TY - CHAP
T1 - Implicit theories of intelligence, effort beliefs, and achievement goals as antecedents of learning motivation and engagement
AU - Tempelaar, D.T.
AU - Rienties, B.C.
AU - Giesbers, S.J.H.
AU - Schim van der Loeff, S.
PY - 2012/1/1
Y1 - 2012/1/1
N2 - This empirical chapter focuses on the analysis of the Motivation and Engagement Wheel, a framework for learning motivation designed to integrate several theoretical perspectives, whilst at the same time offering a use-inspired approach suitable for practitioners (Martin, 2009, 2008). The framework encompasses aspects of cognitive views on motivation as developed by Pintrich (2003), attributions and expectancy and valuing dimensions (Wigfield, Hoa, and Klauda, 2008), self-regulation, planning and task management (Zimmerman and Schunk, 2008), and self-efficacy (Pajares, 2008). The architecture of the framework consists of four higher order dimensions, being the adaptive cognitive, the adaptive behavioral, maladaptive cognitive or impeding, and maladaptive behavioral dimensions, shaped by 11 first-order dimensions. The suitability of this integrative motivation theory for practical purposes is based on the presumption of changeability of these dimensions: motivation is learnable. Using a sample of first year university students (N=2587) in a collaborative learning context based on problem-based learning, we investigate this aspect of malleability of motivations by developing a model that explains motivational factors from stable, individual difference antecedents. Implicit theories of intelligence and associated conceptions such as beliefs about the role of effort in learning (Dweck, 1999) and goal setting behavior serve the role of these stable antecedents. Implicit theories of intelligence refer to beliefs people develop about the nature of their intelligence, and contrast two opposite beliefs: that of the 'entity theorists', who view intelligence as being a fixed internal characteristic, and the 'incremental theorists', who believe that intelligence is fluid and can be cultivated by learning. Students endorsing an entity view are hypothesized to see effort as a negative characteristic, signaling lack of intelligence, whereas those with an incremental view develop a positive effort belief: exerting effort is the key to cultivating intelligence (Blackwell, Trzesniewski, and Dweck, 2007; Dweck, 1999). In turn, implicit theories and effort views determine students' goal setting behavior, especially whether students are stronger mastery or performance goal oriented. Relationships between these antecedents implicit theories, effort beliefs, and goal setting behavior, and the dimensions of the Motivation and Engagement Wheel, are investigated with structural equation models. Results indicate that implicit theories of intelligence are only indirectly impacting motivational factors, but that effort views play a crucial role in explaining both goal setting behavior and motivation and engagement.
AB - This empirical chapter focuses on the analysis of the Motivation and Engagement Wheel, a framework for learning motivation designed to integrate several theoretical perspectives, whilst at the same time offering a use-inspired approach suitable for practitioners (Martin, 2009, 2008). The framework encompasses aspects of cognitive views on motivation as developed by Pintrich (2003), attributions and expectancy and valuing dimensions (Wigfield, Hoa, and Klauda, 2008), self-regulation, planning and task management (Zimmerman and Schunk, 2008), and self-efficacy (Pajares, 2008). The architecture of the framework consists of four higher order dimensions, being the adaptive cognitive, the adaptive behavioral, maladaptive cognitive or impeding, and maladaptive behavioral dimensions, shaped by 11 first-order dimensions. The suitability of this integrative motivation theory for practical purposes is based on the presumption of changeability of these dimensions: motivation is learnable. Using a sample of first year university students (N=2587) in a collaborative learning context based on problem-based learning, we investigate this aspect of malleability of motivations by developing a model that explains motivational factors from stable, individual difference antecedents. Implicit theories of intelligence and associated conceptions such as beliefs about the role of effort in learning (Dweck, 1999) and goal setting behavior serve the role of these stable antecedents. Implicit theories of intelligence refer to beliefs people develop about the nature of their intelligence, and contrast two opposite beliefs: that of the 'entity theorists', who view intelligence as being a fixed internal characteristic, and the 'incremental theorists', who believe that intelligence is fluid and can be cultivated by learning. Students endorsing an entity view are hypothesized to see effort as a negative characteristic, signaling lack of intelligence, whereas those with an incremental view develop a positive effort belief: exerting effort is the key to cultivating intelligence (Blackwell, Trzesniewski, and Dweck, 2007; Dweck, 1999). In turn, implicit theories and effort views determine students' goal setting behavior, especially whether students are stronger mastery or performance goal oriented. Relationships between these antecedents implicit theories, effort beliefs, and goal setting behavior, and the dimensions of the Motivation and Engagement Wheel, are investigated with structural equation models. Results indicate that implicit theories of intelligence are only indirectly impacting motivational factors, but that effort views play a crucial role in explaining both goal setting behavior and motivation and engagement.
M3 - Chapter
SN - 978-1-62100-755-5
T3 - Psychology of Emotions, Motivations and Actions
SP - 283
EP - 294
BT - Handbook on Psychology of Motivation: New Research
A2 - Franco, J.N.
A2 - Svensgaard, A.E.
PB - Nova Science Publishers
ER -