Název: Očekávání úspěchu, hodnota výkonu a seberegulace : typologie výkonové motivace studentů pedagogických oborů založená na klastrové analýze dotazníku motivace k výkonu
Variantní název:
- Expectancies of success, task value, and self-regulation : a typology of achievement motivation in students of education based on a cluster analysis of the achievement motivation inventory
Zdrojový dokument: Studia paedagogica. 2021, roč. 26, č. 1, s. 145-166
Rozsah
145-166
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2021-1-6
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/143774
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Výkonová motivace představuje jeden z klíčových psychologických faktorů determinujících cíle, které si studující vysokých škol kladou, a tím i jejich úspěch ve studiu. V předkládané dotazníkové studii vycházíme ze současných koncepcí výkonové motivace, především z modelu očekávání a hodnoty. Na tomto teoretickém základě předpokládáme, že 1) studující VŠ je možno klasifikovat do různých motivačních typů na základě proměnných souvisejících s očekáváním úspěchu, vnímanou hodnotou výkonu a používanými seberegulačními strategiemi a 2) jejich příslušnost k různým typům výkonové motivace souvisí s různým výkonovým chováním. Celkem 158 studentů pedagogických oborů vyplnilo dotazníkovou baterii zahrnující vybrané škály Dotazníku motivace k výkonu (LMI) a Test úrovně aspirace jako indikátor tendence klást si výkonové cíle a vyrovnávat se s neúspěchem. Získané výsledky LMI škál jsme z pracovali prostřednictvím k-means klastrové analýz y, která ukázala čtyři klastry studujících: Motivovaný typ (38 % participantů), Typ bez důvěry (21 %), Typ bez zájmu (29 %) a Spontánní typ (12 %). Motivovaný typ vykazoval nejvyšší hodnoty ve většině zahrnutých škál výkonové motivace a nejvyšší úroveň aspirace. Typ bez důvěry se projevoval nízkou úrovní v dimenzích očekávání úspěchu a střední úrovní aspirace. Spontánní typ byl charakteristický nízkou úrovní seberegulace, Typ bez zájmu nízkou vnímanou hodnotou výkonu a oba typy souvisely s nejnižší aspirační úrovní. Tyto výsledky naznačují, že zvláště nízká úroveň seberegulace (Spontánní typ) a nízká vnímaná hodnota výkonu (Typ bez zájmu) může představovat překážku při stanovování přiměřeně obtížných cílů a zvládání neúspěchu a tím ohrožovat studijní úspěšnost studujících, kteří se vyznačují korespondujícími motivačními profily.
Achievement motivation represents a psychological variable determining goal-directed behavior and, consequently, conditions for study success in university students. We base this questionnaire study on the expectancy-value model of achievement motivation and on other current approaches to achievement motivation. Within this framework, we expect that 1) students can be classified into different types depending on their expectancies of success, task value, and self-regulation and 2) students' membership in different types of achievement motivation relates to differences in achievement-oriented behavior. In total, 158 university students of education completed a questionnaire battery including selected scales from the Achievement Motivation Inventory (AMI) and the Test of Aspirations. We processed the included AMI scales by k-means cluster analysis, resulting in four clusters of students: Motivated type (38% of participants), Low-confidence type (21%), Low-interest type (29%), and Spontaneous type (12%). The Motivated type showed the highest levels in included motivational variables as well as the highest level of aspiration. The Low-confidence type was characterized by lower levels of expectancies of success and moderate levels of aspiration. The Spontaneous type showed lower levels of self-regulation and the Low-interest type showed lower achievement values; both these types were related to the lowest aspiration levels. The results suggest that especially lower levels of selfregulation (Spontaneous type) or task value (Low-interest type) may represent a barrier in setting appropriate goals and coping with failure that may negatively relate to the study success of students with corresponding motivational profiles.
