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Summary ID&E Lecture 7
Instructional design and evaluation / ID&E lecture 7 / hoorcollege 7 notes and summary articles
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Lecture 7 ID&E Motivation15-10-19
Lisette Hornstra
PISA study.
Comparing motivation
of Dutch students
Closer to the center
means less of the
factor
Conclusion: are Dutch
students less
motivated?
This lecture
1. The importance of motivation (?) in ID
2. Conceptualization of motivation
A. Self‐determination theory (SDT)determination theory (SDT)
B. Expectancy * Value theory
C. Unified model of task‐determination theory (SDT)specific motivation (UMTM)
3. Fostering motivation in the classroom: Interventions
1. The importance of motivation
Should you in fact focus on motivation? Motivation is not always taken into account in instructional
design No consensus regarding the role or importance of motivation for learning
– Kirshner: “The reason is that we as educators have little to gain from motivation and engagement if
it does not contribute to learning.”
1
,– Volman: “Higher achievement is a limited and risky ideal. It is not only about knowing a lot, but also
about wanting to and being able to use the knowledge and skills, and to feel responsible for that.”
Motivation is important regardless of the learning results.
Agree or disagree?
Motivation and engagement are important indicators of educational quality, besides achievement.
They should also be taken into account when examining the quality of an instructional design (lesson,
course, curriculum).
• No agreement that motivation facilitates better learning outcomes
• No, because especially achievement matters.
OR
• Yes, because motivation is an important goal in itself.
• Yes, because motivation can facilitate achievement.
2
, Reciprocal relationship?
Cross-sectional: What way around is the relation between Achievement and Motivation?
Longitudinal studies: you check the causal relations
T1 with a higher motivation leads to a higher achievement on T2
A higher achievement also leads to a higher motivation (reciprocal relationship).
Limitations of motivation research
Difficult to “capture” motivation, how is it measured (self-reports (desirability risk), questionnaires)
• Improving instrumentation to measure motivation
o Alternatives for self‐report neededreport needed
o Stronger focus on intra‐report neededindividual differences (Does the motivation within persons
increase when you change something in the learning context?)
• Lack of theoretical integration
o A lot of different theories (15 perspectives at least)
o E.g. personality research is also difficult to measure. But there is an overall
agreement on the Big Five.
o Scientists are really attached to their theory, therefore integration keeps on failing.
Is their theory mentioned enough in such an integrational theory?
Conceptual fuzziness
• “Superabundance of theories” (de Brabander & Glastra, 2018) and “dizzying array of
constructs” (Lazowski & Hulleman, 2016).
• Overlap between theories
• Different levels of specificity: Stable dispositions versus domain‐determination theory (SDT)/task‐determination theory (SDT)/situation‐determination theory (SDT)specific
o E.g. motivation for this lecture or the entire course, etc.
o Sometimes not clear to what level they refer to
o Even generated to higher levels, without being measured that level…
• Motivation is a broad concept,
includes various aspects
o Values/goals
o Ability beliefs
o Behaviour
• Two examples compared.
Items are pretty similar. Operationalization and measures are very closed.
3
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