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A Practitioner's Guide to Concepts and Measures of Motivation

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A Practitioner's Guide to Concepts and Measures of Motivation pocomErr''tESO. ED161 913 . IR 007449't . AUTHOR : . Keller, John M.CAid Others TITLE. ! A Practitioner's Guide ..to Concepts and Measures of Motivation. .INSTITUTION Syracuse Univ., N.Y. ERIC Cleatinghousegon . InfOrmation 'Resources. SRONS IGINCY National Inst. of Education'(DHEW), Washington, -% D.C. __I - . FEPPFT NC -IR-33 : Pgr DATE- -78 . .g. CONTRACT 400-T7-0015 . NOTE 11W -. AVkILABLE FRpti Syracuse University Trinting.Services, 125.Conege,- Place,-Syr&Ousei New York 132T0'($64) FDPS PRICE .MF01/PC05 Sus Postage., 1 D5'SCRIPTORS Academic Ac levetent; Anxiety; Curibsity; *Educationa Attitudes; Locus of tontrol;. *Motivation;, Personality Tests; Psychological Testt; *StudentMotiveion; Teacher Attitudes IDENTIFIERS Ii formation Analysis Pi.odutts ABSTRACT This guidebookwasjdesilgnedto familiarize educational practitioners--:teachersil developers, counselors, administrators--with several Concepts of motivation and methods of --measuring 'them. Six concepts, or approAchescIlzt are particularly relevant to understanding motivation in education; are considered: achievement motivatibn, locus of control,-curiosity and arousal seeking, anxiety, general academic motivation, and motivation, and attitude. For each of these conceits,a,' brief explanation is provided, together with .a summary of princiOles, Some suggestions-for . applying this kno .ge, aid iP riptionscif measurement instruments' selected on the is'of the avalaabilit and applicability in an educational- cont- . A bibliography Is inc'tided. (Author/BBM) a -**4******44**44****************************************************** * Reproductions supplied by 'ERRS are the best that can be made '':' - , * . from original document. * *******.********.t******************************ic*****44************: r OF HEALTH. ,U S DEPARTMENT EDUCATION IS WELFARE NATIONAL INSTITUTEOF EDUCATION HAS BEEN REPRO- THIS DOCUMENTAS RECEIVEDFROM DUCED EXACTLYORGANIZATION ORIGIN- THE PERSON OR OPINIONS ATING IT POINTSOF VIEW OR NECESSARILY REF'RE- STATED DO NOT NATIONAL INSTITUTEOF SEN'T OFFICIAL I EDUCATION POSIT ZIONOR POLICY A PRACTITIONER'S GUIDE TO CONCEPTS AND MEASURES OF MCTIVATIC 4 John M. Keller Edward F. Kelly 41* Area of InstruCtional Technclog7 School of EC-zatic: Syracuse Unf7-xsity ERIC Clearinghouse on Infor=ation Re- urci.:, Syracuse Univer7-qty 1978 1 96. iThe 7i7atei:A/ . in this .publ----7on ,,-_-1s preparepursuant to a =tract with the Natia7za_: Inselitute ofEdUcation, United Staz,5-s Department-of ,Health EducaOcn, .aall Welfare. Con- tractors urdertaking.uch projectz: _znder vvernment sponsor-1 . ship are encouraged to express f.7-...-7-ly their judgement in . professional and technical matter, Prior to publication, this document was submitted to az .r-terna_,I. expert for' criti- cal review and determination of i,ofeshional competence. This publication has met .such standards. Points A view or opinions, Mollpver, do not necess arily represent: the official view or opinions of either the r=-t- ewer -orthe -NationalIn-. stitute- of Education. .' Prepared underContract Number N_-400-77-0015. , _ PREFACE Thi_s4k.O.debook was designed'to familiarize eduction. teachers, developerss counselors, administrat:or:---wir_n-severa1 concepts of mOtivaticm, and methods of measuring them. -Jnf:r J.unazely, ttle-is-na such thing asi single.concept or entity that we :an call notivatinn.We can usually recognize motivated'peoplewhenwe se taem, buewe dc not have simple, s_:raig:':forward explanations of how to p7oducaintivated behavior. Prenant17-there are several concepts tat explain different aspects Of motivat --,r1.. Some are more comprehenSve) than others, and some overlap toa degree. .E.