Motivation in Mathematics: Goals Reflected in Emotions
Motivation in Mathematics: Goals Reflected in Emotions
复制标题
数学动机：情感反映的目标
DOI：
10.1007/s10649-005-9019-8
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发表时间：
2006
影响因子：
3.2
通讯作者：
M. Hannula
中科院分区：
文献类型：
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作者：
M. Hannula
数学课堂上的学生被激励去做很多事情，而不仅仅是我们期望他们做的事情。为了理解学生在课堂上的行为，我们需要加深对动机是什么以及如何调节动机的理解。对主流动机研究的批判需要考虑两个问题：(a)无意识在动机中的重要性；(b)关注动机状态和过程，而不是特征。在本论文中，动机被概念化为通过控制情绪的机制来指导行为的潜力。作为一种潜能，动机是无法被直接观察到的。只有当它在情感和认知中表现出来，例如信仰、价值观和情绪反应时，才能被观察到。这种潜力是通过需求和目标来构建的。在此基础上，结合笔者前期的研究，从三个方面对动机调节进行了探讨。首先，目标来源于需求：在学习情境中，对自主性、能力和社会归属感的心理需求是目标选择的最重要决定因素。作为第二个方面，这种观点接受了学生对不同目标可及性的信念的影响。作为第三个方面，将讨论自动情绪反应对目标调节的影响。弗兰克的案例将被用来1)说明动机是如何从不同类型的数据中推断出来的，2)作为冲突的目标是如何导致非直接的自我调节的一个例子。
Students in a mathematics classroom are motivated to do many things, not only the ones we expect them to do. In order to understand student behaviour in classrooms we need to increase our understanding of what motivation is and how it is regulated. Two issues relevant to a critique of mainstream motivation research need consideration: (a) the importance of the unconscious in motivation and (b) focusing on motivational states and processes rather than traits. In the present paper, motivation is conceptualised as a potential to direct behaviour through the mechanisms that control emotion. As a potential, motivation cannot be directly observed. It is observable only as it manifests itself in affect and cognition, for example as beliefs, values and emotional reactions. This potential is structured through needs and goals. Based on this view of motivation and the author's earlier studies, three aspects of motivation regulation are discussed. Primarily, goals are derived from needs: in learning situations, the psychological needs for autonomy, competence, and social belonging are the most significant determinants of goal choices. As a second aspect, this view accepts the influence of students' beliefs about the accessibility of different goals. As a third aspect, the influence of automatic emotional reactions for goal regulation will be discussed. The case of Frank will be used 1) to illustrate how motivation can be inferred from different kinds of data and 2) as an example of how conflicting goals lead to non-straightforward self-regulation.