Raymond B. Miller

A Model of Future-Oriented Motivation and Self-Regulation

This article presents a theoretically grounded model of motivation and self-regulation that places personally valued future goals at its core. We attempt to integrate two lines of theorizing and research that have been relatively independent of one another: the social–cognitive perspective on self-regulation (e.g., Bandura, A., 1986) and theories of more future-oriented self-regulation (e.g., Markus, H., and Nurius, P., Am. Psychol. 41: 954–969, 1986; 1986; Nutin, J., Motivation, Planning, and Action: A Relational Theory of Behavior Dynamics, Erlbaum, Hillsdale, NJ, 1984; Raynor, J. O., Motivation and Achievement, Winston, & Sons, New York, Chap. 7, pp. 121–154, 1974). We argue that personally valued future goals influence proximal self-regulation through their impact in the development of proximal subgoals leading to future goal attainment. The development of a system of proximal subgoals increases the likelihood that proximal tasks are perceived as instrumental to attaining future goals. Proximal tasks that are perceived as instrumental to reaching personally valued future goals have greater overall incentive value and meaning than proximal tasks lacking this instrumental relationship, and their impact on task engagement is correspondingly greater. Research supporting these claims is reviewed and the implications of this model of future-oriented self-regulation for research and intervention are discussed.

Liking or Disliking the Teacher: Student Motivation, Engagement and Achievement

The current study combines multiple lines of research on student/teacher relationships, to identify characteristics of liked teachers and examine the impact of liking or disliking the teacher on student learning and motivation. The study compared motivation data related to liked and disliked teachers from 125 students. Participants completed two versions of a motivation survey assessing their goals, perceived ability, effort and persistence. The findings suggest that when students like a teacher they experience motivational and achievement benefits.

Motivation and Affect toward Learning Science among Preservice Elementary School Teachers: Implications for Classroom Teaching.

Positive motivation and affect toward learning science are valued qualities among elementary school teachers. Such positive dispositions toward science may translate to increased teaching of science and greater general interest in the subject, ultimately benefiting the students in the teachers’ classrooms. Specific motivational and affective qualities distinguished in the literature as particularly relevant to the teaching and learning of science include motivational goal orientation and self-concept of ability. In addition, a variable that seems to promote elementary teachers’ positive attitude and interest in science teaching is experience with inquiry-based science instruction such as the learning cycle. The purpose of this study was to explore relationships between motivational goal orientation and self-concept of ability as preservice elementary teachers (N=45) participate in a science learning cycle during methods course instruction. The results indicated significant positive relationships among self-concept of ability and learning goal orientation as the teachers engaged in the learning cycle. Implications of this study include an emphasis on inquiry-based teaching procedures in teacher education programs to help promote positive motivational and affective dispositions among new teachers.