Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions

An inductive model is proposed that suggests that support for the development and deepening of interest can be aided by knowledge of identity development. The model suggests that instructional practice would be usefully informed were educators (e.g., teachers, parents, museum curators, counselors) to have information about both the phase of a learner's interest and age-related expectations about their identity development, when working to promote learning of particular disciplinary content. Research describing phases in the development of interest and the age-related challenges and expectations specific to self-representation is reviewed, followed by evidence from the literature that provides preliminary support for the model. Research directions needed to challenge and refine the model follow.

Interest and Identity Development in Instruction: An Inductive Model

This article elaborates a presentation made upon reception of the E. L. Thorndike Career Achievement Award in Educational Psychology from Division 15 of the American Psychological Association. It considers how value aspects of motivation apply to efforts to develop students' appreciation for school learning. Currently, we have only limited knowledge about situations that afford opportunities for learning school content with appreciation of its value, how to exploit those affordances, or even their benefits to learners. We need to develop our theorizing about the benefits that students may derive from learning in school and determine what curriculum makers and teachers might do to foster students' appreciation for these benefits. Teaching for appreciation requires ensuring that what is taught is worth learning, explaining the value of this content and modeling its applications, and scaffolding learning by engaging students in activities that allow them to experience its valued affordances.

Developing Students' Appreciation for What Is Taught in School

The authors investigated patterns of change in three middle grade teachers’ beliefs and practices about motivation in mathematics during a yearlong professional development project with a university researcher. Four principles of motivation (and corresponding instructional strategies) were introduced in this sequence: supporting students’ competence, belongingness, autonomy, and making learning meaningful. Teachers enacted strategies in their classrooms, were observed and interviewed, and discussed and reflected on results during monthly meetings. Enactment of motivation strategies was related to changes in mathematics instruction for some teachers. Results reflect the importance of situating motivation strategies in content area instruction and providing adequate support for teacher conceptual change. The authors examine both personal and contextual explanations for changing instructional practices and the obstacles to such changes.

Motivating Mathematics Learning: Changes in Teachers’ Practices and Beliefs During a Nine-Month Collaboration

“Wearing a mask” vs. connecting identity with learning

Scaffolding appreciation for school learning: An update

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Scaffolding appreciation for school learning: An update