Fostering early adolescents’ motivation: a longitudinal study into the effectiveness of social constructivist, traditional and combined schools for prevocational education

References

• Adams, P. (2006). Exploring social constructivism: Theories and practicalities. Education 3-13, 34, 243–257. doi:10.1080/0300427060089889310.1080/03004270600898893
   Google Scholar
• Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287–309. doi:10.3102/0034654306400228710.3102/00346543064002287
   Web of Science ®Google Scholar
• Anderson, J. R., Reder, L. M., & Simon, H. A. (2000). Applications and misapplications of cognitive psychology to mathematics instruction. Texas Education Review, 1, 29–49.
   Google Scholar
• Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243–260. doi:10.1016/j.edurev.2010.06.00110.1016/j.edurev.2010.06.001
   Web of Science ®Google Scholar
• Ben-Ari, R., & Eliassy, L. (2003). The differential effects of the learning environment on student achievement motivation: A comparison between frontal and complex instruction strategies. Social Behavior and Personality: An International Journal, 31, 143–165. doi:10.2224/sbp.2003.31.2.14310.2224/sbp.2003.31.2.143
   Web of Science ®Google Scholar
• Benware, C. A., & Deci, E. L. (1984). Quality of learning with an active versus passive motivational set. American Educational Research Journal, 21, 755–765. doi:10.3102/0002831202100475510.3102/00028312021004755
   Web of Science ®Google Scholar
• Birenbaum, M., & Dochy, F. (1996). Alternatives in assessment of achievements, learning processes and prior knowledge. Boston, MA: Kluwer Academic.10.1007/978-94-011-0657-3
   Google Scholar
• Blumenfeld, P. C. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84, 272–281. doi:10.1037//0022-0663.84.3.27210.1037/0022-0663.84.3.272
   Web of Science ®Google Scholar
• Blumenfeld, P. C., & Meece, J. L. (1988). Task factors, teacher behavior, and students’ involvement and use of learning strategies in science. The Elementary School Journal, 88, 235–250. doi:10.1086/46153610.1086/esj.1988.88.issue-3
   Web of Science ®Google Scholar
• Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26, 369–398.10.1080/00461520.1991.9653139
   Web of Science ®Google Scholar
• Boekaerts, M. (2002). Bringing about change in the classroom: Strengths and weaknesses of the self-regulated learning approach. Learning and Instruction, 12, 589–604.
   Web of Science ®Google Scholar
• Boekaerts, M., de Koning, E., & Vedder, P. (2006). Goal-directed behavior and contextual factors in the classroom: An innovative approach to the study of multiple goals. Educational Psychologist, 41, 33–51. doi:10.1207/s15326985ep4101_510.1207/s15326985ep4101_5
   Web of Science ®Google Scholar
• Boekaerts, M., & Minnaert, A. (2003). Measuring behavioral change processes during an ongoing innovation program: Scope and limits. In E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merriënboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions (pp. 71–87). New York, NY: Pergamon.
   Google Scholar
• Boekaerts, M., & Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 417–450). San Diego, CA: Academic Press.10.1016/B978-012109890-2/50042-1
   Google Scholar
• Bolhuis, S., & Voeten, M. J. (2001). Toward self-directed learning in secondary schools: What do teachers do? Teaching and Teacher Education, 17, 837–855. doi:10.1016/S0742-051X(01)00034-810.1016/S0742-051X(01)00034-8
   Web of Science ®Google Scholar
• Bong, M. (2004). Academic motivation in self-efficacy, task value, achievement goal orientations, and attributional beliefs. The Journal of Educational Research, 97, 287–298. doi:10.3200/JOER.97.6.287-29810.3200/JOER.97.6.287-298
   Web of Science ®Google Scholar
• Carnegie Council on Adolescent Development. (1989). Task force on education of young adolescents, turning points: Preparing American youth for the 21st Century. New York, NY: Carnegie Corporation.
   Google Scholar
• Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715–730. doi:10.1037//0022-0663.88.4.71510.1037/0022-0663.88.4.715
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation & self-determination in human behavior. New York, NY: Plenum Press.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.10.1207/S15327965PLI1104_01
   Web of Science ®Google Scholar
• Doyle, W. (1983). Academic work. Review of Educational Research, 53, 159–199. doi:10.3102/0034654305300215910.3102/00346543053002159
   Web of Science ®Google Scholar
• Dutch Inspectorate of Education. (2005). Onderwijsverslag 2003–2004 [Report on state of education 2003–2004]. De Meren: Inspectie van het onderwijs.
   Google Scholar
• Dutch Inspectorate of Education. (2012). Onderwijsverslag [Report on state of education]. De Meren: Inspectie van het onderwijs.
