How Future Goals Enhance Motivation and Learning in Multicultural Classrooms

Phalet, Karen; Andriessen, Iris; Lens, Willy

doi:10.1023/b:edpr.0000012345.71645.d4

Cited by 115 publications

(108 citation statements)

References 75 publications

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“…The findings suggest that it is an essential task of human resource development managers to develop an opportunity focus across the workforce. Unfortunately, organizational research offers little advice of how this (Simons et al 2004), communicating the role of work-related learning and personal goals (Phalet et al 2004), or facilitating long-term planning (Gellert et al 2012) might help. Also, the use of long-term personal development plans may support this development (Beausaert et al 2011).…”

Section: Discussionmentioning

confidence: 99%

Great Expectations: The Relationship Between Future Time Perspective, Learning from Others, and Employability

Froehlich

Beausaert

Segers

2015

Vocations and Learning

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Employees in countries with advanced industrial economies need to continuously develop their competences to sustain their employability -that is, to have a set of competences that enables them to maintain or find an adequate job. But how should efforts to enhance employability progress in the context of the demographic shift? Previous research suggests that employees' perspective about their future working life may influence their motivation to engage in learning activities. The study reported and discussed here investigates how employees' perceptions of the future as a time of opportunities and limitations affects their engagement in learning from others and, in turn, their employability. We tested our model empirically in two Austrian consultancies (n=167). We find that focus on opportunities in the future explains engagement in learning from others and, subsequently, differences in employability. The informants' perspectives about the future may be a helpful alternative to the measurement of chronological age, which is problematic from a conceptual point of view.

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Section: Discussionmentioning

confidence: 99%

Great Expectations: The Relationship Between Future Time Perspective, Learning from Others, and Employability

Froehlich

Beausaert

Segers

2015

Vocations and Learning

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“…Furthermore, the mechanism through which discounting behaviour affects academic achievement has not yet been examined. Studies in the domain of educational science however, suggest that a possible mechanism may be through academic motivation (De Volder & Lens, 1982;Phalet, Andriessen, & Lens, 2004).…”

Section: Introductionmentioning

confidence: 99%

Academic motivation mediates the influence of temporal discounting on academic achievement during adolescence

Lee¹,

Krabbendam²,

Dekker³

et al. 2012

Trends in Neuroscience and Education

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This study used a large sample (N=638) of 12-18 year old adolescents to investigate the relationship between academic achievement and temporal discounting, a behavioural measurement of delay of gratification abilities. Neuroscience studies have demonstrated development during adolescence of the areas of the brain involved in delaying immediate gratification in order to achieve long-term goals. This finding may have important consequences for educational practice, as students are frequently required to forsake attractive short-term rewards in favour of less attractive academic long-term alternatives. Results showed that adolescents with an increased ability to delay gratification achieved higher grades then those less able to delay gratification. This relationship was mediated by academic motivation, showing that the effect of delayed gratification abilities on grades was most effective when academic motivation was high. Our results show that the ability to delay gratification may be an individual difference variable that distinguishes high achieving students from their peers. It also highlights that understanding the development of neurocognitive processes can provide a valid contribution to understanding ways in which we can influence academic success.

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“…The ARCS model also contains strategies that can help an instructor stimulate or maintain each motivational element. Other researchers shown that personally valued future goals are core for motivation [20]. Moreover the cultural discontinuities and limited opportunities in students' learning environment may weaken the motivational force of the future [21].…”

Section: The Research Behavior/attitude Support Model In Open Learninmentioning

confidence: 99%

The research behavior/attitude support model in open learning systems

Kusztina¹,

Zaikin²,

Tadeusiewicz³

2010

Bulletin of the Polish Academy of Sciences: Technical Sciences

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Abstract. The article contains the concept of developing a motivation model aimed at supporting activity of both students and teachers in the process of implementing and using an open and distance learning system. Proposed motivation model is focused on the task of filling the knowledge repository with high quality didactic material. Open and distance learning system assures a computer space for the teaching/learning process in open environment. The structure of the motivation model and formal assumptions regarding the task of solving the model were described. The proposed approach to solving the task bases on the games theory.

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How Future Goals Enhance Motivation and Learning in Multicultural Classrooms

Cited by 115 publications

References 75 publications

Great Expectations: The Relationship Between Future Time Perspective, Learning from Others, and Employability

Great Expectations: The Relationship Between Future Time Perspective, Learning from Others, and Employability

Academic motivation mediates the influence of temporal discounting on academic achievement during adolescence

The research behavior/attitude support model in open learning systems

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