Studying the development of learning and task motivation

被引:35
作者
Eccles, JS [1 ]
机构
[1] Univ Michigan, Inst Res Women & Gender, Gender & Achievement Res Program, Ann Arbor, MI 48109 USA
关键词
D O I
10.1016/j.learninstruc.2005.04.012
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This commentary focuses on the papers by Nurmi and Aunola and by Spinath and Spinath. I discuss the difficulty in testing the hypothesis that ability self concepts influence developmental changes in learning and task motivation. I point to the following concerns: (1) the difficulty in conceptualizing and then measuring these concepts well; (2) the likely reciprocal relations among the key constructs (i.e., learning and task motivation, self-concepts of abilities, feelings of efficacy, and actual performance); (3) the difficulty in finding the "right" lagged time frame for testing the hypothesis; (4) the need to take into account the developmental changes associated with all of the relevant constructs in designing our studies; (5) the need to take into account individual differences in both the course of developmental changes on each of the relevant constructs and the nature of the relations among the constructs; and (6) the importance of person-centered approaches. (c) 2005 Elsevier Ltd. All rights reserved.
引用
收藏
页码:161 / 171
页数:11
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