--..ut each. cont..-ibutes to a ful__ understanding of the dynamics. 1j . ,:f motivaIL..-.- We have include._ s___concepts, or approaches, that are... f partioUla A.evant to prIerE ar-._ing motivation in education. Each caariter c: . guidebdok:provis a brief c=nlanatp. of the concept, .à 1 \. ,,,,_ . : a-ry 0 cipies, and some -1gestions for applying this knotledge, as' well as __zriDtlons of sele:_,;__-_Al measurement instrumenzs. These were elected o- :_asis of .their a _liability an&applicabiLity in an educa- tional zontant The authors may e,pontacted for further information or assistance n toting measureme: instruments. would to express oTr sincere gratitude to the ERIC Clearing- souse Inform. :-On Resources their support, and particularly to' Barbara Minor fc her willing a-d expert assistance. 4ohn H. Keller -'Byracuse University iii\, I C O N T E N T S /t Page ,INTRODUCTION 2) 1.- ACHIEVEMENT.MOTIVATION 1.1What Is Achieveme on? 7- 1.2 What Do We o w Abodt Achievement Motivation? 9 1.3 What Cari; Thec'Aractitioner Do About Achtevemerit' Motivation? 1.4Measures of Achievement Motivation 13 4 1. Thematic'ApperseptiOn Test (TAT' i4 2: Test of Insight 16 , 3. Presta=ie Motivatie Test 17 4. Achievement Motives Scale 18 . 5. Resultant Achievement Motivation Test 19 Sentence Completion Test 20 2. LOCUS OF CONTROL 22 / .21`.7j. What. Is LoCus of Contkol? 22 2.2 What Do We Know About Locus of Contkpl?e,, 25 2.3 What Can The Practitioners Do About Loch's of 27 of- Control? 2.4 Measures-of Lopis of Control 30 1. Intellectual Achievement Responsibility 31 Questionnaire (IAR) 2. Children's Locus of Contr61 Scale. 31 3. Nowicki-Strickland Locus of.Ccintrol 32 Scale for Children 4. Internal-External Locus of Control Scale (IB) 33 5. GeneralizedExpectancy for Success Scale 34, 6. Additional Measures 35 v Page CURIOSITY AND ,00_-S; EKING 3F 3.7 Whet-Is -LAIVI, 3E 3.2 What E: --eKno .... ut '...:uriosity? 4._ 3.° What Ca-. -__ 71k t. ==_*-ioner Do About Curiosity? 3.4Aeasure ,f Curf:_.:y and Arousal-Seeking 1. _,11-1 --:ectf7e Checklist 4.4 2. r ve 7ieatation Questionnaire _ty Lviar Profile !-Tgot. Myself Scale 47 're- _Po; , Re-Test Technique 47 -48 Le of .L:ademic Curiosity 4-9 '_dre:.-s Stimulus Seeking Scale 50 al Seeking Tendency Scale 50 51 ifl Seeking Scale 4. ANXTY 53 4.1 Wha * 53 54 4.2 Wha 4rle About Anxiety? 0J, 4.1 Wha Th= Practitioner Do About Anxiety? , :6 40 4.4 Me- _ Anxiety 9 F 4 ' I. atheral Anxiety Scale for Children 0 2. :_ate-Trait Anxiety Inventory for Manifest Anxiety Smile 1-,- Anxiety Scale'fOr Children 6_ Scu,ol Anxiety. Questionnaire 64 Ac.:_evement Anxiety Test 6L, 11, y. V - Page 7. Writing Apprehension Measure -'66 , 8. MathematicAnxietjr Rating 67 9. Teaching_,nxiety Scale 68 GENERAL ."