|
|
Learning Motivation as an Aspect of personality Self-Determination at the Stage of Pre-Professional Development
Egorenko T.A., Ph.D. in Psychology, Associate Professor, Department of School Psychology, Faculty of Education Psychology, Moscow State University of Psychology & Education, Moscow, Russia, egorenkota@mgppu.ru
This article analyzes the problem of raising learning motivation in high school students. Proceeding from key provisions of the theory of values, self-determination and positive psychology the authors analyzed the processes which stimulate or undermine the learning motivation of high school students. The article describes the results of the study conducted in schools of Boston (United States), where high school students were enrolled in the training program at the workplace («School-to-work»). The findings revealed that teacher’s support of students’ autonomy significantly contributes to academic performance. Promoting a positive future orientation was recognized as an important component of the efficiency of an educational program. Comparative results of the study on interplay between the level of educator’s care, autonomous motivation and positive emotions to the learning process among high school students of Germany and the United States have shown that teachers who provide such support, give high school students an opportunity to make choice and take independent decisions, contribute to formation of a positive autonomous learning motivation.
- Kenny M.E. et al. Achievement motivation among urban adolescents: Work
hope, autonomy support, and achievement-related beliefs. Journal of Vocational
Behavior, 2010, vol. 77, no. 2, pp. 205–212.
doi:10.1016/j.jvb.2010.02.005
- Lore m. dickey Career Decision Self-Efficacy of Transgender People: Pre-and
Post-transition. The Career DevelopmenT QuarTerly, 2016, vol. 64,
no. 4, pp. 360–372. doi:10.1002/cdq.12071
- Constantine M.G. et al. Challenges to the career development of urban
racial and ethnic minority youth: Implications for vocational intervention.
Journal of Multicultural Counseling & Development Special Issue: Urban
Adolescents, 1998, vol. 26, no. 2, pp. 83−95.
doi:10.1002/j.2161-1912.1998.tb00189.x
- Covington M.V. Goal theory, motivation, and school achievement: An
integrative review. Annual Review of Psychology, 2000, vol. 51,
pp. 171−200. doi:10.1146/annurev.psych.51.1.171
- Diemer M.A., Blustein D.L. Vocational hope and vocational identity: Urban
adolescents' career development. Journal of Career Assessment, 2007,
vol. 15, no. 1, pp. 98−118. doi:10.1177/1069072706294528
- Eccles J.S., Noack P. Early Adolescents' Development of Academic
Self-Concept and Intrinsic Task Value: The Role of Contextual Feedback. Journal
of Research on Adolescence, 2015, vol. 25, no. 3, pp. 459-473.
doi:10.1111/jora.12140
- Fine M. Echoes of Bedford: A 20-year social psychology memoir on
participatory action research hatched behind bars. American Psychologist, 2013,
vol. 68, no. 8, pp. 686–698. doi:10.1037/a0034359
- Hofer B.K. Addressing Challenges to Public Understanding of Science:
Epistemic Cognition, Motivated Reasoning, and Conceptual Change. Educational
Psychologist, 2014, vol. 49, no. 2, pp. 123–138.
doi:10.1080/00461520.2014.916216
- Snyder C.R. et al. Hope and academic success in college. Journal of
Educational Psychology, 2002, vol. 94, no. 4, pp. 820−826.
doi:10.1037/0022-0663.94.4.820
- Hughes K.L., Bailey T.L., Karp M.M. School-to-work: Making a difference in
education. Phi Delta Kappan, 2002, vol. 84, no. 4, pp. 272–279.
doi:10.1177/003172170208400405
- Kozol J. Fire in the Ashes: Twenty-Five Years Among the Poorest Children in
America. New York, NY, US: Crown Publishers, 2012. 404 p.
- Lapan R.T. Career development across the K-16 years: Bridging the present
to satisfying and successful futures. Alexandria, VA, US: American Counseling
Association, 2004. 380 p.
