The field of achievement motivation is concept and data rich, housing more than a dozen major theories, all of which have withstood empirical scrutiny. Their very success, however, has enabled them ...to flourish within siloed territories. Such fragmentation creates major problems for educators, interventionists, and researchers entering the field. They are faced with a splintered and confusing picture of student motivation. Researchers new to the field find it difficult to see the commonalities or compare the differences across theories. Interventionists cannot design comprehensive educational programs, nor can teachers form coherent mental models of the field. This paper offers four guideposts to aid in the principled integration of motivational theories: (1)
motivational resilience
, an umbrella construct encompassing the core observable features of motivation—the energy, direction, and durability of action; (2)
academic identity
, which provides common ground for the many self-systems featured in motivational theories; (3)
complex social ecologies
, which serve as a home for motivationally-relevant features of classrooms and other important contexts, and the higher-order meso- and macrosystems that pervade them; and (4)
developmental embeddedness.
Together, these organizational guideposts sketch the outlines of an overarching framework useful for mapping the place and function of core constructs from motivational theories. To a field that already provides a differentiated, dense, and detailed understanding of student motivation, integrative efforts would add the kind of comprehensiveness, coherence, and comprehensibility that can foster even greater theoretical and empirical progress and the design of even more effective educational interventions.
Despite consensus that development shapes every aspect of coping, studies of age differences in coping have proven difficult to integrate, primarily because they examine largely unselected age ...groups, and utilise overlapping coping categories. A developmental framework was used to organise 58 studies of coping involving over 250 age comparisons or correlations with age. The framework was based on (1) conceptualisations of coping as regulation to suggest ages at which coping should show developmental shifts, and (2) notions of hierarchical families to clarify which coping categories should be distinguished at each age. Developmental patterns in coping (e.g., problem-solving, distraction, support-seeking, escape) were scrutinised with a focus on common age shifts. Two kinds of age trends were discerned, one reflecting increases in coping capacities, as seen in support-seeking (from reliance on adults to more self-reliance), problem-solving (from instrumental action to planful problem-solving), and distraction (adding cognitive to behavioural strategies); and one reflecting improvements in the deployment of different coping strategies according to which ones are most effective in dealing with specific kinds of stressors. Results were used to formulate guidelines for future research on the development of coping. Author abstract, ed
The development of coping Skinner, Ellen A; Zimmer-Gembeck, Melanie J
Annual review of psychology,
2007, Letnik:
58
Journal Article
Recenzirano
Research on coping during childhood and adolescence is distinguished by its focus on how children deal with actual stressors in real-life contexts. Despite burgeoning literatures within age groups, ...studies on developmental differences and changes have proven difficult to integrate. Two recent advances promise progress toward a developmental framework. First, dual-process models that conceptualize coping as "regulation under stress" establish links to the development of emotional, attentional, and behavioral self-regulation and suggest constitutional underpinnings and social factors that shape coping development. Second, analyses of the functions of higher-order coping families allow identification of corresponding lower-order ways of coping that, despite their differences, are developmentally graded members of the same family. This emerging framework was used to integrate 44 studies reporting age differences or changes in coping from infancy through adolescence. Together, these advances outline a systems perspective in which, as regulatory subsystems are integrated, general mechanisms of coping accumulate developmentally, suggesting multiple directions for future research.
This study focused on the joint effects of teachers and peer groups as predictors of change in students' engagement during the first year of middle school, when the importance of peer relationships ...normatively increases and the quality of teacher-student relationships typically declines. To explore cumulative and contextualized joint effects, the study utilized 3 sources of information about an entire cohort of 366 sixth graders in a small town: Peer groups were identified using sociocognitive mapping; students reported on teacher involvement; and teachers reported on each student's engagement. Consistent with models of cumulative effects, peer group engagement and teacher involvement each uniquely predicted changes in students' engagement. Consistent with contextualized models suggesting differential susceptibility, peer group engagement was a more pronounced predictor of changes in engagement for students who experienced relatively low involvement from teachers. These peer effects were positive or negative depending on the engagement versus disaffection of each student's peer group. Person-centered analyses also revealed cumulative and contextualized effects. Most engaged were students who experienced support from both social partners; steepest engagement declines were found when students affiliated with disaffected peers and experienced teachers as relatively uninvolved. High teacher involvement partially protected students from the motivational costs of affiliating with disaffected peers, and belonging to engaged peer groups partially buffered students' engagement from the effects of low teacher involvement. These findings suggest that, although peer groups and teachers are each important individually, a complete understanding of their contributions to students' engagement requires the examination of their joint effects.
