期刊
JOURNAL OF EDUCATIONAL PSYCHOLOGY
卷 100, 期 4, 页码 798-811出版社
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/a0012841
关键词
rationale; autonomous motivation; identified regulation; interest regulation; self-determination theory
The present study examined the capacity of 2 different theoretical models of motivation to explain why an externally provided rationale often supports students' motivation, engagement, and learning during relatively uninteresting learning activities. One hundred thirty-six undergraduates (108 women, 28 men) worked on an uninteresting 20-min lesson after either receiving or not receiving a rationale. Participants who received the rationale showed greater identified regulation, interest-enhancing strategies, behavioral engagement, and conceptual learning. Structural equation modeling was used to test 3 alternative explanatory models to understand why the rationale produced these benefits-an identified regulation model based on self-determination theory, an interest regulation model based on interest-enhancing strategies research. and an additive model that integrated both models. The data fit all 3 models; however, only the model that included rational e-enhanced identified regulation uniquely fostered students' engagement and hence their learning. Findings highlight the role that externally provided rationales can play in helping students generate the autonomous motivation they need to engage constructively in and learn from uninteresting, but personally important, lessons.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据