But Do They Care?: Pintrich on Motivation in Learning
DOI:
https://doi.org/10.29173/istl1599Abstract
The article discusses a paper which describes the role of student motivation in learning and teaching contexts. It outlines several factors that can affect motivation in the classroom as adapted from the paper, including self-efficacy, goal-orientation and personal and situational interest. It also explains their implications for information literacy instruction.
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Ford, M.E. 1992. Motivating Humans: Goals, Emotions, and Personal Agency Beliefs. Newbury Park, CA: Sage.
Head, A. and Eisenberg, N.T. 2010. Truth Be Told: How College Students Evaluate and Use Information in the Digital Age. Project Information Literacy Progress Report, University of Washington's Information School. [Internet]. [Cited March 31, 2014]. Available from: {http://www.projectinfolit.org/uploads/2/7/5/4/27541717/pil_fall2010_survey_fullreport1.pdf}
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Paris, S.G., & Winograd, P. 2003. The role of self-regulated learning in contextual teaching: Principles for teacher preparation. A Commissioned Paper for the U.S. Department of Education project, "Preparing Teachers to Use Contextual Teaching and Learning Strategies to Improve Student Success in and beyond School.",Washington, DC. CIERA Archive #01-03. [Internet]. [Cited March 31, 2014]. Available from: http://www.ciera.org/library/archive/2001-04/0104prwn.pdf
Pintrich, P.R. 2003. A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology 95(4): 667-686.
Ross, M., Fosmire, M., Purzer, S., and Cardella, M. 2011. Lifelong learning and information literacy skills and the first year engineering undergraduate: Report of a self-assessment. In Proceedings of the ASEE National Conference, Vancouver, BC. AC 2011-1275.
Ryan, R.M., & Deci, E.L. 2000. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 55:68-78.
Schunk, D.H., Pintrich, P.R., and Meece, J.L. 2008. Motivation in Education: Theory, Research and Applications. 3rd ed. Upper Saddle River, NJ: Pearson.
Wigfield, A. and Eccles, J.S. 2000. Expectancy-value theory of achievement motivation. Contemporary Educational Psychology 25: 68-81. doi:10.1006/ceps.1999.1015
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Copyright (c) 2014 Michael Fosmire
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