How children and youth deal with academic challenges and setbacks can make a material difference to their learning and school success. Hence, it is important to investigate the factors that allow ...students to cope constructively. A process model focused on students' motivational resources was used to frame a study examining whether engagement in the classroom shapes students' academic coping, and whether coping in turn contributes to subsequent persistence on challenging tasks and learning, which then feed back into ongoing engagement. In fall and spring of the same school year, 880 children in 4th through 6th grades and their teachers completed measures of students' engagement and disaffection in the classroom, and of their re-engagement in the face of obstacles and difficulties; students also reported on 5 adaptive and 6 maladaptive ways of academic coping; and information on a subset of students' classroom grades was collected. Structural analyses, incorporating student-reports, teacher-reports, and their combination, indicated that the model of motivational processes was a good fit for time-ordered data from fall to spring. Multiple regressions examining each step in the process model also indicated that it was the profile of coping responses, rather than any specific individual way of coping, that was most centrally connected to changes in engagement and persistence. Taken together, findings suggest that these internal dynamics may form self-perpetuating cycles that could cement or augment the development of children's motivational resilience and vulnerability across time.
This article presents a motivational conceptualization of engagement and disaffection: First, it emphasizes children's constructive, focused, enthusiastic participation in the activities of classroom ...learning; second, it distinguishes engagement from disaffection, as well as behavioral features from emotional features. Psychometric properties of scores from teacher and student reports of behavioral engagement, emotional engagement, behavioral disaffection, and emotional disaffection were examined using data from 1,018 third through sixth graders. Structural analyses of the four indicators confirm that a multidimensional structure fits the data better than do bipolar or unidimensional models. Validity of scores is supported by findings that teacher reports are correlated with student reports, with in vivo observations in the classroom, and with markers of self-system and social contextual processes. As such, these measures capture important features of engagement and disaffection in the classroom, and any comprehensive assessment should include markers of each. Additional dimensions are identified, pointing the way to future research.
Background
Parents, teachers, and researchers all share the goal of optimizing students’ academic engagement (Handbook of social influences in school contexts: Social‐emotional, motivation, and ...cognitive outcomes, 2016, Routledge, New York, NY). While separate lines of research have demonstrated the importance of high‐quality relationships and support from parents and teachers, few studies have examined the collective contributions of adults’ warm involvement or the processes by which support from both parents and teachers shapes students’ engagement. According to the self‐system process model of motivational development, warm involvement from key social partners fosters students’ sense of relatedness, competence, and autonomy, (Minnesota Symposium on Child Psychology, Vol. 23: Self processes in development, 1991, University of Chicago Press, Chicago, IL; Theory and Research in Education, 2009, 7, 133), which subsequently fuels their engagement with academic tasks and challenges (Journal of Educational Psychology, 2003, 95, 148).
Aims
The current study sought to examine whether a sense of relatedness, competence, or autonomy could explain the relation between parents’ and teachers’ warm involvement and changes in students’ academic engagement across a school year.
Sample
Data was drawn from 1011 third, fourth, fifth, and sixth graders.
Method
Students reported on adult warm involvement, self‐system processes, and engagement in the fall and spring of a single school year.
Results
Structural equation models demonstrated that parent and teacher warm involvement each uniquely, positively, and indirectly predicted changes in students’ academic engagement through a combination of students’ sense of relatedness, competence, and autonomy, though these patterns differed slightly across adults.
