DEVELOPMENT OF PERSPECTIVES IN MOTI

DEVELOPMENT OF PERSPECTIVES IN MOTIVATION PSYCHOLOGY
Early theories of motivation used two main types of explanation for motivation. Theorists focusing on arousal, will, and instincts (e.g., James) described motivation as an internal force that pushes people to act in a certain way. Theorists adopting a conditioning perspective (e.g., Thorndike), considered motivation to be initiated by environmental stimuli pulling people towards enticing objects, people, or events. Later theorists have built on existing theories or developed new views on motivation (e.g., achievement motivation; selfdetermination theory; achievement goal theory; self-regulation theory). For educational practitioners, these different theoretical viewpoints make it hard to select the perspective with the best potential to guide classroom interventions. Usually research is set up from one theoretical perspective. Comparisons of the predictive power of constructs from multiple conceptual frameworks are missing. As such, there are many unanswered questions such as: Is ‘‘more’’ motivation always better? Are we looking for a certain optimum? The aim of the present study was to investigate motivation constructs that stem from different theoretical perspectives in tandem, to provide insight into the effectiveness of motivation-enhancing strategies in the classroom. We do not claim to be exhaustive in integrating all motivation theories, but three contemporary motivation theories that have led to numerous publications were examined in tandem, namely self-determination theory (SDT, Deci & Ryan, 1985), self-regulation theory (Boekaerts, 2006), and achievement goal theory (Nicholls,
1984).

Hasil (Bahasa Indonesia) 1:

PENGEMBANGAN PERSPEKTIF DALAM PSIKOLOGI MOTIVASIEarly theories of motivation used two main types of explanation for motivation. Theorists focusing on arousal, will, and instincts (e.g., James) described motivation as an internal force that pushes people to act in a certain way. Theorists adopting a conditioning perspective (e.g., Thorndike), considered motivation to be initiated by environmental stimuli pulling people towards enticing objects, people, or events. Later theorists have built on existing theories or developed new views on motivation (e.g., achievement motivation; selfdetermination theory; achievement goal theory; self-regulation theory). For educational practitioners, these different theoretical viewpoints make it hard to select the perspective with the best potential to guide classroom interventions. Usually research is set up from one theoretical perspective. Comparisons of the predictive power of constructs from multiple conceptual frameworks are missing. As such, there are many unanswered questions such as: Is ‘‘more’’ motivation always better? Are we looking for a certain optimum? The aim of the present study was to investigate motivation constructs that stem from different theoretical perspectives in tandem, to provide insight into the effectiveness of motivation-enhancing strategies in the classroom. We do not claim to be exhaustive in integrating all motivation theories, but three contemporary motivation theories that have led to numerous publications were examined in tandem, namely self-determination theory (SDT, Deci & Ryan, 1985), self-regulation theory (Boekaerts, 2006), and achievement goal theory (Nicholls,1984).

Hasil (Bahasa Indonesia) 2:

PENGEMBANGAN PERSPEKTIF DALAM PSIKOLOGI MOTIVASI
teori Awal motivasi digunakan dua jenis utama penjelasan untuk motivasi. Teori berfokus pada gairah, akan, dan naluri (misalnya, James) dijelaskan motivasi sebagai kekuatan internal yang mendorong orang untuk bertindak dengan cara tertentu. Teori mengadopsi perspektif pengkondisian (misalnya, Thorndike), dianggap motivasi diinisiasi oleh rangsangan lingkungan menarik orang terhadap memikat objek, orang, atau peristiwa. Kemudian teori telah dibangun di atas teori-teori yang sudah ada atau dikembangkan pandangan baru pada motivasi (misalnya, motivasi berprestasi, teori penentuan nasib sendiri; teori pencapaian tujuan; teori self-regulation). Untuk praktisi pendidikan, ini sudut pandang teoritis yang berbeda membuat sulit untuk memilih perspektif dengan potensi terbaik untuk memandu intervensi kelas. Biasanya penelitian diatur dari satu perspektif teoritis. Perbandingan kekuatan prediksi dari konstruksi dari beberapa kerangka kerja konseptual yang hilang. Dengan demikian, ada banyak pertanyaan yang belum terjawab seperti: Apakah '' lebih '' motivasi selalu lebih baik? Apakah kita mencari optimal tertentu? Tujuan dari penelitian ini adalah untuk mengetahui motivasi konstruksi yang berasal dari perspektif teoritis yang berbeda bersama-sama, untuk memberikan wawasan efektivitas strategi motivasi-meningkatkan di kelas. Kami tidak mengklaim untuk menjadi lengkap dalam mengintegrasikan semua teori motivasi, tapi tiga teori motivasi kontemporer yang telah menyebabkan berbagai publikasi diperiksa bersama-sama, yaitu teori penentuan nasib sendiri (SDT, Deci & Ryan, 1985), teori self-regulation (Boekaerts 2006), dan teori pencapaian tujuan (Nicholls,
1984).