Engagement in Academic Work: The Role of Learning Goals, Future Consequences, Pleasing Others, and Perceived Ability

Miller, Raymond B.; Greene, Barbara A.; Montalvo, Gregory P.; Ravindran, Bhuvaneswari; Nichols, Joe D.

doi:10.1006/ceps.1996.0028

Cited by 412 publications

(320 citation statements)

References 30 publications

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“…We focus in this study on student's confidence in their abilities in math and science classes. Generally, beliefs about ability have been found to be positively related to meaningful cognitive engagement in tasks and involvement in academic work as well as effort, persistence and academic achievement [61,62]. More specific findings related to academic beliefs about ability, specifically self-efficacy and self-concept, in STEM are discussed at greater length below.…”

Section: Students' Beliefs About Ability Interest and Intrinsic Motimentioning

confidence: 97%

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

2017

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Abstract:Amid growing concerns about the future of the U.S. economy and workforce, educators and policymakers alike have increasingly emphasized the need to expand the number of students interested in, qualified for and actually pursuing careers in science, technology, engineering and mathematics (STEM). The current study draws on survey responses from a sample of 3852 high school students at inclusive STEM schools across the U.S. to investigate how project-and problem-based learning (PBL) may work to address this need. Multivariate regression results indicate that student ratings of PBL are associated with interest in pursuing a career in STEM, as well as with intrinsic motivation for science and students' ability beliefs for both science and math. Further, mediation analysis using Hayes' (2014) MEDIATE macro suggests that science intrinsic motivation and ability beliefs mediate the relationship between perceived PBL experiences and student interest in a future STEM career (IFSC). Our results highlight the important potential of PBL for increasing student STEM attitudes and interest in future STEM careers. As one of the only large-scale quantitative analyses of its kind, this study provides critical information for educators, school administrators and policymakers as they continue to seek effective ways of encouraging students to pursue STEM careers.

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Section: Students' Beliefs About Ability Interest and Intrinsic Motimentioning

confidence: 97%

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

2017

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“…Así, podemos esperar un mejor rendimiento académico en la medida que las estrategias cognitivas implican un procesamiento informativo más signifi cativo (e.g., Graham & Golan, 1991;Kardash & Amlund, 1991;Miller, Greene, Montalvo, Ravindran & Nicholls, 1996;Valle, Cabanach, Núñez, González-Pienda, Rodríguez & Piñeiro, 2003).…”

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Diferencias en rendimiento académico según los niveles de las estrategias cognitivas y de las estrategias de autorregulación

Arias¹,

Rodrı́guez²,

Cabanach³

et al. 2013

Summa Psicológica

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ResumenEntendiendo el estudio como una actividad estratégica y autorregulada y tomando como referencia la diferenciación entre estrategias cognitivas y estrategias de autorregulación realizada por diversos autores, en este trabajo se pretende comprobar si diferencias en el uso de estos tipos de estrategias conllevan niveles distintos de rendimiento académico. Los datos han sido recogidos a partir de 447 estudiantes de los cuatro cursos de la Enseñanza Secundaria Obligatoria (12 a 16 años, aproximadamente) correspondientes al Sistema Educativo Español. Han sido aplicados instrumentos de evaluación de estrategias cognitivas y de autorregulación y se han observado los logros académicos en diferentes áreas curriculares (matemática, lengua española, lengua inglesa, ciencias sociales y naturales, y música). Los resultados obtenidos indican nítidamente que cuanto mayor es el uso de estrategias cognitivas y de autorregulación, mayor es también el rendimiento académico en las áreas curriculares evaluadas.Palabras clave: Estrategias cognitivas, aprendizaje autorregulado, rendimiento académico. AbstractUnderstanding study as a strategic and self-regulated activity and having in mind the distinction between cognitive and self-regulated learning strategies suggested in the literature, this paper analyses whether the differences in the use of this kind of strategies leads to different levels of academic achievement. Data were collected using a sample of 447 (12 to 16 years-old) students from Spanish Secondary Compulsive Education. Various instruments were applied to assess students' cognitive and self-regulated learning strategies. Students' marks in Maths, Spanish, English (Foreign language), Science, Social studies and Music were taken as indicators of academic achievement. Data suggest that the more students use cognitive and self-regulated learning strategies in a specifi c subject the better their level of achievement in that same subject.

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“…En d'autres mots, il s'agit des croyances des gens concernant leur compétence à accomplir une tâche avec succès (Miller, Greene, Montalvo, Ravindran & Nichols, 1996 …”

Section: Résuméunclassified

Le sentiment d'efficacité personnelle dans l'apprentissage et la formation : quel rôle joue-t-il ? D'où vient-il ? Comment intervenir ?

Galand

Vanlede

2004

Savoirs

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Résumé Cet article passe en revue les recherches empiriques concernant les croyances d’efficacité personnelle dans le domaine de l’enseignement et de la formation. Trois questions principales sont abordées : Que sait-on du rôle du sentiment d’efficacité dans l’apprentissage ? Quelles sont les sources du sentiment d’efficacité dans le domaine de l’apprentissage formel ? Quelles sont les interventions éducatives possibles afin d’accroître le sentiment d’efficacité personnelle des apprenants ? Les résultats passés en revue indiquent que les croyances d’efficacité ont des effets non négligeables sur l’engagement, les performances et la trajectoire de formation des apprenants. D’autres résultats permettent de mieux cerner les sources d’information qui influencent ces croyances d’efficacité. Nombre de recherches présentées offrent des pistes d’action pour des interventions pédagogiques. Globalement, les études présentées démontrent qu’il est possible de soutenir le développement des compétences et du sentiment d’efficacité des apprenants, même quand ceux-ci ont un niveau initial de compétence très bas.

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Engagement in Academic Work: The Role of Learning Goals, Future Consequences, Pleasing Others, and Perceived Ability

Cited by 412 publications

References 30 publications

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

Diferencias en rendimiento académico según los niveles de las estrategias cognitivas y de las estrategias de autorregulación

Le sentiment d'efficacité personnelle dans l'apprentissage et la formation : quel rôle joue-t-il ? D'où vient-il ? Comment intervenir ?

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