Handbook of psychology volume 7 educational psychology
The Role of Motivational Components in Classroom Learning
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- Self-Efficacy Beliefs
- The Role of Motivational Components in Classroom Learning 109
- Value Components
- Goal Orientation
The Role of Motivational Components in Classroom Learning 107 responsibility for negative or failure outcomes (an external locus of control; see Harter, 1985). Part of the difficulty in in- terpreting this literature lies in the use of different definitions of the construct of control, different instruments to measure the construct, different ages of the samples, and different outcomes measures used as a criterion in the numerous stud- ies. In particular, the construct of internal locus of control con- founds three dimensions of locus (internal vs. external), controllability (controllable vs. uncontrollable), and stability (stable vs. unstable). Attributional theory proposes that these three dimensions can be separated conceptually and empiri- cally and that they have different influences on behavior (Weiner, 1986). Attributional theory proposes that the causal attributions an individual makes for success or failure—not the actual suc- cess or failure event—mediates future expectancies. A large number of studies have shown that individuals who tend to at- tribute success to internal and stable causes like ability or ap- titude will tend to expect to succeed in the future. In contrast, individuals who attribute their success to external or unstable causes (i.e., ease of the task, luck) will not expect to do well in the future. For failure situations, the positive motivational pattern consists of not an internal locus of control, but rather attribution of failure to external and unstable causes (difficult task, lack of effort, bad luck) and the negative motivational pattern consists of attributing failure to internal and stable causes (e.g., ability, skill). This general attributional approach has been applied to numerous situations and the motivational dynamics seem to be remarkably robust and similar (Weiner, 1986, 1995). The key difference between attributional theory and intrin- sic motivation theories of personal control (e.g., de Charms, 1968; Deci & Ryan, 1985; Skinner, 1995, 1996) is that attri- butions are post hoc explanations for performance after some feedback about success or failure has been provided to the stu- dent. The control beliefs that are of concern to intrinsic moti- vation theorists are prospective beliefs of the student before he or she begins a task. Both types of construct are important in predicting various outcomes, including cognitive engage- ment (see Pintrich & Schrauben, 1992), but the motivational dynamics are different, given the different temporal role of attributions and control beliefs in the theoretical models. It also is important to note that from an attributional analysis, the important dimension that is linked to future ex- pectancies (beliefs that one will do well in the future) is sta- bility, not locus (Weiner, 1986)—that is, it is how stable you believe a cause is that is linked to future expectancies (i.e., the belief that your ability or effort to do the task is stable over time, not whether you believe it is internal or external to you). Attributional theory generally takes a situational view of these attributions and beliefs, but some researchers have suggested that individuals have relatively consistent attribu- tional patterns across domains and tasks that function some- what like personality traits (e.g., Fincham & Cain, 1986; Peterson, Maier, & Seligman, 1993). These attributional pat- terns seem to predict individuals’ performance over time. For example, if students consistently attributed their success to their own skill and ability as learners, then it would be pre- dicted that they would continually expect success in future classes. In contrast, if students consistently attribute success to other causes (e.g., excellent instructors, easy material, luck), then their expectations might not be as high for future classes.
Individuals’ beliefs about the causes of events can be changed through feedback and other environmental manipu- lations to facilitate the adoption of positive control and attri- butional beliefs. For example, some research on attributional retraining in achievement situations (e.g., Foersterling, 1985; Perry & Penner, 1990) suggests that teaching individuals to make appropriate attributions for failure on school tasks (e.g., effort attributions instead of ability attributions) can facilitate future achievement. Of course, there are a variety of issues to consider in attributional retraining, including the specifica- tion of which attributional patterns are actually dysfunc- tional, the relative accuracy of the new attributional pattern, and the issue of only attempting to change a motivational component instead of the cognitive skill that also may be im- portant for performance (cf. Blumenfeld, Pintrich, Meece, & Wessels, 1982; Weiner, 1986). In summary, individuals’ beliefs about the contingency between their behaviors and their performance in a situation are linked to student learning and achievement. In a class- room context, this means that students’ motivational beliefs about the link between their studying, self-regulated learning behavior, and achievement will influence their actual study- ing behavior. For example, if students believe that no matter how hard they study, they will not be able to do well on a chemistry test because they simply lack the aptitude to mas- ter the material, then they will be less likely to actually study for the test. In the same fashion, if students believe that their effort in studying can make a difference regardless of their actual aptitude for the material, then they will be more likely to study the material. Accordingly, these beliefs about control and contingency have motivational force because they influ- ence future behavior. Self-Efficacy Beliefs In contrast to control beliefs, self-efficacy concerns students’ beliefs about their ability to just do the task, not the linkage
