A Model of Future-Oriented Motivation and Self-Regulation

Autor/inn/en	Miller, Raymond B.; Brickman, Stephanie J.
Titel	A Model of Future-Oriented Motivation and Self-Regulation
Quelle	In: Educational Psychology Review, 16 (2004) 1, S.9-33 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1023/B:EDPR.0000012343.96370.39
Schlagwörter	Self Motivation; Goal Orientation; Success; Individual Development; Long Range Planning; Values; Social Cognition; Student Motivation; Self Control + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Erfolg; Individuelle Entwicklung; Langfristige Planung; Wertbegriff; Soziale Kognition; Schulische Motivation; Selbstbeherrschung
Abstract	This article presents a theoretically grounded model of motivation and self-regulation that places personally valued future goals at its core. We attempt to integrate two lines of theorizing and research that have been relatively independent of one another: the social-cognitive perspective on self-regulation (e.g., Bandura, A., 1986) and theories of more future-oriented self-regulation (e.g., Markus, H., and Nurius, P., "Am. Psychol." 41: 954?969, 1986; 1986; Nutin, J., "Motivation, Planning, and Action: A Relational Theory of Behavior Dynamics," Erlbaum, Hillsdale, NJ, 1984; Raynor, J. O., "Motivation and Achievement," Winston, & Sons, New York, Chap. 7, pp. 121-154, 1974). We argue that personally valued future goals influence proximal self-regulation through their impact in the development of proximal subgoals leading to future goal attainment. The development of a system of proximal subgoals increases the likelihood that proximal tasks are perceived as instrumental to attaining future goals. Proximal tasks that are perceived as instrumental to reaching personally valued future goals have greater overall incentive value and meaning than proximal tasks lacking this instrumental relationship, and their impact on task engagement is correspondingly greater. Research supporting these claims is reviewed and the implications of this model of future-oriented self-regulation for research and intervention are discussed. (Author).
Anmerkungen	Springer, 233 Spring Street, New York, NY 10013. Tel: 212-460-1539; Fax: 212-460-1594: Web site: http://www.springerlink.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10