RUcore: Rutgers University Community Repository
"It was more useful than I initially thought":
Descriptive
TypeOfResource
Text
TitleInfo
(ID = T-1)
Title
"It was more useful than I initially thought":
SubTitle
changes in motivational components as preservice teachers complete a meaningful academic task
TitleInfo
(ID = T-2);
(type = alternative)
Title
Changes in motivational components as preservice teachers complete a meaningful academic task
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17415
Identifier
ETD_978
Language
LanguageTerm
English
Genre
(authority = marcgt)
theses
Subject
(ID = SBJ-1);
(authority = RUETD)
Topic
Education
Subject
(ID = SBJ-2);
(authority = ETD-LCSH)
Topic
Motivation in education
Abstract
In this study, I revealed changes in academic motivational components while students were completing an academic task. The sample consisted of teacher education graduate students enrolled in an educational assessment summer course. The academic task was an assessment portfolio that the students could use after the course when they applied for teaching jobs and as an aid in their teaching. The task was designed to be meaningful to the students and to enhance their intrinsic motivation. It was constructivist in nature and allowed the students to practice the skills they learned within their own fields. I measured value and expectancy components of motivation at a task-specific level while students completed this assignment over the duration of the 4-week summer course.
I measured academic motivation at a task-specific level to provide empirical support for modern expectancy-value theory. Because motivational constructs were found to have more predictive power when measured at a domain-specific measure compared to global measures, measuring the motivational constructs of expectancy and value at a task-specific level was expected to significantly predict academic performance and self-reported behavior as well. Additionally, measuring motivational constructs at a task-specific level presented a different way to examine motivational constructs.
The theorists of modern expectancy-value theory have demonstrated links that exist between the motivational constructs described in their theory and those in other academic motivational theories. In this study, I provided additional support to this effort by demonstrating that the description of intrinsic value more closely matched that of constructs from other theoretical perspectives. Intrinsic value is a component within task value in expectancy-value theory defined as the enjoyment one experiences while completing a task and the interest one has in the task. I hypothesized that interest and enjoyment, constructs used interchangeably to define intrinsic value, were distinct constructs that varied during the completion of an academic task. The results of this study supported this hypothesis. The results also showed that the constructs varied in opposite directions over time as the students completed the academic task. These findings support changes in the conceptualization of intrinsic value in order to incorporate these distinct constructs into the model.
I measured academic motivation at a task-specific level to provide empirical support for modern expectancy-value theory. Because motivational constructs were found to have more predictive power when measured at a domain-specific measure compared to global measures, measuring the motivational constructs of expectancy and value at a task-specific level was expected to significantly predict academic performance and self-reported behavior as well. Additionally, measuring motivational constructs at a task-specific level presented a different way to examine motivational constructs.
The theorists of modern expectancy-value theory have demonstrated links that exist between the motivational constructs described in their theory and those in other academic motivational theories. In this study, I provided additional support to this effort by demonstrating that the description of intrinsic value more closely matched that of constructs from other theoretical perspectives. Intrinsic value is a component within task value in expectancy-value theory defined as the enjoyment one experiences while completing a task and the interest one has in the task. I hypothesized that interest and enjoyment, constructs used interchangeably to define intrinsic value, were distinct constructs that varied during the completion of an academic task. The results of this study supported this hypothesis. The results also showed that the constructs varied in opposite directions over time as the students completed the academic task. These findings support changes in the conceptualization of intrinsic value in order to incorporate these distinct constructs into the model.
PhysicalDescription
Extent
ix, 188 pages
InternetMediaType
application/pdf
InternetMediaType
text/xml
Note
(type = degree)
Ph.D.
Note
(type = bibliography)
Includes bibliographical references (p. 147-155).
Name
(ID = NAME-1);
(type = personal)
NamePart
(type = family)
Swiggett
NamePart
(type = given)
Wanda D.
Role
RoleTerm
(authority = RUETD)
author
DisplayForm
Wanda D. Swiggett
Name
(ID = NAME-2);
(type = personal)
NamePart
(type = family)
Chinn
NamePart
(type = given)
Clark A.
Role
RoleTerm
(authority = RULIB)
chair
Affiliation
Advisory Committee
DisplayForm
Clark A. Chinn
Name
(ID = NAME-3);
(type = personal)
NamePart
(type = family)
Kuhn
NamePart
(type = given)
Melanie R.
Role
RoleTerm
(authority = RULIB)
internal member
Affiliation
Advisory Committee
DisplayForm
Melanie R. Kuhn
Name
(ID = NAME-4);
(type = personal)
NamePart
(type = family)
Smith
NamePart
(type = given)
Jeffrey K.
Role
RoleTerm
(authority = RULIB)
internal member
Affiliation
Advisory Committee
DisplayForm
Jeffrey K. Smith
Name
(ID = NAME-5);
(type = personal)
NamePart
(type = family)
Lawrence
NamePart
(type = given)
Sheila M.
Role
RoleTerm
(authority = RULIB)
outside member
Affiliation
Advisory Committee
DisplayForm
Sheila M. Lawrence
Name
(ID = NAME-1);
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(ID = NAME-2);
(type = corporate)
NamePart
Graduate School - New Brunswick
Role
RoleTerm
(authority = RULIB)
school
OriginInfo
DateCreated
(qualifier = exact)
2008
DateOther
(qualifier = exact);
(type = degree)
2008-05
Location
PhysicalLocation
(authority = marcorg)
NjNbRU
RelatedItem
(type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
(type = local)
rucore19991600001
Identifier
(type = doi)
doi:10.7282/T3833SC6
Genre
(authority = ExL-Esploro)
ETD doctoral
Back to the top
Rights
RightsDeclaration
(AUTHORITY = GS);
(ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
AssociatedEntity
(AUTHORITY = rulib);
(ID = 1)
Name
Wanda Swiggett
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
RightsEvent
(AUTHORITY = rulib);
(ID = 1)
Type
Permission or license
Detail
Non-exclusive ETD license
AssociatedObject
(AUTHORITY = rulib);
(ID = 1)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Back to the top
Technical
Format
(TYPE = mime);
(VERSION = )
application/x-tar
FileSize
(UNIT = bytes)
820736
Checksum
(METHOD = SHA1)
73d3f4703469a4287cb18ba7d14b1b6e21c94da9
ContentModel
ETD
CompressionScheme
other
OperatingSystem
(VERSION = 5.1)
windows xp
Format
(TYPE = mime);
(VERSION = NULL)
application/x-tar
Back to the top
Statistical Profile