Making Learning Personally Meaningful: A New Framework for Relevance Research

Autor/inn/en	Priniski, Stacy J.; Hecht, Cameron A.; Harackiewicz, Judith M.
Titel	Making Learning Personally Meaningful: A New Framework for Relevance Research
Quelle	In: Journal of Experimental Education, 86 (2018) 1, S.11-29 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2017.1380589
Schlagwörter	Relevance (Education); Models; Student Interests; Expectation; Self Determination; Learning Motivation; Learning Theories; Individualized Instruction; Student Centered Learning; Learning Strategies; Intervention; Affordances; Identification; Educational Attainment; Self Concept; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Relevance; Relevanz; Analogiemodell; Studieninteresse; Expectancy; Erwartung; Selbstbestimmung; Motivation for studies; Lernmotivation; Learning theory; Lerntheorie; Individualisierender Unterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Identifikation; Identifizierung; Bildungsabschluss; Bildungsgut; Selbstkonzept
Abstract	Personal relevance goes by many names in the motivation literature, stemming from a number of theoretical frameworks. Currently these lines of research are being conducted in parallel with little synthesis across them, perhaps because there is no unifying definition of the relevance construct within which this research can be situated. In this paper we propose a new framework to synthesize existing research on relevance and provide a common platform for researchers to communicate and collaborate. In light of this new framework we review the role of relevance in three prominent theories in the motivation literature: the four-phase model of interest development, expectancy-value theory, and self-determination theory. We then explore eight relevance constructs commonly used in the literature and the educational interventions that derive from them. Finally, we offer a synthesis of these constructs and suggest some directions for future research. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01