Motivation to learn as an outcome and determining factor of learning at school |
| |
| Authors: | Erich Ramseier |
| |
| Institution: | 1. Office of Educational Research, Bern, Switzerland
|
| |
| Abstract: | This article defines and measures interest in lifelong learning in an effort to capture motivation as an outcome of schooling. As a school-internal counterpart, motivational orientations toward learning at school in general and toward mathematics learning in particular are introduced, based on Deci and Ryan’s theory of self-determination. Analysis within the Swiss TIMSS samples in lower and upper secondary education led to the definition of five such orientations with a constant structure across grades and levels of generality. Some orientations show a concrete focus like long-term utility. The validity of these constructs is examined by analysing the relation among these motivational orientations, their relationship to interest in lifelong learning and mathematics achievement as well as age and gender differences. As hypothesised, the higher a motivational orientation’s degree of self-determination, the higher is its correlation with interest in lifelong learning and mathematics achievement. Among age and gender differences, the contrasting behaviour of intrinsic and long-term utility orientation toward mathematics is notable. For example, the gender difference in long-term utility but not in intrinsic orientation increases from grade 6 to grade 8. These findings can be understood as an expression of gender-typical vocational aspirations which define technical and scientific fields as a domain for males and not for females. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