- Lapan R.T., Gysbers N.C., Yongmin Sun The Impact of More Fully Implemented
Guidance Programs on the School Experiences of High School Students: A
Statewide Evaluation Study. Journal of Counseling & Development, 2011,
vol. 75, no. 4, pp. 292–302.
doi:10.1002/j.1556-6676.1997.tb02344.x
- Lapan R.T., Kardash C.M., Turner S. Empowering students to become
self-regulated learners. Professional School Counseling, 2002, vol. 5,
no. 4, pp. 257−265.
- Ogbu J.U. Cultural boundaries and minority youth orientation toward work
preparation. In Stern D., Eichorn D. (eds.), Adolescence and work: Influences
of social structure, labor markets, and culture. Hillsdale, NJ: Lawrence
Erlbaum Associates, 1989, pp. 101−140.
- Perry J.C. School engagement among urban youth of color: Criterion pattern
effects of vocational exploration and racial identity. Journal of Career
Development, 2008, vol. 34, no. 4, pp. 397−422.
doi:10.1177/0894845308316293
- Ryan R.M., Bradshaw E.L. &Edward Deci. In Sternberg R., Pickren W.
(eds.), Intrisic and Extrisic Motiva-tions: Classic Definitions and New
Directions. Comtempary Educational Psychology. 2000, pp. 391–411. doi:
10.1017/9781108290876.016
- Ryan R.M., Deci E.L. Self-determination theory. Basic psychological needs
in motivation, development and wellness. New York, NY. 2017. 756 p.
- Ryan R.M., Deci E.L., Grolnick W.S. Autonomy, relatedness, and the self:
Their relation to development and psychopathology. In Cicchetti D., Cohen D.J.
(eds.), Developmental psychopathology Theory and methods, Vol. 1. Oxford,
England: John Wiley & Sons, 1995, pp. 618–655.
- Kenny M.E. et al. Setting the stage: Career development and the student
engagement process. Journal of Counseling Psychology, 2006, vol. 53,
no. 2, pp. 272−279. doi:10.1037/0022-0167.53.2.272
- Snyder C.R. The past and possible futures of hope. Journal of Social &
Clinical Psychology Special Issue: Classical Sources of Human Strength: A
Psychological Analysis, 2000, vol. 19, no. 1, pp. 11−28.
doi:10.1521/jscp.2000.19.1.11
- Super D.E. A life-span, life-space approach to career development. In Brown
D., Brooks L. (eds.), Career choice and development: Applying contemporary
theories to practice. 2nd ed. San Francisco, CA, US: Jossey-Bass, 1990,
pp. 197–261.
- Duffy R.D. et al. The Psychology of Working Theory. Journal of Counseling
Psychology, 2016, vol. 63, no. 2, pp. 127–148.
doi:10.1037/cou0000140
- Bieg S. et al. The role of teachers’ care and self-determined motivation
inworking with students in Germany and the United States. International Journal
of Educational Research, 2013, vol. 60, pp. 27–37.
doi:10.1016/j.ijer.2013.04.002
- Visher M.G., Bhandari R., Medrich E. High school career exploration
programs: Do they work? [Elektronnyi resurs]. Phi Delta Kappan, 2004,
vol. 86, no. 2, рp. 135–138. URL:
https://journals.sagepub.com/doi/pdf/10.1177/003172170408600210 (Accessed
14.06.2019).
- Voelkl K.E. Measuring students' identification with school. Educational
Psychological Measurement, 1996, vol. 56, no. 5,
pp. 760−770.
- Wentzel K.R. Student motivation in middle school: The role of perceived
pedagogical caring. Journal of Educational Psychology, 1997, vol. 89,
no. 3, pp. 411−419.
- Wentzel K.R. The contributions of social goal setting to children' school
adjustment. In Eccles J.S., Wigfield A. (eds.), Development of achievement
motivation. New York: Elsevier, 2002, pp. 222–241.
doi:10.1016/B978-012750053-9/50011-5
- Wigfield A., Eccles J.S. Expectancy–value theory of achievement motivation.
Contemporary Educational Psychology Special Issue: Motivation and the
Educational Process, 2002, vol. 25, no. 1, pp. 68−81.
doi:10.1006/ceps.1999.1015
|
|
