Challenges And Future Directions

In this chapter, it has been argued that research on interest is positioned to make a significant contribution to understanding the functional relations among motivation, learning and emotions. Three features of interest based motivation set it apart from cognitively based motivational theories and call for the integration of the psychological aspects of interested engagement with findings of neuropsychological research. Specifically, (a) interest is content specific (b) it evolves in the...

References

The factor structure of curiosity measures. Breadth and depth of interest curiosity styles. Australian Journal of Psychology, 39, 53-59. Ainley, M. D. (1993). Styles of engagement with learning A multidimensional assessment of the relationship between student goals and strategy use and school achievement. Journal ofEdu-cational Psychology, 85, 395-405. Ainley, M. D., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their...

Motivational Trait Questionnaire

Multivariate evaluation of workload, resources, and performance in dual task data. Proceedings of the 28th annual meeting of the Human Factors Society, 28, 210-214. Ackerman, P. L. (1994). Intelligence, attention, and learning Maximal and typical performance. In D. K. Detterman (Ed.), Current topics in human intelligence Theories of intelligence (Vol. 4, pp. 1-27). Norwood, NJ Ablex. Ackerman, P. L. (1996). A theory of adult intellectual development Process, personality,...

Affect Self Motivation and Cognitive Development A Dialectical Constructivist View

However, a person who has just cut his finger on a knife and watches the blood ooze over his palm has no uncertainty about the existence of objects that can cause blood to flow, and is certain that he feels different than he did moments earlier. The energy for initiating an intended action can come from the situation encountered or it can be self-generated through a volitional process called self-motivation. The field of motivation addresses the issue of what determines-induces a person to act...

Conclusion Of Motivation And Emotional Intellegence

Despite the advances recently made in studying the relation between affect and cognitive processing, there are still several theoretical and empirical limitations to this work. First, almost all of the theories discussed focus on the impact of moods on cognitive processing and largely ignore the impact of emotions. Although there are likely many parallels between positive moods and positive emotions as well as negative moods and negative emotions, research specifically examining how various...

Intellectual Abilities And Typicalmaximal Performance

Although not a precise match, Hebb's (1942) distinction of Intelligence A and Intelligence B and Cattell's (1943) distinction of fluid intelligence (Gf) and crystallized intelligence (Gc) provided a reasonably close categorization of abilities that are associated with maximal performance and typical performance, respectively. Intelligence A and Gf are most associated with relatively decontextualized information processing, reasoning, and memory. The prototypical measures of Gf, such as the...

Info

Diagrammatic representation of the difference between efficacy expectations and outcome expectations. From Self-efficacy Toward a unifying theory of behavioral change by A. Bandura, 1977, Psychological Review, 84, p. 193. Copyright 1977 by the American Psychological Association. Reprinted with permission. This distinction reflects the difference between means and ends Means are not results. An efficacious technique is a means for producing outcomes, but it is not itself an outcome...

Traits States and the Trilogy of Mind An Adaptive Perspective on Intellectual Functioning

Real-world intellectual problem-solving operates in concert with motivational and emotional processes, sometimes harmoniously and sometimes discordantly. Our aim in this chapter is to explore the nature of systematic individual differences in the process of solving problems posed by adaptation to life challenges. We focus on personality as a systematic influence on cognition, motivation and affect, in line with Kihlstrom and Cantor's (2000) suggestion that personality represents social...

Chinese Beliefs About Learning

Similar to the U.S. learners, also three main purposes emerged from the data a Perfect oneself morally-socially, b acquire knowledge-skills for self, and c contribute to society Table 14.1 . With respect to the first, the most significant, Chinese respondents described the purpose of their model learners as a need to perfect themselves morally and socially. This purpose is deeply influenced by Confucian teaching of ren, a lifelong striving to become the most genuine,...