Applying Motivation Theories to the Design of Educational Technology

Although there has been a wealth of research exploring motivation within technological environments, few of these studies employ frameworks that are grounded in well-established theories of motivation. This paper brings rigorous theoretical frameworks of motivation to the study and design of educational technology. First, we outline key motivation constructs that compose Eccles and Wigfield’s Expectancy-Value theory and the Self-Determination theory and discuss their implications for education. Through a case study, we then illustrate how motivational theories informed the recent development of a virtual learning environment designed to promote students’ interest in and motivation to pursue science, technology, engineering, and mathematics careers. Finally, looking toward the future of mobile learning, we discuss the motivational affordances of personal and portable features of mobile handhelds

Imaging of bronchial pathology in antibody deficiency: Data from the European Chest CT Group

Studies of chest computed tomography (CT) in patients with primary antibody deficiency syndromes (ADS) suggest a broad range of bronchial pathology. However, there are as yet no multicentre studies to assess the variety of bronchial pathology in this patient group. One of the underlying reasons is the lack of a consensus methodology, a prerequisite to jointly document chest CT findings. We aimed to establish an international platform for the evaluation of bronchial pathology as assessed by chest CT and to describe the range of bronchial pathologies in patients with antibody deficiency. Ffteen immunodeficiency centres from 9 countries evaluated chest CT scans of patients with ADS using a predefined list of potential findings including an extent score for bronchiectasis. Data of 282 patients with ADS were collected. Patients with common variable immunodeficiency disorders (CVID) comprised the largest subgroup (232 patients, 82.3%). Eighty percent of CVID patients had radiological evidence of bronchial pathology including bronchiectasis in 61%, bronchial wall thickening in 44% and mucus plugging in 29%. Bronchiectasis was detected in 44% of CVID patients aged less than 20 years. Cough was a better predictor for bronchiectasis than spirometry values. Delay of diagnosis as well as duration of disease correlated positively with presence of bronchiectasis. The use of consensus diagnostic criteria and a pre-defined list of bronchial pathologies allows for comparison of chest CT data in multicentre studies. Our data suggest a high prevalence of bronchial pathology in CVID due to late diagnosis or duration of disease

Patterns and pathways: A person-oriented approach to understanding students' motivation to learn.

Understanding achievement motivation is critical for reforming schools, increasing learning, and improving the lives of children and adolescents. Goals, values, and competence beliefs are primary influences on achievement motivation, but empirical work has rarely examined how these components of motivation function together. This study used a person-oriented approach that treats the individual as the unit of analysis to explore patterns of mastery and performance achievement goals (which focus on developing versus demonstrating competence), task values (beliefs about the interest, usefulness, or opportunity cost of tasks), and competence beliefs. Group differences, stability over one school year, and relations with math achievement and affect were explored. Participants were 1,870 students (primarily Vietnamese and Hispanic) taught by 40 teachers in 148 math classrooms in 7 urban middle schools. Questionnaires given at the beginning and end of seventh grade included items from Midgley's Patterns of Adaptive Learning Scales and Eccles' Subjective Task Value scales. Cluster analysis revealed seven patterns of motivation associated with differences in negative and positive affect and later achievement. This person-oriented approach identified different combinations goals and values that were associated with positive affect and higher achievement. In one adaptive pattern, students reported moderate interest in math and a sole focus on mastery goals of developing competence, supporting a traditional perspective on how goals operate. In another, students focused on both developing and demonstrating competence, suggesting that goals function differently for different students. This research clarifies how goals operate by describing two adaptive patterns and combining theoretical perspectives on achievement goals. Across all clusters, cost value discriminated among adaptive patterns, suggesting that perceptions of the time and effort required to learn math play an important role in motivation. Ethnic and linguistic differences in cluster membership favored Vietnamese students and proficient English speakers. Findings indicate that focusing only on goals or values may give an incomplete picture of motivation, and that models that assume linear effects may mask complex interactions. Integrating goal and value constructs improved prediction of adaptive patterns. These findings help educators by highlighting multiple pathways between motivation and achievement, and the roles of both cost value and goals.Ph.D.Developmental psychologyEducationEducational psychologyPsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/126392/2/3253245.pd

Curricular policy as a collective effects problem: A distributional approach.

