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EDUC 09: Motivation to Learn and Achieve Spring 2015 Meeting Times: (12) MWF, 12:30–1:35pm X­hour: T, 1:00–1:50pm Location: 202 Moore Chris Ward christopher.j.ward@dartmouth.edu 603–646–8124 Raven 208 Office hours: MW, 1:45–3:15pm and by appointment Course Description Do I want to do this? Can I do this? Do I care what others think of my performance? What do I need to do in order to succeed? And what does “success” mean to me? Do I value the task in front of me? These questions draw our attention to what motivates people to learn and achieve. With these questions in mind, researchers have developed constructs and theories that form the underlying principles of our motivated behavior. We are interested in understanding students’ motives to learn and achieve because they shape the quality of the learning experience. In this class, we will investigate contemporary research on our motivation to learn, discuss the classroom implications of this research, and analyze cases of learning to “test” the power of motivation principles. Course Goals By the end of this course you will be able to knowledgeably discuss major findings and trends in motivation research, use this knowledge to competently analyze cases and data and your own motivation, ​
critically analyze research literature, and take and support positions on issues of
motivation. Course Framework Productive Disciplinary Engagement​
: A primary goal of the course is to engage in ​
Productive Disciplinary Work​
(Engle & Conant, 2006). In other words, your engagement in discussing readings, analyzing cases and data, comparing research, and reflecting on and integrating your perspectives with those encountered in the readings and discussions will approximate scholarly work in the field of motivation science. That’s the “disciplinary” part. The “productive” part will be comprised of building knowledge through arcs of sustained conversation and study (with many tangents). We will accomplish this through our increasingly nuanced and deepened understandings of how different approaches to motivation overlap and address one another; how motivation develops and changes over time; and how motivation is influenced by culture, social context, and human interaction. Course Guidelines ● Also see ​
Participation ​
(below). ● Please refrain from using your cell phone in class, and use your laptop/tablet only for class purposes​
. Research (and your own experience, I’m sure) suggests that use of these devices is distracting to both users and bystanders. I encourage you to use your laptop/tablet to view the readings as PDFs and to look up related information to our discussions in class. 1 ● You are expected to submit all assignments electronically through Canvas by the dates stated on the syllabus. No hard copies, please. There is no penalty for work being a couple of days late, ​
but I expect you to contact me if you need more time. Assignments and Grading You will find due dates and submission dropboxes on Canvas. Assignments Points A 94–100 Participation 20 A­ 90–93 Reflection Papers (3) 30 B+ 87–89 Term Project 20 B 84–86 5 B­ 80–83 Take­home Final 25 C+ 77–79 Total 100 C 74–76 C­ 70–73 D 60–69 Project Rough Draft 1. Participation Your engaged participation is crucial to our class, and thus it represents a good percentage of your final grade. Mid­way through the term, you will complete a self­assessment of your participation, and I will respond with my perspective on your engagement. Your final participation grade will be an average of final self­assessment and my evaluation. ● Attendance ○ You’re expected attend all class sessions; however, if you need to miss class for health, sports, or religious reasons, please let me know ahead of time. ● Preparation ○ You’re expected to read all assigned materials before class and be prepared to question, discuss, and compare them in class. Thus, bring a (paper or electronic) copy of each reading to class. ○ In addition, during most weeks there will short videos to watch and motivation surveys to complete. I expect you will come to class having completed these tasks. ○ You will sign up to be a discussion leader for one class session during the term. One your day, you and I will share discussion leading responsibilities. We will coordinate before class, either in person or over email. ● In­class engagement ○ The purposes of our class meetings are to (a) discuss and compare findings and theoretical advances in motivation research, as evident in our readings; (b) pose and discuss questions about the implications of research for instruction and learning; (c) analyze data (video, transcripts, survey results) in order to construct relationships among motivation, learning, and instruction. (In other words, think of our class meetings as research seminars­­the purpose is not only to learn content, but to develop insights into the relationship between research and practice.) 2 ○ Therefore, you’re expected to make contributions to this joint enterprise by ensuring you’re prepared (see “Preparation” above), posing questions and responding to one another, and listening intently to your classmates. 2. Reflection Papers (~1000 words each) In each of these short papers you will synthesize ideas from at least three readings from the previous two weeks of class (from when each paper is due). In these papers you will take a position on a motivational issues or dilemma (from your experience or raised by the readings), and you will discuss how it can be understood by the readings you’ve chosen. I will use these papers to assess your understanding of motivation principles and concepts. 3. Term Project For this project you will write a research paper on a question or problem related to motivation.
