Assessing Students' Theories of Success in Mathematics: Individual and Classroom Differences

Nicholls, John G.; Cobb, Paul; Wood, Terry; Yackel, Erna; Patashnick, Michael

doi:10.2307/749138

Cited by 178 publications

(132 citation statements)

References 19 publications

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“…Supporting the former, there is evidence to suggest that there are trait-based, personality-like differences in what motivates people. For example, those with a heightened intrinsic motivational orientation may be more inclined to prefer challenging tasks, seek out learning opportunities piqued by curiosity or interest, or set goals related to competence and mastery (e.g., Amabile et al, 1994;Gottfried, 1990;Nicholls, 1984;Nicholls, Cobb, Wood, Yackel, & Patashnick, 1990). Whether intentional or not, contemporary hiring practices may be more effective in identifying employees with a stronger intrinsic motivational orientation; that is, organizations hire people who want the challenge of the job rather than the paycheck that comes with it.…”

Section: The Motivation Gapmentioning

confidence: 99%

Breaking Engagement Apart: The Role of Intrinsic and Extrinsic Motivation in Engagement Strategies

Delaney¹,

Royal²

2017

Ind. Organ. Psychol.

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Employee engagement has long been an instrumental component of human capital strategies and continues to dominate the conversation about how high-performing organizations attract and retain their best talent. Engagement is a construct of component parts, however, and we believe there is still much to be learned about engagement by taking an in-depthEmployee engagement has long been an instrumental component of human capital strategies and continues to dominate the conversation about how high-performing organizations attract and retain their best talent. There are good reasons for the organizational focus on engagement. In rapidly changing business environments, roles and responsibilities are often hard to specify, and organizations must count on employees to act independently in ways consistent with organizational objectives, culture, and values. The extra effort given by these individuals is a vital asset in our knowledge-based economy, particularly for organizations needing to do more with less. Also, there's no shortage of research to support the business case for engagement. 128 mol ly l . de l a n ey a n d m a r k a . roya l success at all levels of the organization, from financial performance and customer satisfaction (e.g., Harter, Schmidt, & Hayes, 2002) to team productivity and innovation (e.g., Griffin, Parker, & Neal, 2008) and, finally, to employee performance and retention (e.g., Lockwood, 2007).Engagement is a construct of component parts. Many consulting organizations offer their own perspectives regarding how it is defined and measured, but all report it in its final, composite form. Despite all that we know about engagement, we believe there is still much to be learned by taking an in-depth look at the component parts and understanding them more fully. We need to break engagement apart in order to enhance it more quickly.Although measures of organizational commitment are also commonly included, at the core of any conceptualization of engagement is employee motivation. It drives behavior and orients energy based on anticipated outcomes, particularly those that promise the greatest return on investment (Vroom, 1964). Where this motivation comes from, however, and how it drives behavior, can lead to different outcomes. In this article, we take a closer look at employee motivation, including its antecedents and outcomes, the types of motivation and the dynamics between them, and the ways organizations can foster and harness motivation for improved engagement. Motivation Is a Key Component of Engagement and PerformanceThe most fundamental consideration for human capital strategies is whether or not employees are positioned to act in ways that advance the organization toward its goals. Engagement is a primary means of aligning employee efforts, along with known drivers of engagement, such as knowledge management, change management, and capability building.According to our research, motivation is a key component of engagement. Of the five components of our engagement index, we found that the extent to ...

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Section: The Motivation Gapmentioning

confidence: 99%

Breaking Engagement Apart: The Role of Intrinsic and Extrinsic Motivation in Engagement Strategies

Delaney¹,

Royal²

2017

Ind. Organ. Psychol.

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“…On sait entre autres que la perception qu'ont les élèves de leur classe ou de leur école comme donnant surtout la priorité à la sélection des meilleurs ou au développement personnel de chacun influence leurs motivations (Ames & Archer, 1988;Roeser et al, 1996). D'autre part, l'introduction d'une pédagogie fondée sur le dialogue et la coopération (Nicholls et al, 1990 ;Nichols & Miller, 1994) augmente l'orientation vers l'apprentissage des élèves comparativement à une pédagogie «traditionnelle ». Les recherches expérimentales donnent également de précieux renseignements quant aux éléments du contexte scolaire qui peuvent favoriser l'adoption de l'un ou l'autre type de buts.…”

Section: Concept De Soiunclassified

“…L'orientation vers la performance est positivement associée à la croyance que la réussite dépend des capacités intellectuelles et de la compétition (Duda & Nicholls, 1992), aux attributions en termes de capacités (Dweck & Leggett, 1988), à la tricherie (Anderman, Griesinger, & Westerfield, 1998), au refus de demander de l'aide (Butler & Neuman, 1995), et à l'anxiété face aux examens (Schraw et al, 1995). L'évitement du travail est en relation négative avec l'engagement actif dans les études (Meece et al, 1988) ainsi qu'avec la satisfaction dans les études (Thorldldsen & Nicholls, 1998), et en relation positive avec la croyance que la réussite dépend de facteurs externes (Nicholls et al, 1990).…”

Section: Introductionunclassified

The effects of teacher's evaluation practices on students' motivational orientations and self-motivation

Galand¹,

Grégoire²

2000

osp

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“…In previous investigations, the task and ego subscales exhibited satisfactory reliability, ranging from α=0.70 to α=0.90 (Biddle et al, 2003;Barić & Horga, 2006). Nicholls et al (1990), perceived competence was assessed using one item: "How good are you at swimming compared to other boys/girls of your age?" The participants answered on a five-point Likert scale from "one of the worst" (1) to "one of the best" (5).…”

Section: Methodsmentioning

confidence: 99%

Interactive Effects of Goal Orientation and Perceived Competence on Enjoyment among Youth Swimmers

Šilić¹,

Sesar²,

Brekalo³

2016

IJPS

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This study investigated achievement goal orientation profile differences between youth swimmers on perceived competence and enjoyment, and the contribution of goal orientation and perceived competence to enjoyment in swimming. Male and female swimmers (n=302), aged 10-18 years (M=12.7; sd=2.25) completed a questionnaire assessing goal orientation, perceived competence and enjoyment in swimming. Cluster analysis revealed four goal orientation profile groups: high task/high ego, moderate task/low ego, high task/moderate ego and low task/moderate ego. MANOVA was conducted and a significant multivariate effect was found (Wilks=0.762; F=14.370; p=0.000; ES=0126). Further, Scheffe's post-hoc comparisons tests revealed that swimmers scoring relatively high in both task and ego orientations, with a balance between the two, reported high values for perceived competence and enjoyment. Finally using two-way factorial MANOVA it was found that the interaction between the perceived competence and goal orientation profiles was not significant. Emphasizing task orientation for young athletes is a means to increase enjoyment in sport, regardless of their level of perceived competence.

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Assessing Students' Theories of Success in Mathematics: Individual and Classroom Differences

Cited by 178 publications

References 19 publications

Breaking Engagement Apart: The Role of Intrinsic and Extrinsic Motivation in Engagement Strategies

Breaking Engagement Apart: The Role of Intrinsic and Extrinsic Motivation in Engagement Strategies

The effects of teacher's evaluation practices on students' motivational orientations and self-motivation

Interactive Effects of Goal Orientation and Perceived Competence on Enjoyment among Youth Swimmers

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