I am interested in doing observations of the motivational climate in primary and secondary school classrooms (within Science and Chemistry). Video recordings will probably be used, so the aim right now is to construct observation protocols or coding schemes that capture the motivational climate. This is also where I need help. Focus will be on the teacher and the environment more than the students. In the end, I hope I will be able to compare classrooms and combine the observations with survey data to study the development of motivation longitudinally (from school year 5 to 11).
Achievement goals and goal structures are my primary interests (for example through TARGET), but I am thankful for any tips.
Dear Anders,
This sounds interesting. I do not think that any single scheme will do justice to the rather large literature on motivation or to that on classroom environments. However, I am happy to offer a few ideas in case any resonate.
First I would consider the question of positive, neutral, and negative communications. From certain literatures (e.g. Fredrickson) , it may be the case that there is a threshold for positivity. If the number or quality of positive, encouraging verbal and non-verbal interactions passes this threshold then changes in performance may occur.
I would also consider the density (frequency and time used) for motivational versus non-motivational communications. Without regard to literature I would predict that spending too much time in interaction will distract people from actually engaging in their topic. Inadequate motivational communication will permit less engaged students to avoid their topic. Presumably there is some equilibrium that better serves students with various levels of competency.
With respect to the developmental trajectory of this, I am really not so sure that you can have any simple definition of motivation that will apply equally across these ages in normal classrooms. To this end I would try measure engagement with material in some way - looking at teachers when appropriate, looking at texts when appropriate, etc...
Good luck
See this instrument that Helen Patrick and colleagues developed to assess TARGET(SS) through observations.
Dear Anders,
Some indicators in the CLASS system of observation (Pianta & Hamre) also refer to motivational concepts (mostly from SDT), in particular in the emotional support dimension.
Best
Pascal
Would it be possible to pay attention to behavioural features related to the procedural preferences as suggested in Ch. 6.1 of my paper: Principles Supporting the Perceptional Teaching of Physics: A “Practical Teaching Philosophy”
Science & Education Volume 20, Issue 3 (2011), Page 211.
Hei Anders,
You're studying a fascinating subject! I know that Marjon Fokkens-Bruinsma from the University of Groningen has been working with this as well. Possibly she has some suggestions regarding which instrument might be useful. You can find her contact info here: http://www.rug.nl/staff/marjon.bruinsma/
Good luck!
Thank you so much for all your answers! Now I have some new reading and possible contacts.
I have already looked into OPAL and found it interesting and inspiring, although I might not use the exact same procedure. It is nevertheless a very thorough instrument for observations that you created Avi Kaplan.
The Turner and Patrick article was new to me, so thank you Sheila Macrine.
Since comparison between classrooms is in focus (longitudinally, cross-sectionally within a school system, and possibly between different schoolsystems since this research is part of a collaboration between Swedish and German researchers), I have been considering some sort of quantitizing of the observational data. My goal would be to create a profile or "fingerprint" of the specific classroom. Any experiences within this area are also most welcome.
Best Anders
Dear Anders,
I hope that will help. This motivational climate observation system could be used in school setting.
Best
Géraldine
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