From Duty to Desire: The Role of Students' Future Time Perspective and Instrumentality Perceptions for Study Motivation and Self-Regulation.

Autor/inn/en	Lens, Willy; Simons, Joke; Dewitte, Siegfried
Titel	From Duty to Desire: The Role of Students' Future Time Perspective and Instrumentality Perceptions for Study Motivation and Self-Regulation.
Quelle	(2002), (26 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adolescent Attitudes; Adolescent Development; Adolescents; Goal Orientation; Information Processing; Learning Motivation; Learning Strategies; Personality Traits; Self Motivation; Student Motivation; Student Responsibility; Study Habits; Time Perspective + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Zielorientierung; Zielvorstellung; Informationsverarbeitung; Motivation for studies; Lernmotivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulische Motivation; Study behavior; Study behaviour; Studienverhalten; Zeitbezug
Abstract	This chapter furthers the discussion of intrinsic and extrinsic motivation by contending that learning and studying are multidetermined and that intrinsic motivation is typically accompanied by extrinsic motivation. The chapter begins with a discussion of the concept of future time perspective as a cognitive-motivational personality characteristic. Future time perspective is posited as resulting from motivational goal setting and provides utility value or instrumental value to present activities, such as studying, thereby adding to the intrinsic and extrinsic motivation of the activity. The chapter then discusses experimental and correlational research validating the notion of instrumental motivation and showing how it relates to students' intrinsic motivation, task orientation, performance orientation, level of information processing, time spent studying, and academic grades. The data show that student motivation, task orientation, and self-regulation are enhanced when the student is oriented toward future goals and tasks that are endogenously related to the present tasks and are not perceived as external regulators of behavior. It is argued that, to the extent that learning is motivated by future goals (instrumental motivation), it is not rewarding in itself. Consequently, instrumental motivation can only be extrinsic, and instrumental motivation, as a type of extrinsic motivation, is not necessarily worse than intrinsic motivation. (Contains 80 references.) (KB)
Anmerkungen	Information Age Publishing, Inc., 80 Mason Street, Greenwich, CT 06830. Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC