1. Chapter 1: Introduction to the Study of Motivation
Notes from class textbook:
Pintrich, P.R., & Schunk, D.H. (1996). Motivation in Education: Theory, Research, & Applications. Englewood Cliff, NJ: Prentice Hall.

2. Motivation Defined Derived from Latin verb movere (to move)
Common-sense: Something that gets us going, keeps us moving, helps us get jobs done.
Formal Definition: the process whereby goal-directed activity is instigated and sustained.

3. Process Process rather than product
Do not observe directly but rather infer it from behaviors:
choice of tasks
effort
persistence
verbalizations

4. Goals Provide impetus for & direction to action
Cognitive views emphasize importance of goals
Give individual something to attain or avoid

5. Requires Activity
Physical -- effort, persistence, & other overt actions
Mental -- planning, rehearsing, organizing, monitoring, making decisions, solving problems, assessing progress
Geared toward goal attainment

6. Instigated and Sustained
Starting toward a goal is important
Involves making a commitment to change
Taking a first step
Motivational processes critically important to sustaining action
Many goals are long-term
How one responds to difficulties, problems, failures, and setbacks encountered

7. What is a Theory?
A scientifically acceptable set of principles advanced to explain a phenomenon
Provides a framework for interpreting environmental observation
Helps link research and education
Enables us to organize research findings around a common reference point

8. What are Hypotheses? Are assumptions that can be empirically tested
State what conditions ought to accompany or follow other variables

9. Motivation Research Paradigms
Type
Correlational
Experimental
Qualities
Examines relations that exist between variables
One or more variables are altered & their effects on other variables are assessed

10. Motivation Research Paradigms
Type
Qualitative
Laboratory
Field
Qualities
Concerned with intensive description & interpretation of meanings
Project conducted setting
Project conducted where participants typically go to school, learn, work, and so on

11. Indices of Motivation
Choice of tasks -- selecting task under free-choice
Effort -- high effort, even on difficult material
Persistence -- working for longer time, even when obstacles encountered
Achievement -- choice, effort, & persistence raise task achievement (indirect)

12. Assessing Motivation Direct observations Ratings by others
Self-reports
Questionnaires
Interviews
Stimulated recalls
Think-alouds
Dialogues

13. We don’t need no education…!