Motivation and Classroom Learning
Motivation and Classroom Learning
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动机和课堂学习
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
P. Pintrich
中科院分区：
文献类型：
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作者：
P. Pintrich
这一章全面回顾了与学校表现有关的个人动机和情感因素，以及预测学生在关键学术领域的动机和成就的课堂因素。研究表明，期望成分(即控制信念、自我效能信念)、价值成分(即目标导向、任务价值和效用)以及情感成分(即焦虑和其他情绪)如何与学生认知和课堂学习有关。激励因素在促进和约束认知、学习和其他重要的学校教育成果方面的重要性被提出。未来的研究方向包括分析动机和认知之间的发展进程和联系，以及研究当前的课堂改革如何调节动机和认知之间的关系。
关键词：
归因；
控制论；
期望值；
动力；
自决；
自我效能感
This chapter provides a comprehensive review of individual motivation and emotional factors related to school performance and classroom factors that are predictive of student motivation and achievement in critical academic domains. Studies are reviewed that demonstrate how expectancy components (i.e., control beliefs, self-efficacy beliefs); value components (i.e., goal orientation, task value, and utility); and affective components (i.e., anxiety and other emotions) relate to student cognition and classroom learning. The importance of motivational components in facilitating and constraining cognition, learning, and other important schooling outcomes is presented. Future research directions proposed include analyses of the developmental progressions and linkages between motivation and cognition and investigations of how current classroom reforms may moderate relationships between motivation and cognition.
Keywords:
attributions;
control theory;
expectancies;
motivation;
self-determination;
self-efficacy