Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing.

Abstract

In Experiment 1, 5th-and 6th-grade children were randomly assigned to either a task-focused motivational condition, an ego-focused condition, or a control group. They received a list of 60 words manipulated to be encoded at either shallow or deep levels of processing. An unexpected recall test then followed. Experiment 2 used the same general procedure except that the motivational manipulation was timed to occur at either encoding or retrieval. In both experiments ego involvement resulted in poorer word recall at deep rather than at shallow processing levels. Experiment 2 also indicated that the motivational deficits resulting from ego involvement are more pervasive at the information-retrieval stage. The usefulness of these findings for promoting greater conceptual clarity among motivation constructs is discussed.We thank the staff, faculty, and students of the Corrinne A. Seeds University Elementary School Los Angeles, California, for their participation in this research. We also extend appreciation to Bernard Weiner for his comments on a previous draft of this article.

Effects of integrated instruction on motivation and strategy use in reading.

“…Learning goals have been manipulated in a few experimental investigations. Graham and Golan (1991) found that students assigned to a performance goal condition decreased in their task-relevant effort and motivation, although those assigned to learning goal conditions did not show an increase in intrinsic motivation.Real-world interaction refers to student observation of tangible objects, manipulation of materials, or conversation with persons from the community. Research support for effects of real-world interaction is limited.…”

“…Learning goals have been manipulated in a few experimental investigations. Graham and Golan (1991) found that students assigned to a performance goal condition decreased in their task-relevant effort and motivation, although those assigned to learning goal conditions did not show an increase in intrinsic motivation.…”

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

“…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).…”

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

“…Permettre à l'apprenant de participer à la fixation d'objectifs proximaux semble renforcer l'effet motivant de ceux-ci (Schunk, 1985). Ces objectifs se révèlent également avoir un impact positif plus marqué quand ils sont axés sur le processus de compréhension et l'apprentissage que sur le produit à obtenir ou la performance à réaliser (Graham & Golan, 1991 ;Schunk, 1996 ;Schunk & Rice, 1989). Les expériences actives de maîtrise que font les élèves sont donc fortement liées aux dispositifs pédagogiques auxquels ils se trouvent confrontés.…”