Current educational policies in the United States attempt to boost student achievement and promote equality by intensifying the curriculum and exposing students to more advanced coursework. This paper investigates the relationship between one such effort - California's push to enroll all 8th grade students in Algebra - and the distribution of student achievement. We suggest that this effort is an instance of a "collective effects" problem, where the population-level effects of a policy are different from its effects at the individual level. In such contexts, we argue that it is important to consider broader population effects as well as the difference between "treated" and "untreated" individuals. To do so, we present differences in inverse propensity score weighted distributions investigating how this curricular policy changed the distribution of student achievement. We find that California's attempt to intensify the curriculum did not raise test scores at the bottom of the distribution, but did lower scores at the top of the distribution. These results highlight the efficacy of inverse propensity score weighting approaches for examining distributional differences, and provide a cautionary tale for curricular intensification efforts and other policies with collective effects

Curricular policy as a collective effects problem: A distributional approach.

Current educational policies in the United States attempt to boost student achievement and promote equality by intensifying the curriculum and exposing students to more advanced coursework. This paper investigates the relationship between one such effort - California's push to enroll all 8th grade students in Algebra - and the distribution of student achievement. We suggest that this effort is an instance of a "collective effects" problem, where the population-level effects of a policy are different from its effects at the individual level. In such contexts, we argue that it is important to consider broader population effects as well as the difference between "treated" and "untreated" individuals. To do so, we present differences in inverse propensity score weighted distributions investigating how this curricular policy changed the distribution of student achievement. We find that California's attempt to intensify the curriculum did not raise test scores at the bottom of the distribution, but did lower scores at the top of the distribution. These results highlight the efficacy of inverse propensity score weighting approaches for examining distributional differences, and provide a cautionary tale for curricular intensification efforts and other policies with collective effects

Algebra for All: California's Eighth-Grade Algebra Initiative as Constrained Curricula.

Background/contextAcross the United States, secondary school curricula are intensifying as a growing proportion of students enroll in high-level academic math courses. In many districts, this intensification process occurs as early as eighth grade, where schools are effectively constraining their mathematics curricula by restricting course offerings and placing more students into Algebra I. This paper provides a quantitative single-case research study of policy-driven curricular intensification in one California school district.Research questions(1a) What effect did 8th eighth grade curricular intensification have on mathematics course enrollment patterns in Towering Pines Unified schools? (2b) How did the distribution of prior achievement in Towering Pines math classrooms change as the district constrained the curriculum by universalizing 8th eighth grade Algebra? (3c) Did 8th eighth grade curricular intensification improve students' mathematics achievement?SettingTowering Pines is an immigrant enclave in the inner-ring suburbs of a major metropolitan area. The district's 10 middle schools together enroll approximately 4,000 eighth graders each year. The districts' students are ethnically diverse and largely economically disadvantaged. The study draws upon administrative data describing 8th eighth graders in the district in the 2004-20-05 through 2007-20-08 school years.Intervention/program/practiceDuring the study period, Towering Pines dramatically intensified middle school students' math curricula: In the 2004-20-05 school year 32% of the district's 8th eighth graders enrolled in Algebra or a higher- level mathematics course; by the 2007-20-08 school year that proportion had increased to 84%.Research designWe use an interrupted time-series design, comparing students' 8th eighth grade math course enrollments, 10th grade math course enrollments, and 10th grade math test scores across the four cohorts, controlling for demographics and prior achievement.Findings/resultsWe find that students' odds of taking higher level mathematics courses increased as this district implemented the state's Algebra mandate. However, even as the district implemented a constrained curriculum strategy, mathematics achievement growth between 6th sixth and 10th grade slowed and the achievement advantages associated with 8th eighth grade Algebra declined.Conclusions/recommendationsOur analyses suggest that curricular intensification increased the inclusiveness and decreased the selectivity of the mathematics tracking regime in Towering Pines middle schools. However, the findings suggest that this constrained curriculum strategy may have may have unintended negative consequences for student achievement

