and understanding the instructional contexts of classrooms: Using our past to forge our future. Educational Psychologist, 35, 69-85.
56. Urdan, T.C. (1999) (Ed.). The role of context. Advances in motivation and achievement (Vol. 11). Greenwich, CT: JAI.
57. Volet, S., & Järvelä, S. (2001). Motivation in learning contexts. Theoretical advances and methodological implications. Amsterdam: Pergamon.
58. Volet. S. (1999). Motivation within and across cultural-educational contexts: A multi-dimensional perspective. In T.C. Urdan (Ed.), Advances in motivation and achievement (Vol. 1, pp. 185-231). Greenwich, CT: JAI.
59. Volet, S. (2001). Understanding learning and motivation in context: A multi-dimensional and multi-level cognitive-situative perspective. In S. Volet & S. Järvelä (Eds.), Motivation in learning contexts. Theoretical advances and methodological implications (pp. 57-82) Amsterdam: Pergamon.
60. Wild, K.-P. (1999). CatMovie 3. Eine Software zur Unterstützung der Kodierung digitalen Videomaterials [CatMovie 3. A software for coding digital videos]. Arbeiten zur Empirischen Pädagogik und Pädagogischen Psychologie, Gelbe Reihe Nr. 40. Neubiberg: Universität der Bundeswehr München, Institut für Psychologie und Erziehungswissenschaft.
61. Wild, K.-P. (2000). Die Bedeutung betrieblicher Lernumgebungen für die langfristige Entwicklung intrinsischer und extrinsischer motivationaler Lernorientierungen [The importance of the learning situation of vocational education for the long-term development of intrinsic and extrinsic motivational learning orientations]. In U. Schiefele, & K.-P. Wild (Eds.), Interesse und Lernmotivation [Interest and learning motivation] (pp. 73-93). Münster: Waxmann.
62. Wild, K.-P., & Krapp. A. (1996a). Die Qualität subjektiven Erlebens in schulischen und betrieblichen Lernumwelten. Untersuchungen mit der Erlebens-Stichproben-Methode [The quality of subjective experiences in educational and vocational learning environments. An investigation based on the experience-sampling method]. Unterrichtswissenschaft, 24, 195-216.
63. Wild, K.-R, & Krapp, A. (1996b). Lernmotivation in der kaufmännischen Erstausbildung [Learning motivation in the initial business education]. Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft 13, 90-107.
64. Zeidner, M. (1998). Text anxiety: The state of the art. New York: Plenum.