Note
Tato práce vznikla za podpory projektu "Kreativita a adaptabilita jako předpoklad úspěchu Evropy v propojeném světě", reg. č.: CZ.02.1.01/0.0/0.0/16 _019/0000734, financovaného z Evropského fondu pro regionální rozvoj.
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[3] Bahr, P. R. (2010). The bird's eye view of community colleges: A behavioral typology of first-time students based on klastr analytic classification. Research in Higher Education, 51(8), 724–749. https://doi.org/10.1007/s11162-010-9180-5
[4] Bahr, P. R., Bielby, R., & House, E. (2011). The use of cluster analysis in typological research on community college students. New Directions for Institutional Research, 2011(S1), 67–81. https://doi.org/10.1002/ir.417
[5] Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
[6] Bean, J. P. (1985). Interaction effects based on class level in an explanatory model of college student dropout syndrome. American Educational Research Journal, 22(1), 35–64. https://doi.org/10.3102/00028312022001035
[7] Blahutková, M. (1998). Vliv psychomotorických cvičení na některé dimenze osobnosti dítěte ml. šk. věku a možnosti rozvoje poznání ve vztahu učitel–žák [Sborník příspěvků k řešení grant. projektu MŠMT ČR Program zdravotně orientované těl. výchovy pro vzdělávací programy]. Pedagogická fakulta MU.
[8] Bong, M. (2001). Role of self-efficacy and task-value in predicting college students' course performance and future enrollment intentions. Contemporary Educational Psychology, 26(4), 553–570. https://doi.org/10.1006/ceps.2000.1048
[9] Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. University of Rochester Press.
[10] Development Core Team R. (2014). R: A language and environment for statistical computing. R Foundation for Statistical Computing.
[11] Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256
[12] Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Taylor & Francis.
[13] Dweck, C. (2006). Mindset: The new psychology of success. Random House Digital.
[14] Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancyvalue theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101–859. https://doi.org/10.1016/j.cedpsych.2020.101859
[15] Elliot, A. J., & Dweck, C. S. (2005). Handbook of competence and motivation. The Guilford Press.
[16] Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J., & Dicke, T. (2017). Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions. Learning and Instruction, 49, 81–91. https://doi.org/10.1016/j.learninstruc.2016.12.007
[17] Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161–168. https://doi.org/10.1016/j.lindif.2015.01.008
[18] Harackiewitz, J. M., & Barron, K. E. (2000). Achievement goals and optimal motivation: A multiple goals approach. In C. Sansone & J. M. Harackiewitz (Eds.), Intrinsic and extrinsic motivation (s. 229–254). Academy Press.
[19] Hidi, S., & Harackiewitz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151–179. https://doi.org/10.3102/00346543070002151
[20] Kuh, G. D., Kinzie, J. L., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature (Vol. 8). National Postsecondary Education Cooperative.
[21] Kusurkar, R. A., Croiset, G., Galindo-Garré, F., & Ten Cate, O. (2013). Motivational profiles of medical students: Association with study effort, academic performance and exhaustion. BMC Medical Education, 13(1), 1–8. https://doi.org/10.1186/1472-6920-13-87
[22] Maehr, M. L., & Anderman, E. M. (1993). Reinventing schools for early adolescents: Emphasizing task goals. The Elementary School Journal, 93(5), 593–610. https://doi.org/10.1086/461742
[23] Meili, R. (1965). Lehrbuch der psychologischen Diagnostik. Hans Huber.
[24] Mouralová, M., & Tomášková, A. (2007). Studijní neúspěšnost na českých vysokých školách (a důvody, které k ní vedou). Aula, 15(1), 16–26.
