Motivational Processes Affecting Learning

Carol Dweck

Abstract

Motivational processes influence a child's acquisition, transfer, and use of knowledge and skills, yet educationally relevant conceptions of motivation have been elusive. Using recent research within the social cognitive framework, Dweck describes adaptive and maladaptive motivational patterns and presents a research-based model of motivational processes. This model shows how the particular goals children pursue on cognitive tasks shape their reactions to success and failure and influence the quality of their cognitive performance. Dweck argues that this approach has important implications for practice and the
design of interventions to change maladaptive motivational processes. She presents a compelling proposal for explaining motivational influences on gender differences in mathematics achievement and observes that empirically based interventions may prevent current achievement discrepancies.

Keywords

Annotation

Discusses learning and goals, and learning and goal pursuit.

Research finds that motivational processes have been shown to affect (a) how
well children can deploy their existing skills and knowledge,
(b) how well they acquire new skills and knowledge,
and (c) how well they transfer these new skills and knowledge
to novel situations. This approach does not deny
individual differences in present skills and knowledge or
in "native" ability or aptitude. It does suggest, however,
that the use and growth of that ability can be appreciably
influenced by motivational factors

APA Citation

Dweck, C. S. (1986). Motivational processes affecting learning. American psychologist, 41(10), 1040.

About the Study

Links to Article https://scholar.google.com/scholar?cluster=2247864541617369704&hl=en&as_sdt=0,50
https://s3.amazonaws.com/academia.edu.documents/25951781/motivational_processes.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1526321962&Signature=4MulDGSXFdAfg6mxugJTKtKP2%2BI%3D&response-content-disposition=inline%3B%20filename%3DMotivational_processes_affecting_learnin.pdf
Mode
Publication Type Journal Article
In Publication American Psychologist
Type of Research
Research Design Not applicable
Intervention/Areas of Study Student motivation
Level of Analysis Student-level
Specific Populations Examined Age groups
Peer-Reviewed Yes
Specific Institutional Characteristics of Interest
Specific Course or Program Characteristics
Outcome Variables of Interest
Student Sample Size 0-99
Citing Articles https://scholar.google.com/scholar?cites=2247864541617369704&as_sdt=5,50&sciodt=0,50&hl=en


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