108 Motivation and Classroom Learning between their doing it and the outcome. Self-efficacy has been defined as individuals’ beliefs about their performance capa- bilities in a particular domain (Bandura, 1982, 1986; Schunk, 1985). The construct of self-efficacy includes individuals’ judgments about their ability to accomplish certain goals or tasks by their actions in specific situations (Schunk, 1985). This approach implies a relatively situational or domain- specific construct rather than a global personality trait or gen- eral perceptions of self-concept or self-competence. In an achievement context, it includes students’ confidence in their cognitive skills to perform the academic task. Continuing the example from chemistry, a student might have confidence in his or her capability (a high self-efficacy belief) to learn the material for the chemistry test (i.e., I can learn this material
studying. At the same time, if the student believes that the grading curve in the class is so difficult and that studying will not make much difference in his or her grade on the exam (a low control belief), that student might not study as much. Accordingly, self-efficacy and control beliefs are separate constructs, albeit they are usually positively correlated empir- ically. Moreover, they may combine and interact with each other to influence student self-regulation and outcomes. An issue in most motivational theories regarding self-efficacy and control beliefs concerns the domain or situational specificity of the beliefs. As noted previously, self- efficacy theory generally assumes a situation-specific view— that is, individuals’ judgment of their efficacy for a task is a function of the task and situational characteristics operating at the time (difficulty, feedback, norms, comparisons with others, etc.) as well as their past experience and prior be- liefs about the task and their current beliefs and feelings as they work on the task. However, generalized efficacy beliefs that extend beyond the specific situation may influence moti- vated behavior. Accordingly, students could have efficacy be- liefs not only for a specific exam in chemistry, but also for chemistry in general, natural science courses in contrast to social science or humanities courses, or learning and school- work in general. At these more global levels, self-efficacy be- liefs would become very similar to perceived competence beliefs or self-concept, at least in terms of the motivational dynamics and functional relations to student outcomes (Eccles, Wigfield, & Schiefele, 1998; Harter, 1999; Pintrich & Schunk, 2002). An important direction for future research will be to examine the domain generality of both self-efficacy and control beliefs. Nevertheless, it has been shown in many studies in many different domains—including the achievement domain—that students’ self-efficacy beliefs (or in more colloquial terms, their self-confidence in their capa- bilities to do a task) are strongly related to their choice of activities, their level of cognitive engagement, and their will- ingness to persist at a task (Bandura, 1986; Pintrich, 1999; Pintrich & De Groot, 1990; Pintrich & Schrauben, 1992; Schunk, 1985). In terms of self-efficacy beliefs, results from correlational research (Pintrich, 1999, 2000b; Pintrich & De Groot, 1990) are very consistent over time and in line with more experi- mental studies of self-efficacy (Bandura, 1997). Self-efficacy is one of the strongest positive predictors of actual achieve- ment in the course, accounting for 9–25% of the variance in grades, depending on the study and the other predictors en- tered in the regression (see review by Pintrich, 1999). Stu- dents who believe they are able to do the course work and learn the material are much more likely to do well in the course. Moreover, in these studies, self-efficacy remains a significant predictor of final achievement, although it ac- counts for less total variance, even when previous knowledge (as indexed by performance on earlier tests) or general ability (as indexed by SAT scores) are entered into the equations in these studies. Finally, in all of these studies (see review by Pintrich, 1999), self-efficacy is a significant positive predictor of student self-regulation and cognitive engagement in the course. Students who are confident of their capabilities to learn and do the course work are more likely to report using more elaboration and organizational cognitive strategies. These strategies involve deeper cognitive processing of the course material—students try to paraphrase the material, summarize it in their own words, or make outlines or concept maps of the concepts in comparison to just trying to memorize the material. In addition, students higher in their self-efficacy for learning also are much more likely to be metacognitive and try to regulate their learning by monitoring and control- ling their cognition as they learn. In our studies (see review by Pintrich, 1999), we have measures of these cognitive and self- regulatory strategies at the start of the course and at the end of the course, and self-efficacy remains a significant predictor of cognitive and self-regulatory strategy use at the end of the course, even when the earlier measure of cognition is in- cluded as a predictor along with self-efficacy. Accordingly, positive self-efficacy beliefs can boost cognitive and self- regulatory strategy use over the course of a semester. In summary, an important first generalization about the role of motivational beliefs in classroom learning emphasizes the importance of self-efficacy beliefs.
lated to adaptive cognitive and self-regulatory strategy use as well as actual achievement in the classroom. Accordingly, students who feel capable and confident about their capabilities to do the course work are much more likely to
The Role of Motivational Components in Classroom Learning 109 be cognitively engaged, to try hard, to persist, and to do well in the course. In fact, the strength of the relations between self- efficacy and these different outcomes in our research as well as others (Bandura, 1997; Eccles et al., 1998; Pintrich & Schunk, 2002; Schunk, 1991) suggests that self-efficacy is one of the best and most powerful motivational predictors of learning and achievement. Given the strength of the relations, research on the motivational aspects of student learning and performance needs to include self-efficacy as an important mediator between classroom contextual factors and student outcomes.
