Using Student Interviews to Understand Theories of MotivationReport as inadecuate




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Teaching Educational Psychology, v3 n3 Jan 2009

This article describes the construction and development of a course assignment that uses student interviews as an instructional tool to bridge the gap between theory and practice in a graduate educational psychology course. The first part of the article describes the student interview assignment used to examine theories of motivation. The second part of the article focuses on evaluation tools used to measures students' motivation for the task and their beliefs about their learning. Participants included 25 graduate students enrolled in an Advanced Educational Psychology course in the spring semester. After completing the student interview assignment, participants completed the interest/enjoyment and value scale of the Intrinsic Motivation Inventory (Deci & Ryan, 2000). Additionally, participants responded to several open-ended questionnaire items on how their learning was affected by completing the student interview assignment. Quantitative and qualitative data reveal that participants reported high levels of both interest and value for completing the assignment and perceived their learning as affected in positive ways. (Contains 1 table.)

Descriptors: Graduate Students, Student Attitudes, Educational Psychology, Theory Practice Relationship, Student Motivation, Interviews, Evaluation Methods, Student Interests, Questionnaires, Measures (Individuals), Qualitative Research, Statistical Analysis

Teaching Educational Psychology Special Interest Group (TEP/SIG). Educational Foundations Department, Millersville University, P.O. Box 1002, 1 South George Street, Millersville, PA 17551. e-mail: tep[at]millersville.edu; Web site: http://www.teachingeducpsych.org





Author: Hanich, Laurie B.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4858&id=EJ829080



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