University of Virginia, Curry School of Education

Department of Leadership, Foundations, & Policy

EDLF 5470 – Motivation in Achievement Contexts

Wed, 9-11:45, Ruffner 281

Fall 2009

Instructor Information

Dr. Diane Whaley

201 Memorial Gymnasium

, 924-6193

Office hours: by appointment

Course Description

This course will focus on key issues in motivation across multiple life domains, particularly school, sport, and interpersonal relationships. Key theories and supporting research across domains will be reviewed, and practical applications to real-world contexts stressed. Topics will include psychological needs, cognitions, emotions, and individual differences (e.g., age, race, gender), and how these issues impact theory development and the practical application of theories.

Course Learning Goals

As a result of taking this class, students will:

  • Acquire a knowledge base of theories and constructs that attempt to explain why individuals choose to participate in, and/or display effort and persistence toward certain activities, while neglecting others.
  • Be able to apply these motivational constructs to real world settings: school, sport, and social contexts. In particular, each student will be involved in a community engagement project where they will explore if, how, and why these projects and programs motivate the individuals they work with.
  • Have a better understanding of their own motives for achievement activities, and possess skills and strategies to enhance or sustain their motivation across domains after they leave this class.

Textbook: Reeve, JohnMarshall (2005). Understanding Motivation and Emotion (4th ed.). Hoboken, NJ: John Wiley & Sons.

Supplemental readings: On class UVA Collab site, under “resources”

Each student must have a spiral notebook to use ONLY for journaling – note that this needs to be separate from any notebook for class notes, as it will be handed in at various points throughout the semester.

Course Feedback and Assessment

  1. Readings and Journaling Project (20% of total grade)

Readings and subsequent learning activities constitute the core of the class. It is vital to complete readings before the lectures so that we can have an informed discussion. During each class, there will be a number of different activities to enhance learning – including but not limited to group discussions, debates, and self-assessments. A primary tool we will use to help you integrate and analyze class information will be a reflective journal. Journal entries will be made at least weekly (if not more often). The structure of these entries may change over time, and sometimes we will utilize class time to work on entries. You will hand in your journal at points during the class and at the last meeting. Your journal will be assessed according to the journaling rubric found on the Collab page. ALWAYS bring your journal to class.

  1. Exams (20% each of total grade)

There will be two exams administered about midterm and the last week of the semester (see below for dates). Exam questions will likely be a combination of short-answer and essay responses relevant to class readings, notes, and discussions. They will require content knowledge of the material as well as application and synthesis of constructs and topics.

  1. Community engagement project (40% of total grade)

The purpose of the group project is to provide you with an opportunity to put theory and research into a practical, real-world context. During the first week, we will decide on the size and makeup of the groups (depending on the number of students in the class). The project will center on evaluating an existing community program with regard to its motivational component. Over the first few weeks, you will learn what programs are available to review. You and your group will participate actively with your chosen group – attending meetings, observing sessions, etc. Your job will be to learn all you can about the group, apply the principles we cover in class to your context, and evaluate the program with the idea of improving or sustaining the motivational component. Note that a big part of this project is learning how to work effectively with a community partner – our job is not to tell people what they should do, but to listen carefully, see what is happening, and offer suggestions that could improve the efficiency of their message – NOT the message itself. We will further discuss this difference in class. Your experiences will constitute some of your journal entries; in addition, your group will create a motivational assessment paper to be handed in by the end of the semester (see course schedule below for dates). More information regarding the project write up will be forthcoming.

Tentative Course Schedule

Aug 26Intro to MotivationChpts 1 & 2

Sept 2Psychological NeedsChpt 5

Guest speakers (TBA)Reis et al. (2000)

Sept 9Intrinsic & extrinsic motivationChpt 6

Wilson & Rodgers (2004)

Sept 16Social needsChpt 7

Cox & Williams (2008)

Sept 23Cognitions and goalsChpt 8

Cervone & Wood (1995)

Sept 30Personal control beliefsChpt 9

Firmin, Hwang, & Copella (2004)

Group project topic due

Oct 7Self-regulation and ModelingSchunk (1998)

Oct 14Midterm

Oct 21The self, Part IChpt 10, pp. 258-274

Stein, Rosser, & Markus (1998)

Oct 28The self, Part IIChpt 10, pp 274-288

Swann (1997)

Nov 4EmotionsChpts 11 & 12

Nov 11Motivation to LearnKeller (2008)

Mueller & Dweck (1998)

Nov 18ConclusionsChpt 16

Nov 25NO CLASS – Thanksgiving break

Dec 2Group project presentations and discussion; group paper due

Final (take-home) exam distributed

Dec 17Final exam due by 2pm