Value components of the model incorporate individuals’ goals for engaging in a task as well as their beliefs about the importance, utility, or interest of a task. Essentially, these components concern the question Why am I doing this task? In more colloquial terms, value components concern whether students care about the task and the nature of that concern. These components should be related to cognitive and self- regulatory activities as well as outcomes such as the choice of activities, effort, and persistence (Eccles, 1983; Eccles et al., 1998; Pintrich, 1999). Although there are a variety of differ- ent conceptualizations of value, two basic components seem relevant: goal orientation and task value.
All motivational theories posit some type of goal, purpose, or intentionality to human behavior, although these goals may range from relatively accessible and conscious goals as in attribution theory to relatively inaccessible and unconscious goals as in psychodynamic theories (Zukier, 1986). In recent cognitive reformulations of achievement motivation theory, goals are assumed to be cognitive representations of the dif- ferent purposes students may adopt in different achievement situations (Dweck & Elliott, 1983; Dweck & Leggett, 1988; Ford, 1992). In current achievement motivation research, there have been two general classes of goals that have been discussed under various names such as target and purpose goals (e.g., Harackiewicz, Barron, & Elliot, 1998; Harackiewicz & Sansone, 1991), or task-specific goals and goal orientations (e.g., Garcia & Pintrich, 1994; Pintrich & Schunk, 2002; Wolters, Yu, & Pintrich, 1996; Zimmerman & Kitsantas, 1997). The general distinction between these two classes of goals is that target and task-specific goals represent the specific outcome the individual is attempting to accom- plish. In academic learning contexts, it would be represented by goals such as wanting to get a 85% out of 100% correct on a quiz, trying to get an A on a midterm exam, and so forth. These goals are specific to a task and are most similar to the goals discussed by Locke and Latham (1990) for workers in an organizational context such as wanting to make 10 more widgets an hour or to sell five more cars in the next week. In contrast, purpose goals or goal orientations reflect the more general reasons individuals do a task and are related more to the research on achievement motivation (Elliot, 1997; Urdan, 1997). It is an individual’s general orientation (also called schema or theory) for approaching the task, doing the task, and evaluating his or her performance on the task (Ames, 1992; Dweck & Leggett, 1988; Pintrich, 2000a, 2000b, 2000c). In this case, purpose goals or goal orientations refer to why individuals want to get 85% out of 100%, why they want to get an A, or why they want to make more wid- gets or sell more cars as well as the standards or criteria (85%, an A) they will use to evaluate their progress towards the goal. Most of the research on classroom learning has focused on goal orientation—not specific target goals—so this chap- ter also focuses on the role of goal orientation in learning. There are a number of different models of goal orientation that have been advanced by different achievement motivation researchers (cf. Ames, 1992; Dweck & Leggett, 1988; Harackiewicz et al., 1998; Maehr & Midgley, 1991; Nicholls, 1984; Pintrich, 1988a, 1988b, 1989; Wolters et al., 1996). These models vary somewhat in their definition of goal ori- entation and the use of different labels for similar constructs. They also differ on the proposed number of goal orientations and the role of approach and avoidance forms of the different goals. Finally, they also differ on the degree to which an indi- vidual’s goal orientations are more personal and based in somewhat stable individual differences, or the degree to which an individual’s goal orientations are more situated or sensitive to the context and a function of the contextual fea- tures of the environment. Most of the models assume that goal orientations are a function of both individual differences and contextual factors, but the relative emphasis along this continuum does vary between the different models. Much of this research also assumes that classrooms and other contexts (e.g., business or work settings, laboratory conditions in an experiment) can be characterized in terms of their goal orien- tations (see Ford, Smith, Weissbein, Gully, & Salas, 1998, for an application of goal orientation theory to a work setting), but for the purposes of this chapter the focus is on indi- viduals’ personal goal orientation. Most models propose two general goal orientations that concern the reasons or purposes individuals are pursuing when approaching and engaging in a task. In Dweck’s model, the two goal orientations are labeled learning and perfor-
