Achievement Motivation amongst Rwandan secondary students. An Empirical Investigation of its internal and external nomological network

卢旺达中学生的成就动机。

• 批准号: 1923439
• 金额: --
• 依托单位: University of Oxford
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2017
• 资助国家: 英国
• 起止时间: 2017 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-1923439
• 关键词: Achievement; Motivation; amongst; Rwandan; secondary

Through my research, I want to contribute to the literature on psychological determinants of school performance by developing and empirically testing a model that brings together control beliefs and motivational orientation to predict learning outcomes in Rwanda. Since this country still struggles with poor academic achievements amongst students, I also want to design and evaluate an intervention that strengthens motivational environments in Rwandan classrooms to boost students' learning performance. In action control theory, and related models, school performance is conceptualized to be the product of children's perceived control over their own academic success (Little, Hawley, Heinrich & Marsland 2002, Skinner & Connell 1990). Particularly agency beliefs in effort (e.g. 'I will benefit from investing efforts') and ability (e.g. 'I am competent') are critical determinants of school performance because they represent an agentic belief system that in itself encourages school engagement and thus achievement (Little, Stetsenko, & Maier, 1999, Little et al. 2002, Skinner et al. 1990). In this respect, agency beliefs are shaped through self-perpetuating cycles of control experiences, effort, and outcomes. Higher agency beliefs result in more academic effort which in turn entail higher learning outcomes. This might then further solidify initial perceptions of control. Of course, low levels of perceived control can trigger downwards spirals of effort and outcomes (Skinner et al. 1990, Skinner et al. 1998). However, the directions of these cycles can change (e.g. Mueller & Dweck 1998). Action control beliefs differentiate throughout infancy. By the end of primary school, for example, children have developed concrete domain specific agency beliefs about competencies and skills they think they hold for each school subject. Across the different learning challenges within a school subject, they further hold situational agency beliefs that express what they think they can achieve within these challenges (Bong & Skaalvik 2003, Little et al. 2002). Situational learning experiences are highly dynamic and complex processes. They are characterized by children's attempts to gauge ability through self-evaluating task performances while considering how difficult the tasks were and the amount of effort invested (Nicholls 1984). The accumulation of learning experiences across situations form the cognitive basis that ultimately shape higher-level agency beliefs, which in turn can influence agency belief systems at the situational level (Bong & Skaalvik 2003).

通过我的研究，我想通过开发和实证检验一个模型，汇集控制信念和动机导向来预测卢旺达的学习成果，从而为学校表现的心理决定因素的文献做出贡献。由于这个国家仍然在努力与学生的学习成绩差，我也想设计和评估干预，加强在卢旺达教室的动机环境，以提高学生的学习成绩。在行动控制理论和相关模型中，学校表现被概念化为儿童对自己学业成功的感知控制的产物（Little，Hawley，Heinrich & Marvel 2002，Skinner & Connell 1990）。特别是在努力（例如，“我将受益于投资努力”）和能力（例如，“我有能力”）的代理信念是学校绩效的关键决定因素，因为它们代表了一个代理信念系统，本身鼓励学校参与，从而取得成就（Little，Stetsenko，& Maier，1999，Little et al. 2002，Skinner et al. 1990）。在这方面，机构信念是通过控制经验、努力和结果的自我延续循环形成的。更高的代理信念导致更多的学术努力，这反过来又带来更高的学习成果。这可能会进一步巩固最初的控制感。当然，低水平的控制感会引发努力和结果的螺旋式下降（Skinner et al. 1990，Skinner et al. 1998）。然而，这些周期的方向可以改变（例如Mueller & Dweck 1998）。行动控制信念在婴儿期是不同的。例如，到小学结束时，孩子们已经形成了具体的领域特定的代理信念，这些信念是关于他们认为自己对每一门学校科目拥有的能力和技能的。在学校科目的不同学习挑战中，他们进一步持有情境能动性信念，表达他们认为他们可以在这些挑战中取得什么成就（Bong & Skaalvik 2003，Little et al. 2002）。情境学习是一个高度动态和复杂的过程。他们的特点是孩子们试图通过自我评估任务的表现，同时考虑到任务的难度和投入的努力量来衡量能力（尼科尔斯1984）。跨情境的学习经验的积累形成了最终形成更高层次的代理信念的认知基础，这反过来又会影响情境层面的代理信念系统（Bong & Skaalvik 2003）。