Motivation in Mathematics: Goals Reflected in Emotions

Autor/in	Hannula, Markku S.
Titel	Motivation in Mathematics: Goals Reflected in Emotions
Quelle	In: Educational Studies in Mathematics, 63 (2006) 2, S.165-178 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-005-9019-8
Schlagwörter	Student Motivation; Mathematics; Student Behavior; Psychological Patterns; Emotional Response; Objectives; Self Management; Beliefs; Mediation Theory; Attribution Theory; Concept Formation + Suchen Sie Ihr Suchwort? Schulische Motivation; Mathematik; Student behaviour; Schülerverhalten; Emotionales Verhalten; Goal definition; Zielsetzung; Selbstmanagement; Belief; Glaube; Mediationsverfahren; Concept learning; Begriffsbildung
Abstract	Students in a mathematics classroom are motivated to do many things, not only the ones we expect them to do. In order to understand student behaviour in classrooms we need to increase our understanding of what motivation is and how it is regulated. Two issues relevant to a critique of mainstream motivation research need consideration: (a) the importance of the unconscious in motivation and (b) focusing on motivational states and processes rather than traits. In the present paper, motivation is conceptualised as a potential to direct behaviour through the mechanisms that control emotion. As a potential, motivation cannot be directly observed. It is observable only as it manifests itself in affect and cognition, for example as beliefs, values and emotional reactions. This potential is structured through needs and goals. Based on this view of motivation and the author's earlier studies, three aspects of motivation regulation are discussed. Primarily, goals are derived from needs: in learning situations, the psychological needs for autonomy, competence, and social belonging are the most significant determinants of goal choices. As a second aspect, this view accepts the influence of students' beliefs about the accessibility of different goals. As a third aspect, the influence of automatic emotional reactions for goal regulation will be discussed. The case of Frank will be used 1) to illustrate how motivation can be inferred from different kinds of data and 2) as an example of how conflicting goals lead to non-straightforward self-regulation. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10