Session Information
27 SES 06 C, The Knowledge of Teachers in Professional Development
Paper Session
Contribution
Motivation was and will continue to be a very important variable for the academic achievement. Martin (2009) considers that we can characterize motivation in terms of four dimensions – adaptive cognition (self-efficacy, valuing, mastery orientation), adaptive behavior (task management, planning, persistence), maladaptive cognition (anxiety, failure avoidance, uncertain control) and maladaptive behavior (self-handicapping, disengagement) – which have been synthesized under the “motivation and engagement wheel”. Knowing the “motivational profile” of the student (cognitive and metacognitive strategies used, expectancy for success, need for achievement, management of resources etc.) allow to provide strategies that target each of these dimensions. Information about intellectual development level, cognitive style, motivational and cognitive strategies used for an efficient learning, give to the teacher the possibility of selection those educational activities, teaching and assessment methods which can valorize the potential of the student (Pintrich, 1991).
The purpose of this pilot study was “to surprise certain motivational and cognitive variables with impact on the academic achievement of the student”. The objectives of the study were: (1) to identify cognitive styles (the way to process information) and learning situations preferred by the students; (2) to identify motivational and cognitive strategies preferred by the students in accordance with their intellectual development stage.
Method
Expected Outcomes
References
1. Martin,A.J., (2009). Motivation and Engagement Across the Academic Life Span: A Developmental Construct Validity Study of Elementary School, High School, and University/College Students, in Educational and Psychological Measurement, 69 (5), 794-824. 2. Pacini,R., Epstein,S., Rational-Experiential Inventory, in Bartels,D.M., Principled moral sentiment and the flexibility of moral judgment and decision making, Cognition 108/381-417, (2008) 3. Palos,R., Maricutoiu,L. (2006). The impact of teacher’s thinking and learning styles upon his/her teaching style. EERA’s annual European Conference on Educational Research (ECER), Network: "Educational Effectiveness and Quality Assurance", Geneva, 12th–16th September 2006, http://www.leeds.ac.uk/educol/documents/158827.pdf 4. Pintrich,P.R. et all (1991). A manual of the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Office of Educational Research and Improvement (ED), Washington, DC. 5. Rao,N., Sachs,J. (1999). Confirmatory Factor Analysis of the Chinese Version of the Motivated Strategies for Learning Questionnaire, in Educational and Psychological Measurement, 59 (6), 1016-1029.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.