Supporting Students' Motivation, Engagement, and Learning During an Uninteresting Activity
Supporting Students' Motivation, Engagement, and Learning During an Uninteresting Activity
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DOI：
10.1037/a0012841
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发表时间：
2008-11-01
影响因子：
4.9
通讯作者：
Jang, Hyungshim
中科院分区：
文献类型：
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作者：
Jang, Hyungshim
本研究探讨了两种不同的动机理论模型的能力，以解释为什么外部提供的理由往往支持学生的动机，参与和学习相对无趣的学习活动。136名大学生（108名女性，28名男性）在接受或未接受理由后进行了20分钟的无趣课程。接受基本原理的参与者表现出更大的识别调节，兴趣增强策略，行为参与和概念学习。结构方程模型被用来测试3个替代的解释模型，以了解为什么基本原理产生这些好处，一个确定的监管模型的基础上，自我决定理论，利益监管模型的基础上，利益增强策略的研究。以及集成两个模型的加性模型。数据符合所有3个模型;然而，只有包括理性电子增强识别调节的模型才能独特地促进学生的参与，从而促进他们的学习。研究结果强调，外部提供的理由可以发挥作用，帮助学生产生自主的动机，他们需要建设性地参与和学习无趣，但个人重要的教训。
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.