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Relationships Among Learning and Attribution Theory Motivational Variables:

Relationships Among Learning and Attribution Theory Motivational Variables: Among the factors contributing to our incomplete understanding of motivation in elementary school classrooms is that most motivational research is conducted within one of several independent or competing strands, each focused on different variables. This concern was addressed by investigating interrelationships among motivational variables drawn from locus of control (LOC) theory (locus of control, incentive value) and from attribution theory (self-concept of ability, expectancy of success, causal attributions), along with measures of school achievement. The research sample consisted of 423 students in 21 fourth through sixth grade classrooms. Motivational instruments were administered to groups of students in their own classrooms, and achievement data were extracted from existing school files. Correlational and multiple regression analyses yielded limited and partial support for predictions within the LOC and attribution theories, respectively. Analyses of relationships across theories provided some clarification of targeted conceptual issues, including the meaning of perceived control, the distinction between ability and effort motivational factors, and the role of incentive value in motivational processes. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Relationships Among Learning and Attribution Theory Motivational Variables:

Greene, Jennifer C.
American Educational Research Journal , Volume 22 (1): 14 – Jun 23, 2016
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References (37)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312022001065
Publisher site
See Article on Publisher Site

Abstract

Among the factors contributing to our incomplete understanding of motivation in elementary school classrooms is that most motivational research is conducted within one of several independent or competing strands, each focused on different variables. This concern was addressed by investigating interrelationships among motivational variables drawn from locus of control (LOC) theory (locus of control, incentive value) and from attribution theory (self-concept of ability, expectancy of success, causal attributions), along with measures of school achievement. The research sample consisted of 423 students in 21 fourth through sixth grade classrooms. Motivational instruments were administered to groups of students in their own classrooms, and achievement data were extracted from existing school files. Correlational and multiple regression analyses yielded limited and partial support for predictions within the LOC and attribution theories, respectively. Analyses of relationships across theories provided some clarification of targeted conceptual issues, including the meaning of perceived control, the distinction between ability and effort motivational factors, and the role of incentive value in motivational processes.

Journal

American Educational Research Journal – SAGE

Published: Jun 23, 2016

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