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Self-Theories and Achievement Motivation
Abstract
Originally published in Contemporary Psychology: APA Review of Books , 2000, Vol 45(5), 554-556. Reviews the book by Dweck (see record 1999-02577-000 ) which presents a summary of Dweck's research career and shows how examining self-theories illuminates basic issues of human motivation, social cognition, mental health, and development. The chapters specify adaptive and maladaptive motivational patterns; show how these are fostered by individuals' self-theories and experiences; and delineate the consequences for achievement, social relationships, mental health, and society. The reviewer suggests that the book is rich in theory and research, and also provides examples of implications of the work for personal health, development, education, and society. The book has many strengths. Chapters are short; by setting a goal of reading one or two chapters per day, one could finish the book in two weeks. It is superbly well organized. Chapters build on one another successively. Much like a good novel, each chapter ends in such a way to lead naturally into the next chapter. The book also is nicely linked with other disciplines. This book is likely to make a solid contribution to the literature on achievement motivation. It is a key piece of evidence in the debate on what are the critical motivational processes and how they operate in achievement situations. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Educational systems used IQ tests to classify students as " slow " versus " gifted " learners, and instructional techniques varied mainly in the quantity and pacing of material presented. The emphasis on ability level as a primary determinant of learning changed as it was recognized that instructional techniques and motivation also play a significant role, but ability level is still recognized as an important predictor of learning outcomes (Schunk 2000Schunk , 2004). It stands to reason then, that pre-treatment ability level could also predict learning outcomes in the setting of cognitive remediation. ...
... In an educational setting, the social contextual variables that affect intrinsic motivation to learn are manifested as interpersonal context, instructional techniques and the general learning environment. Interpersonal context refers to the relationships between teacher and student and between students and the nature of these interpersonal contexts has been shown to affect attainment of learning goals (Schunk 2000Schunk , 2001 Schunk and Pajares 2005). Controlling social contexts that pressure people through the use of incentives, deadlines and authoritarian commentary reduce a sense of autonomy, self-determination, and motivation (Ryan and Deci 2000). ...
Cognitive deficits are routinely evident in schizophrenia, and are of sufficient magnitude to influence functional outcomes in work, social functioning and illness management. Cognitive remediation is an evidenced-based non-pharmacological treatment for the neurocognitive deficits seen in schizophrenia. Narrowly defined, cognitive remediation is a set of cognitive drills or compensatory interventions designed to enhance cognitive functioning, but from the vantage of the psychiatric rehabilitation field, cognitive remediation is a therapy which engages the patient in learning activities that enhance the neurocognitive skills relevant to their chosen recovery goals. Cognitive remediation programs vary in the extent to which they reflect these narrow or broader perspectives but six meta-analytic studies report moderate range effect sizes on cognitive test performance, and daily functioning. Reciprocal interactions between baseline ability level, the type of instructional techniques used, and motivation provide some explanatory power for the heterogeneity in patient response to cognitive remediation.
... If a person believes that they can improve a certain ability or intelligence, they will have a higher self-efficacy than people who view these as fixed traits. Schunk (2000) also saw mindset and self-efficacy as two theories. ...
The purpose of this quantitative study was to identify what factors shape mindset of singing ability in first-year college music majors and non-music majors, and to examine the relationship of that mindset to intent to participate in singing activities. A researcher-designed survey was administered to first-year college music majors and non-music majors (N = 426). The survey questions explored possible relationships between mindset (beliefs in singing ability as a fixed trait or potential for growth) and (a) past musical experiences, (b) influence from others, (c) singing identity, and (d) intended participation (Dweck, 2000). As expected, music majors tended to endorse more of a growth mindset of singing ability than non-music majors. Neither gender nor music specialization (voice versus non-voice) were significant factors related to singing mindset orientation. Results indicated a significant relationship between students who participated in high school choir, or in other out-of-school singing activities at this age, to a higher endorsement of a growth mindset orientation. Other predictors were having family members or teachers that encouraged them to sing. When participants were asked what previous feedback they had received about their singing ability they reported a high frequency related to "good" or "not good" in both categories of positive and negative feedback. In addition, students with a growth mindset of singing ability were more likely to hold positive self-evaluations of their singing quality, and participate in future singing activities.
Advisors: Rhonda Fuelberth and Robert Woody
International students are one of the fastest growing higher education populations in the U.S. Adapting to new environments and cultures is stressful and may affect a student’s life satisfaction and motivation. Knowing how international and domestic students correspond or differentiate in terms of satisfaction of life, academic stress, locus of control, and achievement motivation is important for university administrators and student support personnel. The purpose of this study was to compare locus of control, academic stress, life satisfaction, and achievement motivation across international and domestic college students in the U.S.
Participants in this study were 307 international (n=66) and domestic (n=241) undergraduate students. The data were collected during the fall 2015 semester at a Hispanic Serving Institution in South Texas utilizing the Smith Achievement Motivation Scale (Smith, Balkin, Karaman, & Arora, 2016), the Internal-External Scale (Rotter, 1966), the Student-life Stress Inventory-Revised (Gadzella & Masten, 2005), and the Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985). Descriptive statistics and MANOVA were used to analyze the variables in this study. A hierarchical multiple regression was employed to determine the extent locus of control, academic stress, and life satisfaction predicted achievement motivation. In addition, Fisher’s z transformation was used to evaluate whether two regression models were significantly different.
The results indicated a statistically significant difference between domestic and international students as related to achievement motivation. Further analysis revealed significant relationships among predictor and criterion variables. Locus of control, academic stress, and life satisfaction significantly explained 18% of the variance in achievement motivation. However, comparison of the fit of the model from domestic and international students revealed no statistically significant differences between the groups.
The study has practical implications for college administrators, educators, and college counselors. The results of the study can help college administrators further understand the unique needs of international students, thereby assisting in their adjustment to new environments and educational systems. In addition, perhaps educators can use the results of this study to modify curricular experiences and syllabi to further meet the needs of international students. Also, findings of this study might encourage college counselors to design and implement achievement focused training programs for domestic and international college students to increase their academic success and retention.
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