Motivation Interventions in Education

Abstract

This meta-analysis provides an extensive and organized summary of intervention studies in education that are grounded in motivation theory. We identified 74 published and unpublished papers that experimentally manipulated an independent variable and measured an authentic educational outcome within an ecologically valid educational context. Our analyses included 92 independent effect sizes with 38,377 participants. Our results indicated that interventions were generally effective, with an average mean effect size of d = 0.49 (95% confidence interval = [0.43, 0.56]). Although there were descriptive differences in the effect sizes across several moderator variables considered in our analyses, the only significant difference found was for the type of experimental design, with randomized designs having smaller effect sizes than quasi-experimental designs. This work illustrates the extent to which interventions and accompanying theories have been tested via experimental methods and provides information about appropriate next steps in developing and testing effective motivation interventions in education.

Utility-value intervention with parents increases students’ STEM preparation and career pursuit

“…Furthermore, larger-scale randomized controlled trials have confirmed that the effects found in initial studies can improve high-school and college students' motivation at scale and with representative groups of students (21,23). Overall, findings from these student-centered intervention studies demonstrate consistent positive causal effects of utility value on motivation, interest, and academic performance (16,17,24).…”

“…Much of the intervention research has focused on studentcentered interventions designed to increase students' utility value in a topic or task, either by communicating utility value directly to students (i.e., telling them why it is useful) or asking students to generate their own ideas about why STEM topics are useful (i.e., asking them to write about why it is personally useful) (16,17). Results suggest that these student-centered interventions can improve students' motivation and performance in STEM domains, but the positive effects of these interventions often depend on individual differences.…”

A Cross-Cultural Validation of the MUSIC® Model of Academic Motivation Inventory: Evidence from Chinese- and Spanish-Speaking University Students

“…Practically, the relationships between the MUSIC components and engagement are important because they indicate that professors may be able to use teaching strategies intentionally to increase students' perceptions of the MUSIC components, which may then increase their motivation and engagement in their courses. In fact, interventions designed to increase students' perceptions of one or more of the MUSIC model components have led to increases in students' motivation and engagement (for examples, see Brown, Smith, Thoman, Allen, & Muragishi, 2015;and Lazowski & Hulleman, 2016).…”

Lise öğrencilerinin fizik öğrenimine yönelik motivasyonları

“…Bu amaçla ilk olarak eğitim araştırmalarının yapılma nedenlerini sorgulayarak başlamak, yapılan çalışmaları anlamlandırabilmek için yardımcı olacaktır. Eğitim araştırmacıları, öğrencilerin öğrenmesini ve performanslarını göstermelerini kolaylaştıracak müdahale veya müdahaleler geliştirmeyi amaçlamaktadırlar (Lazowski ve Hulleman, 2016). Lazowski ve Hulleman (2016) yaptıkları çalışmayla motivasyon müdahalelerine odaklanarak, motivasyonun, öğrencilerin öğrenme çıktılarını güçlendirmek için anahtar bir süreç veya mekanizma olduğu sonucuna ulaşmış ve motivasyonun öğrenmeyi sağlayan önemli bir süreç olduğunu belirtmiştir.…”

“…Diğer bir deyişle, motivasyon teorileri bireysel hareketi sağlayan ve etkinlik veya görevlere yönelten şeylerin neler olduğu gibi soruları cevaplamaya çalışır (Pintrich, 2003). Eğitim alanında ise, bu teoriler daha çok biyolojik temelli dürtüler ve heyecan gibi sistemlerin yerine sosyal bağlamlarda bireysel algıları vurgulayan sosyalbilişsel temelleri kullanma eğilimindedir (Lazowski ve Hulleman, 2016). Motivasyon, bir hedefe doğru davranışı güçlendiren, yönlendiren ve sürekliliğini sağlayan bir kuvvet olarak tanımlanabilir (Hancock, 2004).…”