-.2ADEMIC MO=IVATION 70 3.1 WI- Is = Academic Motivation?, .70 5.2 H46, :an.general AcadeMic MotivatiolMeasures 71 We- Used? 5- .; rez_..ures of General Academic Motivaticn 72 1. Children's Preference, Ofient.lizion & 7: Motive Scales' 2. Junior Ind-ex of Motivation 3. Sc1Ool Motivation Test Keele'Academic Motivation Quetionnaire Myers Scale df-Achievembnt Motivatift , Academic h.otivatiOns Lnvento7 MOTIV.,:-.7T)N AND 6.1 Brief History of, the Oevelopment o: AttitiOe Theory - 6.2. Prbblems in Measuring,Attitude - 84 6-3 Measures of.Attitude Toward Education and Instruction o 1. Education Scale VII 96.01 2. The PurdueTether0Anionnaire (TPTO) 96 3. Adjective Rating Scale (ARS) 97 k' '!..).4 Relating Attitude to Motivation - 97 REFEPENC1.1::: .101 t. 1 N's vi LIST OF 7-TGURES ti FIGURE NUMBER Page 1. Six meas,,..ls of,achievent motivation 14 2. Eleve7 ::.-1,--Lures of iocuE f control -30 3. Ten meas,.:,s of cur fosir-and arousal seeking 44 4. -Nine measures of anxiety 60 5. Six measures of general Liadenic motivation 73 6. Example of evaluatie sc_ales from semantic' 88 differential used to meaSure attitude showing weight_n: and Scoring 7:pr-indiv:Iduals 7. Fourteen suggestions on the construction and 91 'choice Df items for i-zclusion in verbal attitude scales 8. Example cf a Likertlik' instrument to measure 92. attitude toward a tec.ther showing weighting of responges and 3C07 mg for individuals 9. Scale values as employe_ in an equal appearing, 93 intervals scale E3 measure the Potability of water 10. Three measures of qt:itude ward education and 95 instruction U J q)TIVATION IN SCHOOL: . CTITIONER'S GUIDE TO CONCEPTS,ANDMEASURES INTRODUCTION .4/ guidebook wa,=. --epared as an answer to the question, "Can you recQmm-=ad a measure o: mcAvation for me to use ?" This question is .g' frequ, ay askedby other instructional tdthnologists, teachers, lum ci.,-loners, and assorted, educaeional consUltants, and this gUides.has'i. J 4 been pr pr pared with this audience inlpind. We have tried to accomplish sev not a1 of which areindicated by the title. Yr._s c.ocument is intended to help praktitioneis understand the cone 2p: motivatio:-Ind its influence, as well as its measurement in Understanding motivation is 'just as much a conceptual dil -rma s it is a measurement problem. It is conceptual in that the N ter7 c ...v-ation, ha been used in suthan.allncompaSsing manner by -::, educatcrt7.- as to r n to all of the aftective component of'-personality -e% .. 4-- .; and envi qment influence effort as opposed-to ability. There is a.relati7rely'stable constrUct called ability, or intelligencq, that I serves as a seasonably good predictor of performance. There ate various measures of ability that are correlated with each other, which suggests that they may be measures of the same thing. Furthermore, the constrict I called general ability can be analyzed into fairly stable traits that , represent different twig's of abilities (e.g., cattel, 1971; Cronbach ISt Snow, 1976; Guilford, 1967). We are not so fortVnate when it_comes to motivation. The traditional nature-nurture argument in psychology still produces,. not aifferent .4 - f -2- explanations for a stable construct-as in the area of ability studies, but substantively different explanatory theories. On the.one hand, there are environmental theories based on conditioning principles and physiologically-based drives (e.g., Hull, 1943; Skinner, 1953). On the \ . other hand, there-are the humanistic theories that postulate a funda- mentally.free-will at the root of motivation (Rogers, 1951). -The.. position taken by the present authors is that of social learning theory which assumes that motivation and behavior,are ehe result of interactions between a person and tle envirdnment.
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