Testing a Unified Model of Task-specific Motivation: how teachers appraise three professional development activities

This article tests the tenability of a Unified Model of Task-specific Motivation (UMTM). The UMTM integrates task-specific components from several theories of motivation. Core of the model are four interacting but relatively independent types of valences. Affective and cognitive valences represent feelings while doing an activity and thoughts about the value of its consequences respectively; both affective and cognitive valences can be positive and negative, hence calling for approach and avoidance motivation respectively. The interaction between these four types of valences results in a valence appraisal that influences readiness for action. Task-specific antecedents, autonomy, feasibility, social relatedness and subjective norm, influence valences. 441 Primary school teachers provided judgments of all components of the model except social relatedness for three imaginary professional learning activities. The three activities were framed as a school board decided, a team decided and a personally decided learning activity. Structural equation modelling showed that for each activity a separate model was needed. How valences influenced readiness for action was specific to each activity. In the board and team decided activities, for instance, readiness for action appeared to be based predominantly on cognitive valences, while in the personally decided activity affective and cognitive valences showed a more balanced contribution. Regarding task-specific antecedents, however, the picture was less clear. Nevertheless, the UMTM proved to offer rich possibilities for the explanation of complex motivational phenomena and promises a significant reduction of the superabundance of theories that encumbers motivation research

The self-regulation of motivation:Motivational strategies as mediator between motivational beliefs and engagement for learning

In this research we studied students´ motivational self-regulation as mediator between motivational beliefs and motivational outcomes. Dutch students in pre-vocational secondary education (N=3602, mean age 14) completed a questionnaire on five motivational strategies (Environmental Control, Interest Enhancement, Self Consequating, Performance Self-talk, Mastery Self-talk); motivational beliefs (value attached to schoolwork, competence); and motivational engagement (pleasure, effort, persistence, achievement). A validation of the self-report questionnaire on the five motivational strategies showed a good fit. Structural equation modelling indicated that strategy-use partly mediates the relation between value, and effort and pleasure. Competence showed a weak direct relation with effort an pleasure. No relations were found for achievement. Further implications of these findings for practical use and further research are discussed

The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning

In this research we studied students´ motivational self-regulation as mediator between motivational beliefs and motivational outcomes. Dutch students in pre-vocational secondary education (N=3602, mean age 14) completed a questionnaire on five motivational strategies (Environmental Control, Interest Enhancement, Self Consequating, Performance Self-talk, Mastery Self-talk); motivational beliefs (value attached to schoolwork, competence); and motivational engagement (pleasure, effort, persistence, achievement). A validation of the self-report questionnaire on the five motivational strategies showed a good fit. Structural equation modelling indicated that strategy-use partly mediates the relation between value, and effort and pleasure. Competence showed a weak direct relation with effort an pleasure. No relations were found for achievement. Further implications of these findings for practical use and further research are discussed

Reproducible radiomics through automated machine learning validated on twelve clinical applications

Radiomics uses quantitative medical imaging features to predict clinical outcomes. Currently, in a new clinical application, findingthe optimal radiomics method out of the wide range of available options has to be done manually through a heuristic trial-anderror process. In this study we propose a framework for automatically optimizing the construction of radiomics workflows perapplication. To this end, we formulate radiomics as a modular workflow and include a large collection of common algorithms foreach component. To optimize the workflow per application, we employ automated machine learning using a random search andensembling. We evaluate our method in twelve different clinical applications, resulting in the following area under the curves: 1)liposarcoma (0.83); 2) desmoid-type fibromatosis (0.82); 3) primary liver tumors (0.80); 4) gastrointestinal stromal tumors (0.77);5) colorectal liver metastases (0.61); 6) melanoma metastases (0.45); 7) hepatocellular carcinoma (0.75); 8) mesenteric fibrosis(0.80); 9) prostate cancer (0.72); 10) glioma (0.71); 11) Alzheimer’s disease (0.87); and 12) head and neck cancer (0.84). Weshow that our framework has a competitive performance compared human experts, outperforms a radiomics baseline, and performssimilar or superior to Bayesian optimization and more advanced ensemble approaches. Concluding, our method fully automaticallyoptimizes the construction of radiomics workflows, thereby streamlining the search for radiomics biomarkers in new applications.To facilitate reproducibility and future research, we publicly release six datasets, the software implementation of our framework,and the code to reproduce this study

Valences and sense of personal autonomy with regard to professional development in Dutch primary teachers: Do decision contexts and age make a difference?