Conclusions
Implications for optimizing students’ academic engagement are discussed, including the need for intervention efforts focused on both parents and teachers and students’ self‐system processes.
In this article, we aimed to contribute to a fuller understanding of the complex social ecologies that shape students' academic development by focusing on richer and more precise conceptualizations ...of mesosystem effects. First, building on bioecological models, we argued for the importance of collective influences, defined as influences from multiple microsystems that act in concert to shape students' academic functioning and development. We identified three ways collective effects can operate: (1) coactively, (2) contingently, and (3) sequentially. Second, we demonstrated the utility of this framework by using it to organize a narrative review of 32 studies of the effects of parents, teachers, and peers on students' academic engagement. The framework was used to classify studies, integrate findings, identify trends, and suggest directions for future study. Third, we explored next steps in the conceptualization and study of complex social ecologies, by incorporating perspectives that are more developmental, cultural, sociohistorical, and inclusive.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
•Multiple ways of academic coping are linked to students’ educational success.•Coping contributes to academic performance by boosting engagement and persistence.•During elementary school, children ...show high and steady levels of adaptive coping.•Coping falters during early adolescence, but then stabilizes by mid-adolescence.•Students with more personal and interpersonal resources cope more adaptively.
Using a developmental motivational framework, this review synthesized findings from 66 studies focusing on the academic coping of children and youth from 2nd to 12th grade. After reviewing 22 measures of academic coping and recoding the ways of coping assessed in each, we used four main questions to organize study findings: (1) Does coping play a role in students’ academic functioning and success, and does this role differ for children and youth of different ages/grades? (2) What strategies do students use to cope with academic stressors, and does this pattern change as children and youth develop? What kinds of (3) personal and (4) interpersonal factors contribute to coping, and do these differ for children and youth of different ages/grades? Although findings were sometimes thin or inconsistent, in general, study results indicated that multiple ways of academic coping predict educational performance and functioning, especially motivationally relevant outcomes. Process studies suggested several pathways through which coping can contribute to academic success: by promoting persistence, by mediating the effects of personal or interpersonal resources, and by buffering students’ performance from academic risks. In terms of developmental trends, findings from 15 studies indicated that children generally show high and steady levels of adaptive coping during elementary school, with some improvements, particularly in Problem-solving; maladaptive coping remains low, and may decrease further toward the end middle childhood. Starting in early adolescence, however, adaptive coping begins to decline and reliance on maladaptive coping increases. By mid adolescence, declines generally cease, and some adaptive ways of coping even begin to recover. At every age, adaptive coping was more likely for students who experienced higher levels of personal and interpersonal assets, whereas maladaptive coping was higher in students with elevated levels of personal vulnerabilities and lower levels of interpersonal supports. Differences in developmental trends and correlational patterns were found amongst families of coping, suggesting that a few strategies may potentially act as double-edged swords. This work was critiqued as a whole, and suggestions were made to guide future developmental research, including improvements in measures, scoring, and research designs; expansion of theories to incorporate insights from related areas; and integration of coping into interventions designed to promote students’ educational resilience and success.
Developmentalists have increasingly concluded that systems approaches to resilience provide a useful higher-order home for the study of the development of coping. Building on previous work on the ...complementarity of resilience and coping, this paper had two goals: (1) to propose a set of strategies for examining the role of coping in processes of resilience, and (2) to test their utility in the academic domain, using poor relationships with the teacher as a risk factor, and classroom engagement as an outcome. This study examined whether coping serves as a: (1) promotive factor, supporting positive development at any level of risk; (2) pathway through which risk contributes to development; (3) protective factor that mitigates the effects of risk; (4) reciprocal process generating risk; (5) mechanism through which other promotive factors operate; (6) mechanism through which other protective factors operate; and (7) participant with other supports that shows cumulative or compensatory effects. Analyses showed that academic coping at this age was primarily a mediator of risk and support, and a promotive factor that added to engagement for students with multiple combinations of risk and support. Implications are discussed, along with next steps in exploring the role of coping in processes of resilience.
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