Applications of motivation research to practice
Applications of motivation research to practice
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动机研究在实践中的应用
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
M. DiBenedetto
中科院分区：
文献类型：
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作者：
Héfer Bembenutty;D. Schunk;M. DiBenedetto
本期《理论付诸实践》特刊重点关注动机理论和研究在教育实践中的应用。这个话题在今天显得尤为及时，因为教师需要有关理论和研究的知识，以便为激励不同能力水平的学习者做好准备。教师询问为什么有些学生似乎学习积极性较低以及他们可以采取什么措施。他们还提出以下问题：我们如何将在教育计划中学到的理论转化为实践？我们可以做些什么来维持所有学生的积极性？我们可以做些什么来提高学生的兴趣？我们如何利用自我调节、心态、归因和控制价值理论来激发学生的积极性？对动机的研究在概念上有吸引力并以笼统的方式呈现，通常无法为教师处理动机低下的学生提供有用的指导和教学工具。本期特刊为这些问题提供了一些实用的答案。动机领域在提供重要的理论和研究成果方面取得了长足的进步。大多数动机理论解释了人类发展以及影响人类功能和能动性的认知和环境条件的作用。然而，学术动机的构建是模糊的。教科书的定义通常不提供关于教师如何影响学生动机的实际指导。对于本期特刊，我们采用了学术动机的实用定义，其中涉及学生为了学习和享受或为了认可或奖励而从事任务时的需求、目标和信念（参见 Anderman，2021）。所有学生都有需求（例如，完成课堂作业）。众所周知，学生的信念会影响他们的学习动机（例如，相信通过在课堂上保持专注，学生将在课堂上获得 A）。目标可以强烈激励学生（例如，在不接手机的情况下完成作业）。教师受益于了解学生的需求、信仰和目标。研究表明，有学习动机的学生能够成功地完成关键的学术任务，取得较高的学术成就，并在巨大的挑战下保持动力（Schunk 等，2014）。然而，尽管有这些证据，教师仍然需要了解动机研究在不同发展水平的各自学科中的应用。尽管有许多来自不同角度的激励理论，但本期特刊旨在填补激励理论与教师、学习者、家庭、管理人员和学校专业人员实践之间的空白。本期的撰稿人描述了不同的动机过程，例如期望和价值观、自我效能、归因、兴趣、自决、目标和目标取向、情感、心态、延迟满足、文化及其课堂应用。贡献者通过提供有价值且简单的工具将理论转化为实践，教师可以使用这些工具来成功地处理日常课堂需求。理论付诸实践 2022 年，卷。 61，没有。 1, 1–4 https://doi.org/10.1080/00405841.2021.1929000
This special issue of Theory Into Practice focuses on applications of motivation theory and research to educational practice. This topic is especially timely today because teachers need knowledge about theories and research that prepare them to motivate learners at different competency levels. Teachers ask why some students appear to have low academic motivation and what they can do about it. They also ask questions such as: How can we translate to practice the theories we learned during our education program? What can we do to sustain the motivation of all our students? What can we do to raise our students’ interests? How can we use the theories of self-regulation, mind-set, attribution, and control-value to spark student motivation? Research on motivation that is conceptually attractive and presented in general terms often provides little guidance and instructional tools helpful to teachers dealing with students with low motivation. This special issue suggests some practical answers to these questions. The field of motivation has come a long way in providing important theories and research findings. Most theories of motivation explain human development and the role of cognition and environmental conditions that influence human functioning and agency. Nevertheless, the construct of academic motivation is fuzzy. Textbook definitions often do not provide practical guidance about how teachers can impact the motivation of their students. For this special issue, we have adopted a practical definition of academic motivation, which involves students’ needs, goals, and beliefs while they engage in tasks for the sake of learning and enjoyment or for recognition or rewards (see Anderman, 2021). All students have needs (e.g., to complete a class assignment). It is well known that students’ beliefs influence their academic motivation (e.g., the belief that by staying focus during class, the student will obtain an A in the class). Goals can strongly motivate students (e.g., completing a homework assignment without answering the cell phone). Teachers benefit from understanding their students’ needs, beliefs, and goals. Research demonstrates that students who are motivated to learn successfully master critical academic tasks, reach high academic achievement, and sustain motivation under considerable challenges (Schunk et al., 2014). Despite such evidence, however, teachers still need to understand applications of motivation research to practice to their respective disciplines at different developmental levels. Although there are many motivational theories from diverse perspectives, this special issue aims to fill the gap between motivational theories and the practice of teachers, learners, families, administrators, and school professionals. The contributors to this issue describe diverse motivational processes such as expectancies and values, self-efficacy, attributions, interests, self-determination, goals and goal orientations, emotions, mindsets, delay of gratification, and culture and their classroom applications. The contributors translate theory into practice by providing valuable and straightforward tools teachers can have at their disposal for dealing successfully with their daily classroom demands. THEORY INTO PRACTICE 2022, VOL. 61, NO. 1, 1–4 https://doi.org/10.1080/00405841.2021.1929000