In this study on motivations concerning professional development (PD) we interviewed 95 primary school teachers in the Netherlands. We coded these data using the Unified Model of Task-specific Motivation (de Brabander & Martens, 2014) in different decision contexts concerning who decides about teacher participation in PD: school board, teacher teams, or individual teachers. We analysed the valences that teachers associated with PD activities, their experiences of autonomy, and whether and how these variables were affected by decision context and teacher age. Results show that decision contexts relate differently to valences and autonomy experiences. Positive autonomy and positive valences increased going from schoolboard to team to individual decision contexts. Whereas the literature on effective teacher PD stresses the importance of PD design features, our study is the first to empirically demonstrate the crucial influence of decision contexts. Among older teachers, teaching experience informed the selection of PD content to transfer to their classrooms. Younger teachers tended to first explore whether PD worked in their classrooms before deciding about adoption. Direct applicability emerged as a dominant criterion for evaluating PD. Decision context and autonomy regarding PD programmes play important roles in ensuring applicability. Our research revealed that the dominance of the direct applicability criterion was not motivated by student benefits alone. It was also based in an attitude of efficiency among primary teachers, reflecting growing work pressures and a general prioritisation of classroom teaching above all other tasks, including PD

Knowledge definition, subject, and educational track level: Perceptions of secondary school teachers

This study investigates the effects of subject and track level on the definitions of knowledge used by teachers in secondary education. Responding to 20 scales of an inventory, 202 teachers provided 313 judgements of the characteristics of their own subject as they actually taught it to students of one or more track levels. The first dimension of a principal components solution was interpreted as a contrast between everyday knowledge and academic knowledge. The second dimension involved a contrast between general and specialized knowledge. As far as individual teachers responded to more than one track level, they, generally speaking, maintained a single definition of their subject for all track levels. Subject identity explained most of the differences, but teacher variables were also relevant. If it is allowed to order teacher hierarchally, based on their teacher training and their experience with track levels, then in the group of teachers with the highest track level, only the science subjects were judged as extremely hard and specialized. In the group of teachers ranking lower, some other subjects such as the foreign languages were judged as relatively hard and specialized, whereas the science subjects weere judged as less hard and less specialized. The theoretical an practical implications of these findings are discussed.Wetensch. publicati

Towards a unified theory of task-specific motivation

This study aims to integrate the current proliferation of motivation theories in a Unified Model of Task-specific Motivation (UMTM). According to this model readiness for action results from an interaction between four relatively independent types of valences that can be classified as affective or cognitive, and positive or negative. Affective valences are expectations about feelings while doing an activity; cognitive valences are expectations about the value of the consequences of an activity. In current theories these types of valences are designated as intrinsic, respectively extrinsic motives. Valences, furthermore, can be positive, but also negative. Positive valences give rise to approach motivation, negative valences to avoidance motivation. Important factors that influence valences are autonomy, feasibility expectation, and relatedness, each of which can be distinguished in a personal and a contextual facet, and subjective norm. In conclusion, some theoretical and practical implications are suggested and some issues for future research are proposed

Teachers'and principals' sense of efficacy in elementary schools

In recent research on school improvement and effectiveness attention is paid to teachers' sense of efficacy. This research is focused on (a) teachers and (b) instructional tasks. Another restriction is that teachers' sense of efficacy is studied apart from the context in which it affects teacher behavior. This study introduces the Teachers' and Principals' Sense of Efficacy scale in pupil and school oriented tasks. The aim of this study is to demonstrate the context dependency of teachers' and principals' sense of efficacy. The central question is to what extent type of task and a staff member's position in the school organization are related to perceived self-efficacy. Besides, teachers' and principals' perceived school efficay is introduced as a context specific construct. In addition mediating effects of gender, work experience, and grade are analyzed. From the results it is concluded that the expansion of the sense of efficacy construct to principals as well as to school oriented tasks enhances its explanatory potential.Wetensch. publicatieFaculteit der Sociale Wetenschappe