reflecting a focus on increasing competence and performance 110 Motivation and Classroom Learning goals involving either the avoidance of negative judgments of competence or attainment of positive judgments of compe- tence. Ames (1992) labels them mastery and performance goals, with mastery goals orienting learners to “developing new skills, trying to understand their work, improving their level of competence, or achieving a sense of mastery based on self-referenced standards” (Ames, 1992, p. 262). In contrast, performance goals orient learners to focus on their ability and self-worth, to determine their ability in reference to best- ing other students in competitions, surpassing others in achievements or grades, and receiving public recognition for their superior performance (Ames, 1992). Harackiewicz, Elliot, and their colleagues (e.g., Elliot, 1997; Elliot & Church, 1997; Elliot & Harackiewicz, 1996; Harackiewicz et al., 1998) have labeled them mastery and performance goals as well. Nicholls (1984) has used the terms task- involved and ego-involved for similar constructs (see Pintrich, 2000c, for a review). In this chapter we use the la- bels of mastery and performance goals. In the literature on mastery and performance goals, the general theoretical assumption has been that mastery goals foster a host of adaptive motivational, cognitive, and achievement outcomes, whereas performance goals generate less adaptive or even maladaptive outcomes. Moreover, this assumption has been supported in a large number of empiri- cal studies on goals and achievement processes (Ames, 1992; Dweck & Leggett, 1988; Pintrich, 2000c; Pintrich & Schunk, 2002)—in particular, the positive predictions for mastery goals. The logic of the argument is that when students are fo- cused on trying to learn and understand the material and try- ing to improve their performance relative to their own past performance, this orientation will help them maintain their self-efficacy in the face of failure, ward off negative affect such as anxiety, lessen the probability that they will have dis- tracting thoughts, and free up cognitive capacity and allow for more cognitive engagement and achievement. In contrast, when students are concerned about trying to be the best, get higher grades than do others, and do well compared to others under a performance goal, there is the possibility that this ori- entation will result in more negative affect or anxiety, in- crease the possibility of distracting and irrelevant thoughts (e.g., worrying about how others are doing rather than focus- ing on the task), and that this will diminish cognitive capac- ity, task engagement, and performance. The research on the role of mastery and performance goals in learning and performance is fairly straightforward for mas- tery goals but not for performance goals. This research has in- cluded student use of strategies that promote deeper processing of the material as well as various metacognitive and self-regulatory strategies (Pintrich, 2000c). Much of this research is based on self-report data from correlational class- room studies, although Dweck and Leggett (1988) summarize data from experimental studies. The classroom studies typi- cally assess students’ goal orientations and then measure stu- dents reported use of different strategies for learning either at the same time or longitudinally. Although there are some problems with the use of self-report instruments for measur- ing self-regulatory strategies (see Pintrich, Wolters, & Baxter, 2000), these instruments do display reasonable psychometric qualities. Moreover, the research results are overwhelmingly consistent—mastery goals account for between 10 and 30% of the variance in the cognitive outcomes. Studies have been done with almost all age groups from elementary to college students and have assessed students’ goals for school in gen- eral as well as in the content areas of English, math, science, and social studies. The studies have found that students who endorse a mas- tery goal are more likely to report attempts to self-monitor their cognition and to seek ways to become aware of their understanding and learning, such as checking for understand- ing and comprehension monitoring (e.g., Ames & Archer, 1988; Dweck & Leggett, 1988; Meece, Blumenfeld, & Hoyle, 1988; Meece & Holt, 1993; Middleton & Midgley, 1997; Nolen, 1988; Pintrich, 1999; Pintrich & De Groot, 1990; Pintrich & Garcia, 1991, 1993; Pintrich, Smith, Garcia, & McKeachie, 1993; Pintrich & Schrauben, 1992; Wolters et al., 1996). In addition, this research has consistently shown that students’ use of various cognitive strategies for learning is positively related to mastery goals. In particular, this re- search has shown that students’ reported use of deeper processing strategies such as the use of elaboration strategies (i.e., paraphrasing, summarizing) and organizational strategies (networking, outlining) is positively correlated with the en- dorsement of mastery goals (Ames & Archer, 1988; Bouffard, Boisvert, Vezeau, & Larouche, 1995; Graham & Golen, 1991; Kaplan & Midgley, 1997; Meece et al., 1988; Pintrich, 1999; Pintrich & De Groot, 1990; Pintrich & Garcia, 1991; Pintrich et al., 1993; Wolters et al., 1996). Finally, in some of this re- search, mastery goals have been negatively correlated with the use of less effective or surface processing strategies (i.e., re- hearsal), especially in older students (Anderman & Young, 1994; Kaplan & Midgley, 1997; Pintrich & Garcia, 1991; Pintrich et al., 1993). In contrast to this research on the use of various self-regulatory and learning strategies, there has not been much research on how mastery goals are linked to the use of other problem-solving or thinking strategies. This is clearly an area that will be investigated in the future. The research on performance goals and cognitive out- comes is not as easily summarized as are the results for mas- tery goals. The original goal theory research generally found
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