Motivation
Motivation
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DOI：
10.1080/01443410.2019.1600774
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发表时间：
2019-04
影响因子：
3.2
通讯作者：
D. McInerney
中科院分区：
文献类型：
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作者：
D. McInerney
动机是一种“发明”的心理结构，用来描述个人和群体选择特定行为并坚持这种行为的机制，它在所有文化中都有几千年的历史。来自各大洲的古希腊、罗马、埃及、印度、中国和土著文化通常在伦理行为和道德的外衣下发展了关于积极动机行为的准则（例如，参见Framarin, 2009; Hsu & Wu, 2015; Pakdel, 2013; Reeve, 2015）。此外，动机的构建以及如何发展积极的动机和行为已经渗透到人类努力的各个领域。特别是教育心理学，在研究学习动机的本质和动态方面有着悠久的历史（McInerney, 2015）。过去150年的大部分研究都是由西方的理论和研究主导的。心理学家和教育工作者已经学到了大量的知识，这些知识为促进学习的教育实践提供了信息。在过去的40年左右的时间里，我们看到了一种从西方基础转向理论和研究的转变，这种转变现在把文化和人类的可变性作为有效研究的中心原则。与其寻找关于动机的规律和共性，往往无力解释群体和文化之间的群体差异，甚至在群体和文化内部，人们更多地关注动机的文化特定元素，这些元素可能在解释课堂上的动机行为方面更有效（King和McInerney, 2016; King， McInerney和Pitliya， 2018）。本期《教育心理学》正好处于当前的时代精神之中。Cheng（2019）研究了台湾和美国的外在动机和内在动机的作用。虽然基于西方历史研究的普遍观点认为内在动机在提高教育成就方面具有优势，但Cheng发现内在动机和外在动机的动力在两种文化背景下的工作方式截然不同。我们应该经常问这样一个问题：为什么这些构念（或任何其他构念）在完全不同的文化环境中会以同样的方式起作用，而不是像过去那样期望它们如此。质疑西方概念在非西方环境中的适用性应该始终是最重要的。Hoffman和Kurtz-Costes（2019）研究了一种有趣且与文化相关的干预措施，以增强美国印第安儿童学习科学的动机。这项研究很重要，因为它不仅将土著群体定位为焦点，而且利用了一种不受西方协议约束的新方法。虽然干预似乎没有成功，但该方法的稳健性及其持续时间短应在后续研究中重新审视。Manganelli等人（2019）研究了自我决定动机、自我调节认知策略和先前成就在预测学习成绩方面的关系。意大利学生也参与其中。这一发现与现有的研究一致，自主动机和批判性思维可以预测学习成绩，而学习动机更可控的学生学习动机更低。正如本研究所例证的那样，来自北美和他们的模型和理论的转换
Motivation, the psychological construct ‘invented’ to describe the mechanism by which individuals and groups choose particular behaviour and persist with it, has a history going back millennia in all cultures. Ancient Greek, Roman, Egyptian, Indian, Chinese, and Indigenous cultures from all continents developed rubrics about positively motivated behavior usually under the mantle of ethical behavior and morality (see, for example, Framarin, 2009; Hsu & Wu, 2015; Pakdel, 2013; Reeve, 2015). Furthermore, the construct of motivation and how to develop positive motivation and behaviour has permeated all areas of human endeavour. Educational psychology, in particular, has a long history of studying the nature and dynamics of motivation for learning (McInerney, 2015). Much of the last 150 years of investigation was dominated by Western theorising and research. And psychologists and educators have learned an enormous amount that has informed educational practice to enhance learning. The last forty or so years has seen a move away from a Western base to theorising and research, a move which now takes culture and human variability as a central tenet for effective research. Rather than looking for regularities and universals with regard to motivation, often powerless in explaining group difference across groups and cultures, and indeed within groups and cultures, more attention is being paid to the culturally specific elements of motivation that may have more efficacy in explaining motivated behaviour in the classroom (King & McInerney, 2016; King, McInerney & Pitliya, 2018). This issue of Educational Psychology is well situated within this current zeitgeist. Cheng (2019) examines the function of extrinsic and intrinsic motivation in Taiwan and the United States. While common beliefs based on historical research in the West posit the superiority of intrinsic motivation for enhancing educational achievement, Cheng found that the dynamics of intrinsic and extrinsic motivation work quite differently in the two cultural settings. We should always ask the question why these constructs (or any others for that matter) should work the same way in quite different cultural milieus rather than, as in the past, expecting them to. Questioning the applicability of Western constructs in nonWestern settings should always be paramount. Hoffman and Kurtz-Costes (2019) examine an interesting and culturally relevant intervention to enhance the motivation of American Indian children to study science. This research is important because it not only positions an Indigenous group as the focus but utilises a novel methodology that is not constrained by Western protocols. Although the intervention did not appear successful, the robustness of the method and its short duration should be revisited in subsequent research. Manganelli et al. (2019) tackle the relationships between self-determined motivation, self-regulated cognitive strategies and prior achievement in predicting academic performance. Italian students participated. The findings are in line with extant research, autonomous motivation and critical thinking are predictive of academic performance, while students with more controlled motivation have lower academic motivation. As exemplified in this research, the transposition of models and theories from North America and their