[25] Mudrák, J., & Zábrodská, K. (2015). Childhood giftedness, adolescent agency: A systemic multiple-case study. Gifted Child Quarterly, 59(1), 55–70. https://doi.org/10.1177/0016986214559602
[26] Mudrák, J., Zábrodská, K., & Takács, L. (2020). Systemic approach to the development of reading literacy: Family resources, school grades, and reading motivation in furth-grade pupils. Frontiers in Psychology, 11, 1–11. https://doi.org/10.3389/fpsyg.2020.00037
[27] Nelson, K. G., Shell, D. F., Husman, J., Fishman, E. J., & Soh, L. K. (2015). Motivational and self-regulated learning profiles of students taking a foundational engineering course. Journal of Engineering Education, 104(1), 74–100. https://doi.org/10.1002/jee.20066
[28] Nicholls, J. G., & Miller, A. T. (1983). The differentiation of the concepts of difficulty and ability. Child Development, 54(4), 951–959. https://www.jstor.org/stable/1129899
[29] Paris, S. G., & Newman, R. S. (1990). Development aspects of self-regulated learning. Educational Psychologist, 25(1), 87–102. https://doi.org/10.1207/s15326985ep2501_7
[30] Park, C. L., Edmondson, D., & Lee, J. (2012). Development of self-regulation abilities as predictors of psychological adjustment across the first year of college. Journal of Adult Development, 19(1), 40–49. https://doi.org/10.1007/s10804-011-9133-z
[31] Pintrich, P. J. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667
[32] Prudký, L., Pabian, P., & Šima, K. (2010). České vysoké školství: Na cestě od elitního k univerzálnímu vzdělávání 1989–2009. Grada.
[33] Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: The important role of homework. Journal of Advanced Academics, 22(2), 194 –218. https://doi.org/10.1177/1932202X1102200202
[34] Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. http://doi.org/10.1037/a0026838
[35] Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261–288. https://doi.org/10.1037/0033-2909.130.2.261
[36] Robinson, K. A., Lee, Y. K., Bovee, E. A., Perez, T., Walton, S. P., Briedis, D., & Linnenbrink-Garcia, L. (2019). Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. Journal of Educational Psychology, 111(6), 1081–1102. https://doi.org/10.1037/edu0000331
[37] Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling and more. Version 0.5–12 (BETA). Journal of Statistical Software, 48(2), 1–36. http://doi.org/10.18637/jss.v048.i02
[38] Rozumová, E. (2020). Vliv nastavení mysli na motivaci VŠ studentů [Diplomová práce]. FF UK.
[39] Řezanková, H. (2018, 29. srpna). Different approaches to the silhouette coefficient calculation in cluster evaluation [Příspěvek na konferenci]. 21st International Scientific Conference AMSE Applications of Mathematics and Statistics in Economics 2018, Kutná Hora, Česká republika.
[40] Seo, E. H. (2009). The relationship of procrastination with a mastery goal versus an avoidance goal. Social Behavior and Personality: An International Journal, 37(7), 911–919. https://doi.org/10.2224/sbp.2009.37.7.911
[41] Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565–600. https://doi.org/10.1037/bul0000098
[42] Schuler, H., & Prochaska, M. (2011). Dotazník motivace k výkonu – LMI. Testcentrum.
[43] Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In C. S. Dweck & A. J. Elliot (Eds.), Handbook of competence and motivation (s. 85–104). Guilford Press.
[44] Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89–125. https://doi.org/10.3102/00346543045001089
[45] Valle, A., Núñez, J. C., Cabanach, R. G., Rodríguez, S., Rosário, P., & Inglés, C. J. (2015). Motivational profiles as a combination of academic goals in higher education. Educational Psychology, 35(5), 634–650. https://doi.org/10.1080/01443410.2013.819072
[46] Vlk, A., Drbohlav, J., Fliegl, T., Hulík, V., Stiburek, Š., & Švec, V. (2017). Studijní neúspěšnost na vysokých školách: Teoretická východiska, empirické poznatky a doporučení. Sociologické nakladatelství (SLON).
[47] Vybíral, Z. (2006). Psychologie jinak. Současná kritická psychologie. Academia.
[48] Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015
[49] Wigfield, A., & Eccles, J. S. (2002). Development of achievement motivation. Academic Press.
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