Questioning new directions in understanding student motivation: An investigation into the domain specificity of motivational goals

Magson, NR; Bodkin-Andrews, GH; Craven, RG; Nelson, GF; Yeung, AS

Questioning new directions in understanding student motivation: An investigation into the domain specificity of motivational goals

Magson, NR Bodkin-Andrews, GH

Craven, RG Nelson, GF Yeung, AS

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Publication Type:: Journal Article
Citation:: Australian Educational and Developmental Psychologist, 2013, 30 (2), pp. 171 - 190
Issue Date:: 2013-12-01

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Field	Value	Language
dc.contributor.author	Magson, NR	en_US
dc.contributor.author	Bodkin-Andrews, GH https://orcid.org/0000-0002-6920-6117	en_US
dc.contributor.author	Craven, RG	en_US
dc.contributor.author	Nelson, GF	en_US
dc.contributor.author	Yeung, AS	en_US
dc.date.issued	2013-12-01	en_US
dc.identifier.citation	Australian Educational and Developmental Psychologist, 2013, 30 (2), pp. 171 - 190	en_US
dc.identifier.issn	0816-5122	en_US
dc.identifier.uri	http://hdl.handle.net/10453/116303
dc.description.abstract	Most past models of student motivation have assumed that student motivation generalises across various achievement situations and curriculum domains; however, research has not fully explored the extent to which motivation may be domain-specific (Green, Martin, & Marsh, 2007; Martin, 2008). The purpose of the present investigation was to explore this issue by comparing and contrasting generalised models of motivation with domain-specific models and how they relate to achievement outcomes in mathematics and English. Secondary students (N = 476) completed both the domain-general (ISM, McInerney, 2003) and the researcher-derived domain-specific motivational measure (DSSM) followed by a standardised achievement test (WRAT-3, Wilkinson, 1993). Overall, the study resulted in mixed findings. There was some indication that there was enough independent variance between the domain-specific goal types to suggest they were tapping distinct constructs as found in previous research (Green et al., 2007). However, the small and often inconsistent correlations with achievement outcomes brings into question the usefulness for educators and the research practicality of pursuing such a division. © 2013 Australian Psychological Society Ltd.	en_US
dc.relation.ispartof	Australian Educational and Developmental Psychologist	en_US
dc.relation.isbasedon	10.1017/edp.2013.11	en_US
dc.title	Questioning new directions in understanding student motivation: An investigation into the domain specificity of motivational goals	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	30	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1701 Psychology	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - SIC - Strengthening Indigenous Communities
utslib.copyright.status	closed_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	30	en_US

Abstract:

Most past models of student motivation have assumed that student motivation generalises across various achievement situations and curriculum domains; however, research has not fully explored the extent to which motivation may be domain-specific (Green, Martin, & Marsh, 2007; Martin, 2008). The purpose of the present investigation was to explore this issue by comparing and contrasting generalised models of motivation with domain-specific models and how they relate to achievement outcomes in mathematics and English. Secondary students (N = 476) completed both the domain-general (ISM, McInerney, 2003) and the researcher-derived domain-specific motivational measure (DSSM) followed by a standardised achievement test (WRAT-3, Wilkinson, 1993). Overall, the study resulted in mixed findings. There was some indication that there was enough independent variance between the domain-specific goal types to suggest they were tapping distinct constructs as found in previous research (Green et al., 2007). However, the small and often inconsistent correlations with achievement outcomes brings into question the usefulness for educators and the research practicality of pursuing such a division. © 2013 Australian Psychological Society Ltd.

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http://hdl.handle.net/10453/116303