   Google Scholar
• Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Iver, D. M. (1993). Development during adolescence. The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48, 90–101. doi:10.1037/0003-066X.48.2.9010.1037/0003-066X.48.2.90
   PubMed Web of Science ®Google Scholar
• Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613–628. doi:10.1037/0022-0663.100.3.61310.1037/0022-0663.100.3.613
   Web of Science ®Google Scholar
• Felner, R., & Jackson, D. (1997). The impact of school reform for the middle years: Longitudinal study of a network engaged in turning. Phi Delta Kappan, 78, 528–542.
   Web of Science ®Google Scholar
• Gibbs, G. (1992). Assessing more students. Oxford: Oxford Brookes University.
   Google Scholar
• Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525–538. doi:10.1037//0022-0663.82.3.52510.1037/0022-0663.82.3.525
   Web of Science ®Google Scholar
• Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3–13. doi:10.1037/0022-0663.93.1.310.1037/0022-0663.93.1.3
   Web of Science ®Google Scholar
• Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In R. C. Berliner & D. C. Calfee (Eds.), Handbook of educational psychology (pp. 15–46). New York, NY: Macmillan.
   Google Scholar
• Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890–898. doi:10.1037//0022-3514.52.5.89010.1037/0022-3514.52.5.890
   PubMed Web of Science ®Google Scholar
• Hickey, D. T. (1997). Motivation and contemporary socio-constructivist instructional perspectives. Educational Psychologist, 32, 175–193.10.1207/s15326985ep3203_3
   Web of Science ®Google Scholar
• Hickey, D. T., Moore, A. L., & Pellegrino, J. W. (2001). The motivational and academic consequences of elementary mathematics environments: Do constructivist innovations and reforms make a difference? American Educational Research Journal, 38, 611–652. doi:10.3102/0002831203800361110.3102/00028312038003611
   Web of Science ®Google Scholar
• Hodis, F. A., Meyer, L. H., McClure, J., Weir, K. F., & Walkey, F. H. (2011). A longitudinal investigation of motivation and secondary school achievement using growth mixture modeling. Journal of Educational Psychology, 103, 312–323. doi:10.1037/a002254710.1037/a0022547
   Web of Science ®Google Scholar
• Honkimäki, S., Tynjälä, P., & Valkonen, S. (2004). University students’ study orientations, learning experiences and study success in innovative courses. Studies in Higher Education, 29, 431–449. doi:10.1080/030750704200023635310.1080/0307507042000236353
   Web of Science ®Google Scholar
• Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist discovery, problem-based, experiential, and inquiry-based teaching. Learning, 41, 75–86.
   Google Scholar
• Laine, E., & Gegenfurtner, A. (2013). Stability or change? Effects of training length and time lag on achievement goal orientations and transfer of training. International Journal of Educational Research, 61, 71–79. doi:10.1016/j.ijer.2013.03.014
   Web of Science ®Google Scholar
• Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher education students’ attitudes to student-centred learning: Beyond “educational bulimia”? Studies in Higher Education, 28, 321–334. doi:10.1080/0307507031000011343210.1080/03075070309293
   Web of Science ®Google Scholar
• Marshall, H. H. (1988). Work or learning: Implications of classroom metaphors. Educational Researcher, 17, 9–16.
   Google Scholar
• Marton, F. (1976). On non-verbatim learning: II. The erosion effect of a task-induced learning algorithm. Scandinavian Journal of Psychology, 17, 41–48. doi:10.1111/j.1467-9450.1976.tb00209.x10.1111/j.1467-9450.1976.tb00209.x
   Web of Science ®Google Scholar
• Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The American Psychologist, 59, 14–19. doi:10.1037/0003-066X.59.1.1410.1037/0003-066X.59.1.14
   PubMed Web of Science ®Google Scholar
• Milner, A. R., Templin, M. A., & Czerniak, C. M. (2010). Elementary science students’ motivation and learning strategy use: Constructivist classroom contextual factors in a life science laboratory and a traditional classroom. Journal of Science Teacher Education, 22, 151–170. doi:10.1007/s10972-010-9200-5
   Google Scholar
• Minnaert, A. (2013). Goals are motivational researchers’ best friend, but to what extent are achievement goals and achievement goal orientations also the best friend of educational outcomes? International Journal of Educational Research, 61, 85–89. doi:10.1016/j.ijer.2013.08.00210.1016/j.ijer.2013.08.002
   Web of Science ®Google Scholar
• Minnaert, A., & Vermunt, J. (2006). 25 jaar Onderwijspsychologie in Nederland en Vlaanderen in de periode 1980 tot 2005: Trends, pendels en grensverleggers [25 years of educational psychology in the Netherlands and in Flanders during 1980 till 2005]. Pedagogische Studiën, 83, 260–277.