Projects will vary depending on your interests and skills, but in general they must demonstrate
that you have understood the theories and issues discussed in this course well enough to use
some of them to explore your question. Possible formats include a research proposal, case
study, or proposed theoretical framework. There are three phases to the project:
● A project prospectus will be due in late-April.
● A rough draft is due in mid-May.
● A final draft is due in early-June.
Details are provided on Canvas.
4. Final The final will be completed at home during finals week and will be composed of short essay responses.
Course Readings & Schedule Some readings will change and be added throughout the term. I will keep this document updated with any changes, and you will see the changes reflected on the syllabus on our Canvas front page . All readings are either electronically linked from the schedule below or can be found through the Dartmouth Library ​
E­Journals​
page. Week 1 M 3/30 Overview and Methods for Studying Motivation W 4/1 F 4/3 Introduction to Course Overview of Motivation in the Classroom Nicholls & Hazzard (1993). ​
Education as Adventure​
, Chapters 2 & 3 Overview of Research on Motivation Pintrich (2004). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts Anderman et al. (2011). How Do Teachers Support Students’ Motivation and Learning in Their Classrooms? ​
Teachers College Record, 113, 969–1003. Nolen et al. (2011). Motivation, Engagement, and Identity: Opening a Conversation 3 Week 2 Need for Self Determination M 4/6 Overview of SDT Ryan & Deci (2000). Self­Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well­Being Katz & Assor (2007). When Choice Matters and When it Does Not W 4/8 Influences on Self Determination Flink et al. (1990). Controlling teaching strategies: Undermining children's
self-determination and performance Gottfried et al. (1994). Role of Parental Motivational Practices in Children's Academic Intrinsic Motivation and Achievement. Journal of Educational Psychology, 86, 104–113. F 4/10 Culture and Self Determination Zhou et al. (2009). The importance of autonomy for rural Chinese children’s motivation for learning. Jang et al. (2009). ​
Can self-determination theory explain what underlies the
productive, satisfying learning experiences of collectivistically oriented
Korean students? Week 3 Self­Efficacy and Self­Worth M 4/13 Self­Efficacy and Motivation to Learn Schunk & Pajares (2005). Competence Perceptions and Academic Functioning Re­read ​
Nicholls & Hazzard (1993). ​
Education as Adventure​
, Chapters 2 & 3 W 4/15 Week 4 Goals for Learning and Achievement Self­Worth and Motivation to Learn Heine et al. (1999). Is there a Universal Need for Positive Self­Regard? F 4/17 No Class (Chris at Conference) M 4/20 Foundations: Beliefs of Ability and Effort Nicholls (1990). What Is Ability and Why Are We Mindful of It? A Developmental Perspective. W 4/22 Learning and Performance Goals Ciani et al. (2010). Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. Contemporary Educational Psychology, 35, ​
88–99. F 4/24 More Complex Goals for Learning Vansteenkiste et al. (2014). Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals. ​
Educational Psychologist, 49,​
153–174. De Castella et al. (2013). Unmotivated or Motivated to Fail? A Cross­Cultural Study of Achievement Motivation, Fear of Failure, and Student Disengagement. ​
Journal of Educational Psychology, 105,​
861–880. Urdan & Mestas (2006). The Goals Behind Performance Goals. ​
Journal of Educational Psychology, 98​
, 354–365. Week 5 Interest and its Development M 4/27 Overview of Interest Hidi & Renninger (2006). The Four­Phase Model of Interest Development. Educational Psychologist, 41,​
111–127 Hofer (2010). Adolescents’ Development of Individual Interests: A Product of Multiple Goal Regulation? 4 W 4/29 Influences on Interest Nolen (2007). The Role of Literate Communities in the Development of Children’s Interest in Writing Del Favero et al. (2007). Classroom discussion and individual problem­solving in the teaching of history: Do different instructional approaches affect interest in different ways? ​
