Course readings available
online via ereserves or (if marked *) via the online library databases PSYCINFO. From an off-campus computer, you must sign in for off-campus access (the little red button in the upper right corner of the library website) before you can access the research databases. Use your UW netID & password. NOTE: Only those readings that are not available through PSYCINFO are on ereserves.
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.
GENERAL ANALYTICAL QUESTIONS: Consider these as you read.
| Date |
Reading Assignment |
Due |
| 4/1 |
Introduction to the course. |
|
| 4/8 |
Self-efficacy: Social Cognitive Theory.
Pintrich & Schunk (2002) excerpt from Learning
& Motivation, pp. 141-150, 161-176;
Bandura & Schunk (1981) Cultivating
competence.
|
|
| 4/15 |
Achievement goal theories. *Nicholls, Cobb, Wood, Yackel, & Patashnick (1990) Assessing students' theories of success in mathematics, Journal of Research in Mathematics Education;
Nicholls & Hazzard (1993) Education as adventure: Lessons
from the second grade, pp.27-52;
*Nolen (1988) Reasons for studying, Cognition & Instruction.
|
Prospectus |
| 4/22 |
Revising goal theory: An example of a published theoretical discussion (*all online via PSYCINFO).
Elliot & Harackiewicz (1996) Approach and avoidance
achievement goals and intrinsic motivation: A mediational analysis, J. of Personality & Social Psych;
Midgley,
Kaplan, & Middleton (2001). Performance-approach goals: Good for what,
for whom, under what circumstances, and at what cost? J. of Educational Psych;
Harackiewicz,
et al (2002) Revision of achievement goal theory: Necessary and illuminating, J. Ed Psych; and
Kaplan & Middleton (2002) Should childhood be a journey or a
race? Response to Harackiewicz, et al, J. Ed Psych.
|
|
| 4/29 |
Self-determination Theory (both online via PSYCINFO).
Deci & Ryan (2000) Self-determination theory and the
facilitation of intrinsic motivation, social development, and well-being. American Psychologist
Vansteenkiste, et al. (2004) Motivating learning, performance, and persistence:
The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. J. Ed Psych.
|
STP #1: Self-efficacy & goal theories |
| 5/6 |
Self-determination Theory.
*Turner, Cox, et al. (1998): Creating contexts for involvement in mathematics. J. Ed Psych.
General discussion of the theories so far, project resource sharing.
|
|
| 5/13 |
Sociocultural perspectives.
Pressick-Kilborn & Walker (2002)The social construction of interest in a learning community;
McCaslin (2004) Coregulation of opportunity, activity, and identity in student motivation.
|
STP #2: SDT |
| 5/20 |
Situative perspectives. Nolen & Ward (in press) Sociocultural and situative approaches to studying motivation; plus choose ONE of the following : Nolen, et al (in press) The development of motivation filters (a study of novice teacher motivation to learn) OR Nolen (2006) The role of literate communities in the development of children's motivation for writing, OR *Nolen (2007) Young children's motivation to read and write: Development in social contexts. (Nolen 2006 is a chapter drawing from the 2007 data-based article and from an earlier article from the same study.) |
Rough draft |
| 5/27 |
Culture & motivation. Everyone read Elliott & Bempechat (2002) The culture and contexts of achievement motivation, then pick one or more of the following: Li (2002) Learning models in different cultures (China, US); Hufton, et al. (2002) Achievement motivation across cultures: Some puzzles and their implications for future research (Russia, US, England) ; or Valdés (1996), chapter from Con respeto, "Education & life chances" (Mexico, US) . All readings on ereserve |
STP #3: Sociocultural & situative |
| 6/3 |
Informal sharing of term projects |
Term project |
| 6/6 |
FINAL DUE DATE: All written work (including revisions) must be submitted by 5pm. |
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