   Google Scholar
• National Research Council. (2004). Engaging schools: Fostering high school students’ motivation to learn. Washington, DC: National Academics Press.
   Google Scholar
• Nie, Y., & Lau, S. (2010). Differential relations of constructivist and didactic instruction to students’ cognition, motivation, and achievement. Learning and Instruction, 20, 411–423. doi:10.1016/j.learninstruc.2009.04.002
   Web of Science ®Google Scholar
• Oostdam, R., Peetsma, T., & Blok, H. (2007). Het nieuwe leren in basisonderwijs en voortgezet onderwijs nader beschouwd: Een verkenningsnotitie voor het Ministerie van Onderwijs, Cultuur en Wetenschap [Considerations on new learning in primary and secondary education: An exploratory note for the ministry of education, culture, and science] (pp. 1–36). Amsterdam: SCO-Kohnstamm Instituut.
   Google Scholar
• Oostdam, R., Peetsma, T., Derriks, M., & Van Gelderen, A. (2006). Leren van het nieuwe leren: casestudies in het voortgezet onderwijs [Learning from new learning: Case studies in secondary education]. Amsterdam: SCO-Kohnstamm Instituut.
   Google Scholar
• Opdenakker, M.-C., Maulana, R., & Den Den Brok, P. (2012). Teacher–student interpersonal relationships and academic motivation within one school year: Developmental changes and linkage. School Effectiveness and School Improvement, 23, 95–119. doi:10.1080/09243453.2011.61919810.1080/09243453.2011.619198
   Web of Science ®Google Scholar
• Opdenakker, M.-C., & Minnaert, A. (2011). Relationship between learning environment characteristics and academic engagement. Psychological Reports, 109, 259–284. doi:10.2466/09.10.11.PR0.109.4.259-28410.2466/09.10.11.PR0.109.4.259-284
   PubMed Web of Science ®Google Scholar
• Opdenakker, M.-C., & Van Damme, J. (2000). Effects of schools, teaching staff and classes on achievement and well-being in secondary education: Similarities and differences between school outcomes. School Effectiveness and School Improvement, 11, 165–196. doi:10.1076/0924-3453(200006)11:2;1-Q;FT16510.1076/0924-3453(200006)11:2;1-Q;FT165
   Web of Science ®Google Scholar
• Oxford, R. L. (1997). Constructivism: Shape-shifting, substance, and teacher education applications. Peabody Journal of Education, 72, 35–66. doi:10.1207/s15327930pje7201_310.1207/s15327930pje7201_3
   Google Scholar
• Peetsma, T., Hascher, T., Van der Veen, I., & Roede, E. (2005). Relations between adolescents’ self-evaluations, time perspectives, motivation for school and their achievement in different countries and at different ages. European Journal of Psychology of Education, 20, 209–225. doi:10.1007/BF0317355310.1007/BF03173553
   Web of Science ®Google Scholar
• Peetsma, T., & Van der Veen, I. (2011). Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement. Learning and Instruction, 21, 481–494. doi:10.1016/j.learninstruc.2010.08.00110.1016/j.learninstruc.2010.08.001
   Web of Science ®Google Scholar
• Perry, N. E., Turner, J. C., & Meyer, D. K. (2006). Classrooms as contexts for motivating learning. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 327–348). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Pintrich, P. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407. doi:10.1007/s10648-004-0006-x10.1007/s10648-004-0006-x
   Web of Science ®Google Scholar
• Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40. doi:10.1037/0022-0663.82.1.3310.1037/0022-0663.82.1.33
   Web of Science ®Google Scholar
• Prawat, R. S. (2009). Social constructivism and the process-content distinction as viewed by Vygotsky and the pragmatists. Mind, Culture, and Activity, 6, 255–273. doi:10.1080/10749039909524731
   Google Scholar
• Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93, 223–231.10.1002/jee.2004.93.issue-3
   Web of Science ®Google Scholar
• Raudenbush, S. W., & Willms, J. D. (1995). The estimation of school effects. Journal of Educational and Behavioral Statistics, 20, 307–335.10.2307/1165304
   Web of Science ®Google Scholar
• Richmond, V. P. (1990). Communication in the classroom: Power and motivation. Communication Education, 39, 181–195.10.1080/03634529009378801
   Web of Science ®Google Scholar
• Rozendaal, J. S., Minnaert, A., & Boekaerts, M. (2005). The influence of teacher perceived administration of self-regulated learning on students’ motivation and information-processing. Learning and Instruction, 15, 141–160. doi:10.1016/j.learninstruc.2005.04.01110.1016/j.learninstruc.2005.04.011
   Web of Science ®Google Scholar
• Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761. doi:10.1037/0022-3514.57.5.74910.1037/0022-3514.57.5.749
   PubMed Web of Science ®Google Scholar
• Säljö, R. (1975). Qualitative differences in learning as a function of the learner’s conception of a task. Göteborg: Acta Universitatis Gothoburgensis.