Learning & Instruction, 17. 635–657. F 5/1 Development of Interest Pressick­KIlborn & Walker (2002). The Social Construction of Interest in a Learning Community Basu & Barton (2007). Developing a Sustained Interest in Science among Urban Minority Youth. ​
Journal of Research in Teaching Science, 44, 466–489. Week 6 Sociocultural and Situative Approaches M 5/4 A Sociocultural Approach to Motivation Hickey & Granade (2004). The Influence of Sociocultural Theory on Our Theories of Engagement and Motivation W 5/6 Motivation Changes Across Learning Contexts Nasir & Hand (2008), From the Court to the Classroom: Opportunities for Engagement, Learning, and Identity in Basketball and Classroom Mathematics Nolen et al. (2009). Motivation Development in Novice Teachers: The Development of Utility Filters F 5/8 Motivation during Collaborative Work Jurow (2005). Shifting Engagement in Figured Worlds: Middle School Mathematics Students’ Participation in an Architectural Design Project Gresalfi (2009). Taking Up Opportunities to Learn: Constructing Dispositions in Mathematics Classrooms. ​
The Journal of the Learning Sciences, 18, 327–369. Week 7 Regulation of Motivation Week 8 Development and Flow M 5/11 Motivation during Collaborative Work, part 2 Wu et al. (2013), Enhancing Motivation and Engagement Through Collaborative Discussion. ​
Journal of Educational Psychology, 105,​
622–632. W 5/13 Regulation of Motivation Wolters (2003). Regulation of Motivation: Evaluating an Underemphasized Aspect of Self­Regulated Learning​
. F 5/15 Shared regulation of Motivation Jarvela & Jarvenoja, “Socially Constructed Self­Regulated Learning and Motivation Regulation in Collaborative Learning Groups” M 5/18 Development of Motivation Butler (2005). Competence Assessment, Competence, and Motivation between Early and Middle Childhood Wigfield & Warner (2005). Competence, Motivation, and Identity Development during Adolescence W 5/20 Flow Csikszentmihalyi et al. (2005). Flow F 5/22 Flow in School Turner et al. (1998). Creating Contexts for Involvement in Mathematics. Journal of Educational Psychology, 90.​
730–745 Shernoff et al. (2003). Student Engagement in High School Classrooms 5 from the Perspective of Flow Theory Week 9 Students’ Choice W 5/27 We will collectively choose readings for these two days. F 5/29 We will collectively choose readings for these two days. M 6/1 Wrap up & Project sharing RWIT: The Student Center for Research, Writing, and Information Technology RWIT is a free service dedicated to helping students develop more effective strategies for generating and organizing ideas, finding and evaluating research sources, and revising compositions. At RWIT, you can meet one­on­one with a tutor to discuss a paper, research project, or assignment. Whether you are brainstorming, drafting, or editing, the tutors can provide feedback that will help improve your work. To make an appointment, please see: http://www.dartmouth.edu/~rwit/students/appointment.html Students with Disabilities Students with disabilities enrolled in this course and who may need disability­related classroom accommodations are encouraged to see me privately as early as possible in the term. Students requiring disability­related accommodations must register with the Student Accessibility Service office. Once SAS has authorized accommodations, students must show the originally signed SAS Accommodations/Consent Form and/or a letter on SAS letterhead to me. As a first step, if students have questions about whether they qualify to receive accommodations, they should contact the SAS office. All inquiries and discussions about accommodations will remain confidential. If you have any questions, please do not hesitate to ask. Academic Honor Principle You are expected to familiarize yourself with and uphold all aspects of the Academic Honor Principle. See the ORC Bulletin or ​
http://www.dartmouth.edu/~uja/honor​
for the official statement. You may not receive or provide assistance on any exam. All work must be your own and submitted only for this class. Plagiarism is the submission or presentation of work, in any form, that is not your own, without acknowledgment of the source. You must cite all sources according to the formal APA guidelines. I take the Academic Honor Principle seriously and expect you to do the same. 6