Psychology 357.04: Motivation in Education
Spring 2030
Fridays HW 619
9:00am -12:00pm
Objective: The purpose of this class is to intergrade theories of educational psychology
and motivation in other to understand how it can help us educate teachers and students.
Readings:*
Jackson, D.L. & Ormrod, J.E. (1998). Case studies: Applying educational psychology.
Upper Saddle River, NJ: Merril, Prentice Hall
1. Juvonen, J. J. (2006). Sense of belonging, social bonds, and school functioning. In
P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp.
655–674). Mahwah, NJ: Erlbaum.
2. Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of
experiments examining the effects of extrinsic rewards on intrinsic motivation.
Psychological Bulletin, 125, 627-668.
3. Wigfield, A., & Eccles, J.S. (2000). Expectancy-value theory of achievement
motivation. Contemporary Educational Psychology, 25, 68-81.
4. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of
intelligence predict achievement across an adolescent transition: A longitudinal
study and an intervention. Child Development, 78, 246-263.
5. Klassen, R. M., Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job
satisfaction: Teacher gender, years of experience, and job stress. Journal of
Educational Psychology, 102, 741-756
6. Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview.
Theory Into Practice, 41, 64-70
Grading procedure:
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Article discussion 5%
Popular and scholarly 10%
Case Studies 25%
Group project 10%
Final paper 20%
Midterm 15%
Final 15%
Academic Honesty: Please note the following: Hunter College regards acts of academic
dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and
falsification of records and official documents) as serious offenses against the values of
intellectual honesty. The College is committed to enforcing the CUNY Policy on
Academic Integrity and will pursue cases of academic dishonesty according to the Hunter
College Academic Integrity Procedures.
The Reading/Writing Center: The Hunter College Reading/Writing Center offers free
tutorial services to all registered students at the college as well as a variety of other
resources to the Hunter College community. We offer both regular weekly tutorial
sessions and drop-in assistance. The Reading/Writing Center is located in Room TH416.
AccessABILITY: In compliance with the American Disability Act (ADA) and with
section 504 of the Rehabilitation Act, Hunter College is committed to ensuring
educational access and accommodations for all its registered students. Hunter College’s
students with disabilities and medical conditions are encouraged to register with the
Office of AccessABILITY for assistance and accommodation. For information and
appointments contact the Office of AccessABILITY located in Room E1214 or call
(212)772-4857 /or VRS (646)755-3129.
Course schedule
Date
1/30
Topic(s)*
Introduction
Assignments
2/6
Need-based Models of Motivation
Case Study #1 Due
Juvonen, J. J. (2006).
2/13
Intrinsic and Extrinsic Motivation
Deci, E. L., Koestner, R., &
Ryan, R. M. (1999).
Case Study #2
2/20
2/27
Guess Lecture*
Expectancy-Value Theory
3/6
Attribution Theory
3/13
3/20
Midterm Exam*
Goal Theory I: Achievement
Case Study #5
3/27
Goal Theory II: School involvement on motivation
Case Study #6
4-3; 4-10
4/17
4/24
NO CLASSES- SPRING BREAK
Goal Theory III: Overall goals
Self-efficacy vs. Self-esteem
5/1
Self-Regulation
5/8
Presentation
5/15
5/19
Final paper Due
Final Exam
Case Study #3
Wigfield, A., & Eccles, J.S.
(2000).
Blackwell, L. S.,
Trzesniewski, K. H., &
Dweck, C. S. (2007).
Case Study #4
Popular & Scholarly papers!
Case Study #7
Klassen, R. M., Chiu, M. M.
(2010).
Case Study #8
Zimmerman, B.J. (2002).
Case Study #9
Group Projects Due
Case Study #10