By Allan Wigfield
This booklet discusses examine and thought on how motivation alterations as childrens development via university, gender variations in motivation, and motivational modifications as a facet of ethnicity. Motivation is mentioned in the context of faculty fulfillment in addition to athletic and musical functionality. Key good points * assurance of the main theories and constructs within the motivation box * specialize in developmental concerns around the straightforward and secondary university interval * dialogue of educational and theoretical concerns relating to motivation * attention of gender and ethnic transformations in motivation
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Additional info for Development of Achievement Motivation
To address this and related questions, we initiated inquiries employing successive yearly cohorts of Berkeley lower division undergraduates enrolled in an introductory psychology course offered by the senior author. The most important aspect of this inquiry was that the research was fully integrated into the ongoing life of these classes. Data collection became a continuous, natural part of the curriculum itself. , "I looked for ways that my work might be getting better and better"). During these classes, students became candid, yet committed and involved informants—committed and involved because our inquiries were situated in an authentic context of great personal significance for students.
In these areas, a masculine orientation is associated with confidence and achievement because masculine self-perceptions are imbued with the notion that success is a masculine imperative (Eccles, 1987; Hackett, 1985). The language arts typically are associated with a feminine orientation because writing is viewed by most students as a female domain. A feminine orientation is associated with motivational beliefs related to success in writing. One possible approach to modifying these perceptions is to alter boys' and girls' views of academic subjects so they are perceived as relevant and valuable.
Where else is an appreciation for what one is learning and for the personal, idiosyncratic rewards of learning more in jeopardy than among students whose very sense of self is, potentially, so completely and narrowly defined by a past history of extraordinary competitive accomplishments? In fact, we wondered, initially, if these accumulated successes, beginning in the earliest years of school, might have long ago compromised the capacity of our students to value what they were learning for its own sake.