Course readings available online via ereserves or online library databases (Psycinfo or Psycarticles), or by going to the library stacks in person and photocopying. Supplemental text: For a good basic graduate-level text to use as a supplement to the readings, you can purchase Pintrich & Schunk's Motivation in Education from Merrill Prentice-Hall.

DATE     Readings & Assignments Due

9/27    NO CLASS MEETING. We normally begin the course with a group brainstorm and discussion of the meaning of "achievement motivation." Because I can't be there the first night, I would like to have this discussion virtually, via a class discussion board. The purpose of this activity is to share our commonsense definitions of the topic we will be studying together for the next few weeks. Educators and researchers generally agree that motivation is very important, but we all have our own ideas about exactly what it is. Those ideas are at the roots of our personal theories (as well as formal theories) -- they are what we use to predict and explain students' behavior. So don't worry about having a "correct" definition, just join the discussion.

So today:

• Please go to the discussion board, sign in, and join the discussion;
• Please read the syllabus and assignment descriptions, and
• Please fill out and email the student information sheet so I can learn a bit about you and your goals prior to the first class meeting.

NOTE: Readings are done prior to the day they are listed below. Come prepared to discuss, ask questions, and challenge the readings in class each week.

10/4   Self-efficacy: Social Cognitive Theory. Pintrich & Schunk (2002) excerpt from Learning & Motivation, pp. 141-150, 161-176; Bandura & Schunk (1981) Cultivating competence. Discuss syllabus, assignments & so forth -- be prepared to ask questions.

10/11 Attribution Theory Weiner (2004) Attribution theory revisited: Transforming cultural plurality into theoretical unity. Schunk & Cox (1986) Strategy training and attributional feedback. OPTIONAL: Graham & Barker (1990) The Down Side of Help: An Attributional-Developmental Analysis of Helping Behavior as a Low-Ability Cue [find online in Psycarticles]. In class: Miller video.

10/18  Achievement Goal Theories: Excerpt from Nicholls (1989), Competitive ethos and democratic education, Chapters 6-9, footnotes and scales; Nicholls & Hazzard (1993) Education as adventure: Lessons from the second grade, pp.27-52. OPTIONAL: Nolen & Haladyna (1990) Personal and environmental influences on students' beliefs about effective study strategies; . STP #1 (limit 4 pages) due: Social cognitive & attribution theories. Read directions before writing.

10/25   "Revised" goal theories: An example of a published theoretical discussion. A. Elliot & Harackiewicz (1996) Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis; Midgley, Kaplan, & Middleton (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Harackiewicz, et al (2002) Revision of achievement goal theory: Necessary and illuminating; and Kaplan & Middleton (2002) Should childhood be a journey or a race? Response to Harackiewicz, et al. Project prospectus due.

11/1   Cognitive Evaluation Theory. Deci & Ryan (2000) Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being; Vansteenkiste, et al. (2004) Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts; Turner, Cox, et al. (1998): Creating contexts for involvement in mathematics. Decide on topics for 11/15 & 22. STP #2 due: Goal theories + connection.  

11/15   Intrinsic motivation and Interest. Sansone & Morgan (1992) Intrinsic motivation and education; Renninger & Hidi (2002) Student interest and achievement: Developmental issues raised by a case study.

11/22  Topics I: Project rough draft due. NOTE: Rougher drafts and partial drafts may be turned in for feedback earlier.

11/29    Topics II

12/6  Informal project sharing: please bring an abstract and your reference list to share, and email Susan an electronic copy of same to post on the website. Projects due.

No Final Exam
 

Possible Topics:

• Teacher motivation
• Emotion and motivation (anxiety, joy, satisfaction...)
  
• Volition (using strategies to stay motivated)
  
• Students' and teachers' views; students as motivational theorists
  
• Motivation, assessment, and feedback
  
• More on any of the theories already discussed
• Your ideas....?
  

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