Raising the stakes: How students' motivation for mathematics associates with high- and low-stakes test achievement

This study uses data from an urban school district to examine the relation between students' motivational beliefs about mathematics and high- versus low-stakes math test performance. We use ordinary least squares and quantile regression analyses and find that the association between students' motivation and test performance differs based on the stakes of the exam. Students' math self-efficacy and performance avoidance goal orientation were the strongest predictors for both exams; however, students' math self-efficacy was more strongly related to achievement on the low-stakes exam. Students' motivational beliefs had a stronger association at the low-stakes exam proficiency cutoff than they did at the high-stakes passing cutoff. Lastly, the negative association between performance avoidance goals and high-stakes performance showed a decreasing trend across the achievement distribution, suggesting that performance avoidance goals are more detrimental for lower achieving students. These findings help parse out the ways motivation influences achievement under different stakes

Defining reference conditions for coastal areas in the Baltic Sea

The overall aim of DEFINE is to provide a methodology to define reference conditions for nutrient concentrations in the coastal zone of the Baltic Sea. This will aid the national authorities that surround the Baltic basin in implementing the EU's Water Framework Directive (WFD) by providing decision-makers with a methodology to assess reference conditions and the degree of past and present departure from this state, such that appropriate policy and management measures can be taken at national and European levels. DEFINE adopts a palaeoecological approach grounded on diatom-based transfer functions, which can then be applied to define background total nitrogen (TN) concentrations in estuaries and coastal areas over the entire Baltic Sea. All transfer functions and necessary supporting documentation will be publicly available as a coherent management tool and accessible via the MOLTEN/DEFINE web page (http://craticula.ncl.ac.uk/Molten/jsp/)

Past, present and future state of the biogeochemical Si cycle in the Baltic Sea

The Baltic Sea is one of many aquatic ecosystems that show long-term declines in dissolved silicate (DSi) concentrations due to anthropogenic alteration of the biogeochemical Si cycle. Reductions in DSi in aquatic ecosystems have been coupled to hydrological regulation reducing inputs, but also with eutrophication, although the relative significance of both processes remains unknown for the observed reductions in DSi concentrations. Here we combine present and historical data on water column DSi concentrations, together with estimates of present river DSi loads to the Baltic, the load prior to damming together with estimates of the long-term accumulation of BSi in sediments. In addition, a model has been used to evaluate the past, present and future state of the biogeochemical Si cycle in the Baltic Sea. The present day DSi load to the Baltic Sea is 855 ktons y(-1). Hydrological regulation and eutrophication of inland waters can account for a reduction of 420 ktons y(-1) less riverine DSi entering the Baltic Sea today. Using published data on basin-wide accumulation rates we estimate that 1074 ktons y(-1) of biogenic silica (BSi) is accumulating in the sediments, which is 36% higher than earlier estimates from the literature (791 ktons y(-1)). The difference is largely due to the high reported sedimentation rates in the Bothnian Sea and the Bothnian Bay. Using river DSi loads and estimated BSi accumulation, our model was not able to estimate water column DSi concentrations as burial estimates exceeded DSi inputs. The model was then used to estimate the BSi burial from measured DSi concentrations and DSj load. The model estimate for the total burial of BSi in all three basins was 620 ktons y(-1), 74% less than estimated from sedimentation rates and sediment BSi concentrations. The model predicted 20% less BSi accumulation in the Baltic Proper and 10% less in the Bothnian Bay than estimated, but with significantly less BSi accumulation in the Bothnian Sea by a factor of 3. The model suggests there is an overestimation of basin-wide sedimentation rates in the Bothnian Bay and the Bothnian Sea. In the Baltic Proper, modelling shows that historical DSi concentrations were 2.6 times higher at the turn of the last century (ca. 1900) than at present. Although the DSi decrease has leveled out and at present there are only restricted areas of the Baltic Sea with limiting DSi concentrations, further declines in DSi concentrations will lead to widespread DSi limitation of diatoms with severe implications for the food web. (C) 2008 Elsevier B.V. All rights reserved