   Google Scholar
• Savage, C., Hindle, R., Meyer, L. H., Hynds, A., Penetito, W., & Sleeter, C. E. (2011). Culturally responsive pedagogies in the classroom: Indigenous student experiences across the curriculum. Asia-Pacific Journal of Teacher Education, 39, 183–198. doi:10.1080/1359866X.2011.58831110.1080/1359866X.2011.588311
   Web of Science ®Google Scholar
• Scheerens, J., & Bosker, R. (1997). The foundations of educational effectiveness. Oxford: Elsevier Science.
   Google Scholar
• Seegers, G., Van Putten, C. M., & De Brabander, C. J. (2002). Goal orientation, perceived task outcome and task demands in mathematics tasks: Effects on students’ attitude in actual task settings. British Journal of Educational Psychology, 72, 365–384. doi:10.1348/00070990232063436610.1348/000709902320634366
   PubMed Web of Science ®Google Scholar
• Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher, 29, 4–14. doi:10.3102/0013189X02900700410.3102/0013189X029007004
   Google Scholar
• Shuell, T. (1996). Teaching and learning in a classroom context. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 726–764). New York, NY: Prentice Hall International.
   Google Scholar
• Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95, 323–332. doi:10.1080/00220670209596607
   Web of Science ®Google Scholar
• Slavin, R. E. (2012). Educational psychology. Theory and practice (10th ed.). New Jersey, NJ: Pearson.
   Google Scholar
• Smit, K., de Brabander, C., & Martens, R. (2013, in press). Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation. Scandinavian Journal of Educational Research. doi:10.1080/00313831.2013.821090
   Web of Science ®Google Scholar
• Spinath, B., Spinath, F. M., Harlaar, N., & Plomin, R. (2006). Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value. Intelligence, 34, 363–374. doi:10.1016/j.intell.2005.11.004
   Web of Science ®Google Scholar
• Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19, 80–90. doi:10.1016/j.lindif.2008.05.00410.1016/j.lindif.2008.05.004
   Web of Science ®Google Scholar
• Toulmin, S. (1972). Human understanding. Princeton, NJ: Princeton University Press.
   Google Scholar
• Turner, J. C. (1995). The influence of classroom contexts on young children’s motivation for literacy. Reading Research Quarterly, 30, 410–441. doi:10.2307/74762410.2307/747624
   Web of Science ®Google Scholar
• Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. M., Kang, Y., & Patrick, H. (2002). The classroom environment and students’ reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94, 88–106. doi:10.1037/0022-0663.94.1.8810.1037/0022-0663.94.1.88
   Web of Science ®Google Scholar
• Van der Werf, M., Opdenakker, M.-C., & Kuyper, H. (2008). Testing a dynamic model of student and school effectiveness with a multivariate multilevel latent growth curve approach. School Effectiveness and School Improvement, 19, 447–462. doi:10.1080/09243450802535216.10.1080/09243450802535216
   Web of Science ®Google Scholar
• Vermunt, J. D., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257–280. doi:10.1016/S0959-4752(98)00028-010.1016/S0959-4752(98)00028-0
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: Harvard University Press.10.1037/11193-000
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wentzel, K. R., & Wigfield, A. (2009). Handbook of motivation at school. New York, NY: Routledge.
   Google Scholar
• Wigfield, A., Byrnes, J. P., & Eccles, J. S. (2006). Development during early and middle adolescence. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 87–113). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1–35. doi:10.1016/j.dr.2009.12.001
   Web of Science ®Google Scholar
• Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology, 89, 420–432. doi:10.1037//0022-0663.89.3.42010.1037/0022-0663.89.3.420
   Web of Science ®Google Scholar
• Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72, 131–175. doi:10.3102/0034654307200213110.3102/00346543072002131
   Web of Science ®Google Scholar
• Wu, H.-K., & Huang, Y.-L. (2007). Ninth-grade student engagement in teacher-centered and student-centered technology-enhanced learning environments. Science Education, 91, 727–749. doi:10.1002/sce.2021610.1002/(ISSN)1098-237X
   Web of Science ®Google Scholar
• Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11, 307–313. doi:10.1016/0361-476X(86)90027-5
   Web of Science ®Google Scholar
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Elsevier.
   Google Scholar