Biomedical subjects

PR Pintrich

Publications and source records attributed to PR Pintrich.

3 recordsLinked to original sources

PubMed2000

An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research.

There are a number of important issues raised by Murphy and Alexander in the lead article of this issue. In this response, four general issues are discussed in light of current research and achievement goal theory. The four issues include: (1) the general definition and theoretical clarity of motivational constructs, (2) the accessibility and consciousness of motivational beliefs, (3) the interdependent or independent nature of the relations between motivational constructs, and (4) the stability of motivation over time, domains, and contexts. These issues are considered in the context of current achievement goal theory research with the hope that the discussion will help to clarify the four issues for both motivational theory and research in general as well as for specific theoretical and empirical efforts within goal theory research. Copyright 2000 Academic Press.

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PubMed1996

Disciplinary Differences in Self-Regulated Learning in College Students

The personal attributes of self-regulated learning are often described in terms of knowledge base, adaptive motivational beliefs, and appropriate use of cognitive and metacognitive strategies for learning. These attributes are usually assumed to apply across all disciplines and contexts, but there has been little research that has examined the disciplinary differences in these personal attributes of self-regulated learning. The present study examined college students' knowledge, motivation, and self-regulatory learning strategies in humanities, social science, and natural science college courses. The sample included 380 college students from three different institutions. Students were given a measure of their course knowledge and a self-report measure of their motivational beliefs and use of self-regulatory strategies at the beginning and end of the semester. Three levels of achievement were created from final course grade and ANOVA's were used to examine the differences in knowledge, motivation, and self-regulation by achievement level and discipline. The results suggest that the components of knowledge, motivation, and self-regulation do distinguish high from low achievers in social and natural science courses, but not in the humanities courses. Results are discussed in terms of the generalizability of our models of self-regulated learning across disciplines and implications for measuring self-regulated learning in different disciplines.

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PubMed1996

The Effects of Autonomy on Motivation and Performance in the College Classroom

The goals of this study were to extend the literature about classroom autonomy in several ways. First, since previous research on autonomy has tended to focus on younger learners, we examined whether the positive effects of autonomy on motivation and performance would be replicated in a college sample. Second, we tested to see whether the well-established links between intrinsic motivation and autonomy would also be found using motivational constructs that play key roles in learning (specifically, task value, self-efficacy, and test anxiety). Third, we sought to trace the effect of autonomy on changes in student motivation over the course of a semester. Finally, we examined the role of autonomy on course performance. We found that experiences of classroom autonomy in the college classroom were more closely related to motivational factors than to performance. While the immediate experience of autonomy may not be directly facilitative of high course grades, autonomy does seem to foster intrinsic goal orientation, task value, and self-efficacy, all of which are critical components of "continuing motivation." The data presented here lend further support for the benefits of fostering autonomy within academic settings.

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