University of Virginia, Curry School of Education
Department of Leadership, Foundations, & Policy
EDLF 5470 – Motivation in Achievement Contexts
Wed, 9-11:45, Ruffner 281
Fall 2009
Instructor Information
Dr. Diane Whaley
201 Memorial Gymnasium
dew6d@virginia.edu, 924-6193
Office hours: by appointment
Course Description
This course will focus on key issues in motivation across multiple life domains,
particularly school, sport, and interpersonal relationships. Key theories and supporting
research across domains will be reviewed, and practical applications to real-world
contexts stressed. Topics will include psychological needs, cognitions, emotions, and
individual differences (e.g., age, race, gender), and how these issues impact theory
development and the practical application of theories.
Course Learning Goals
As a result of taking this class, students will:
 Acquire a knowledge base of theories and constructs that attempt to explain why
individuals choose to participate in, and/or display effort and persistence toward
certain activities, while neglecting others.
 Be able to apply these motivational constructs to real world settings: school,
sport, and social contexts. In particular, each student will be involved in a
community engagement project where they will explore if, how, and why these
projects and programs motivate the individuals they work with.
 Have a better understanding of their own motives for achievement activities, and
possess skills and strategies to enhance or sustain their motivation across
domains after they leave this class.
Textbook: Reeve, JohnMarshall (2005). Understanding Motivation and Emotion (4th
ed.). Hoboken, NJ: John Wiley & Sons.
Supplemental readings: On class UVA Collab site, under “resources”
Each student must have a spiral notebook to use ONLY for journaling – note that this
needs to be separate from any notebook for class notes, as it will be handed in at
various points throughout the semester.
Course Feedback and Assessment
1. Readings and Journaling Project (20% of total grade)
Readings and subsequent learning activities constitute the core of the class. It is
vital to complete readings before the lectures so that we can have an informed
discussion. During each class, there will be a number of different activities to enhance
learning – including but not limited to group discussions, debates, and self-assessments.
A primary tool we will use to help you integrate and analyze class information will be a
reflective journal. Journal entries will be made at least weekly (if not more often). The
structure of these entries may change over time, and sometimes we will utilize class time
to work on entries. You will hand in your journal at points during the class and at the last
meeting. Your journal will be assessed according to the journaling rubric found on the
Collab page. ALWAYS bring your journal to class.
2. Exams (20% each of total grade)
There will be two exams administered about midterm and the last week of the
semester (see below for dates). Exam questions will likely be a combination of shortanswer and essay responses relevant to class readings, notes, and discussions. They
will require content knowledge of the material as well as application and synthesis of
constructs and topics.
3. Community engagement project (40% of total grade)
The purpose of the group project is to provide you with an opportunity to put
theory and research into a practical, real-world context. During the first week, we will
decide on the size and makeup of the groups (depending on the number of students in
the class). The project will center on evaluating an existing community program with
regard to its motivational component. Over the first few weeks, you will learn what
programs are available to review. You and your group will participate actively with your
chosen group – attending meetings, observing sessions, etc. Your job will be to learn all
you can about the group, apply the principles we cover in class to your context, and
evaluate the program with the idea of improving or sustaining the motivational
component. Note that a big part of this project is learning how to work effectively with a
community partner – our job is not to tell people what they should do, but to listen
carefully, see what is happening, and offer suggestions that could improve the efficiency
of their message – NOT the message itself. We will further discuss this difference in
class. Your experiences will constitute some of your journal entries; in addition, your
group will create a motivational assessment paper to be handed in by the end of the
semester (see course schedule below for dates). More information regarding the project
write up will be forthcoming.
Tentative Course Schedule
Aug 26
Intro to Motivation
Chpts 1 & 2
Sept 2
Psychological Needs
Guest speakers (TBA)
Chpt 5
Reis et al. (2000)
Sept 9
Intrinsic & extrinsic motivation
Chpt 6
Wilson & Rodgers (2004)
Sept 16
Social needs
Chpt 7
Cox & Williams (2008)
Sept 23
Cognitions and goals
Chpt 8
Cervone & Wood (1995)
Sept 30
Personal control beliefs
Chpt 9
Firmin, Hwang, & Copella (2004)
Group project topic due
Oct 7
Self-regulation and Modeling
Schunk (1998)
Oct 14
Midterm
Oct 21
The self, Part I
Chpt 10, pp. 258-274
Stein, Rosser, & Markus (1998)
Oct 28
The self, Part II
Chpt 10, pp 274-288
Swann (1997)
Nov 4
Emotions
Chpts 11 & 12
Nov 11
Motivation to Learn
Keller (2008)
Mueller & Dweck (1998)
Nov 18
Conclusions
Chpt 16
Nov 25
NO CLASS – Thanksgiving break
Dec 2
Group project presentations and discussion; group paper due
Final (take-home) exam distributed
Dec 17
Final exam due by 2pm