Book contents
- The Cambridge Handbook of Motivation and Learning
- The Cambridge Handbook of Motivation and Learning
- Copyright page
- Epigraph
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Acknowledgments
- Introduction Motivation and Its Relation to Learning
- Part I The Self and Its Impact
- Part II Rewards, Incentives, and Choice
- Part III Interest and Internal Motivation
- Part IV Curiosity and Boredom
- Part V Goals and Values
- Part VI Methods, Measures, and Perspective
- 26 Motivation and Learning
- 27 Addressing the Challenge of Measuring Student Engagement
- 28 Measuring Motivation in Educational Settings
- 29 An Integrative Perspective for Studying Motivation in Relation to Engagement and Learning
- 30 Affordances and Attention
- Index
- References
26 - Motivation and Learning
Measures and Methods
from Part VI - Methods, Measures, and Perspective
Published online by Cambridge University Press: 15 February 2019
Book contents
- The Cambridge Handbook of Motivation and Learning
- The Cambridge Handbook of Motivation and Learning
- Copyright page
- Epigraph
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Acknowledgments
- Introduction Motivation and Its Relation to Learning
- Part I The Self and Its Impact
- Part II Rewards, Incentives, and Choice
- Part III Interest and Internal Motivation
- Part IV Curiosity and Boredom
- Part V Goals and Values
- Part VI Methods, Measures, and Perspective
- 26 Motivation and Learning
- 27 Addressing the Challenge of Measuring Student Engagement
- 28 Measuring Motivation in Educational Settings
- 29 An Integrative Perspective for Studying Motivation in Relation to Engagement and Learning
- 30 Affordances and Attention
- Index
- References
Summary
In this chapter we examine measures and methods that have come to prominence over the last two decades exploring how they build on, and are shaped by, relevant theory. In addition, we identify how contemporary measures and methods have expanded as researchers investigate interactive influences of person and context. First, the importance of distinguishing levels of generality and specificity in definitions of motivation constructs is explored. Second, we examine attempts to define the type of relation between motivation constructs and learning, for example, mediation relations and reciprocal relations. As specific research is considered we direct attention to the types of analytic procedures that have been used to test hypotheses and assess models of the relations between motivation and learning. In particular we highlight the development of research methods that go beyond the range of insights into motivation and learning that can be achieved using only self-report questionnaires.
- Type
- Chapter
- Information
- The Cambridge Handbook of Motivation and Learning , pp. 665 - 688Publisher: Cambridge University PressPrint publication year: 2019
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