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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Model of Academic Competence Model of Academic Competence and Motivation (MACM)and Motivation (MACM)
Overview and DefinitionsOverview and Definitions
Kevin S. McGrew. Ph.D.Educational Psychologist
Director
Institute for Applied Psychometrics
(www.iapsych.com)
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
The current slides supplement the on-line background paper “Beyond IQ: A Model of Academic Competence and Motivation” (Kevin McGrew, 2008), which is presented in the form of an Institute for Applied Psychometrics (IAP) Evolving Web of Knowledge (EWOK).
All materials are part of the Beyond IQ Project, which is housed at IQ’s Corner Blog
www.intelligencetesting.blogspot.comhttp://tinyurl.com/3ygdsw
Updates and announcements can be found by routinely monitoring IQ’s Corner Blog.
These slides can be used without permission for educational and training purposes (not commercial use or for-profit activities)
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
IQ tests account for 40-50% of school achievement
What accounts for the other 50-60 % of school achievement?
How can half of all individuals, at any IQ level, achieve above their IQ score ?
What are the untapped achievement “levers” for some of our students?
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
School learning requires a School learning requires a “big picture” perspective“big picture” perspective
Models of Models of School LearningSchool Learning
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Masten (2003)
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
State Policies
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
State Policies
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Teachers primary zone of influence
State Policies
Scheerens and Boskers (1997) scholarly review of multi-level research studies (TheFoundations of Educational Effectiveness)
• 60% of achievement differences due to differences in child characteristics
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Consumers expectations do Consumers expectations do not stop at the door of not stop at the door of academic achievementacademic achievement
High quality education should teach young people to:
• Interact in socially skilled and respectful ways• Practice positive, safe, and healthy behaviors• Contribute ethically and responsibly to their peer group, family, school, and community• Possess basic competencies, work habits, and values as a foundation for meaningful employment and engaged citizenship
(Greenberg et al., 2003, p. 467)
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
•State & district governance & organization•School demographic, culture, climate, policies &
practice•Home & community contexts
•Design & delivery of curriculum & instruction•Classroom practices
Student learningInfluence
Walberg’s Model of Educational Productivity
• Which potentially modifiable non-cognitive learner characteristics have demonstrated empirical links to improved student learning?
• Which potentially modifiable non-cognitive learner characteristics (with demonstrated empirical links to improved student learning) have been identified as valued educational outcomes?
Learner characteristics•Cognitive or conceptual
•Non-cognitive
Key Questions
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
•State & district governance & organization•School demographic, culture, climate, policies &
practice•Home & community contexts
•Design & delivery of curriculum & instruction•Classroom practices
Student learningInfluence
Walberg’s Model of Educational Productivity
Learner characteristics•Cognitive or conceptual
•Non-cognitive
Which potentially modifiable non-cognitive learner characteristics have demonstrated empirical links to improved student learning?
• Academic motivational orientations
• Academic self-beliefs
• Academic interests and attitudes
• Self-regulated learning strategies
• Social/Interpersonal abilities
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.Walberg’s theory of educational productivity (simplified)
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Spearman on “conative” abilities (1927)
“The process of cognition cannot possibly be treated apart from those of conation and affection, seeing that all these are but inseparable aspects in the instincts and behavior of a single individual, who himself, as the vary name implies, is essentially indivisible” (p. 2)
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
“When our scales measure the nonintellective as well as the intellectual factors in intelligence, they will more nearly measure what in actual life corresponds to intelligent behavior” (p. 103)
David Wechsler (1944) on “Non-intellective
factors”
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
“The tendency to take and maintain a definite direction; the capacity to make adaptations for the purpose of attaining a desired end; and the power of auto-criticism” (translation by Terman, 1916, p. 45). All three of these phrases refer at least as much to conative processes and attitudes as to reasoning powers.
Binet's concept of intelligence was much like Snow's concept of aptitudes (p. 5).
Binet’s definition of Intelligence (Corno et al, 2002)
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Child Competencies
Cog/Ach
Conative
Affective
• What about these domains? • Are they important/valued?
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Diperna and Elliott (2000)
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Student learning
Motivational Orientations
Self-Beliefs
Interests & Attitudes
Self-Regulation Strategies
Social/Interpersonal Abilities
Psychomotor Abilities
Cognitive Abilities
Mo
del
of
Aca
dem
ic C
om
pet
en
ce a
nd
M
oti
vati
on
bro
ad d
om
ain
s
Learner Characteristics
Outcome
Model of Academic Competence and Motivation (MACM)
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Student learning
Motivational Orientations &Interests and Attitudes
• Do I want to do this activity and why?• Does she/he want to do this activity and why?
Self-Beliefs
• Can I do this activity?• Does she/he believe she/he can do this activity?
Self-Regulation Strategies
• What do I need to do to succeed?• What does she/he need to recognize to succeed?
Social/Interpersonal Abilities
• How do I need to behave towards others to succeed?• How does she/he need to behave towards others to succeed?
Model of Academic Competence and Motivation (MACM)
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Essential Student Academic Facilitators
OrientationsTowards Self(Motivations)
Volitional ControlsOrientations
Towards Others (Social Ability)
MotivationalOrientation
Self-Beliefs
Interests & Attitudes
Cognitive(Social Aware-
ness)Behavioral Self-
RegulationConative
Styles
- Academic motivation - Intrinsic motivation - Academic goal orientation - Academic goal setting
- Locus of control - Academic self- efficacy - Academic self- concept - Academic ability conception
- Academic interests & attitudes - Academic values
Prosocial Behaviors -Peer relations -Self-management -Academic-related -Compliance -Assertion
Problem/maladaptive behaviors -Social ineptness -Undersocialized aggressive conduct -Attention deficit -Oppositional defiant -Withdrawn & unresponsive
- Social goal setting - Sensitivity - Insight - Communication - Self-awareness & understanding
-Planning & activation-Monitoring-Control & regulation-Reaction & reflection
- Learning styles - Work & motivation styles - Defensive styles
"Do I want to do this activity and why?" "Can I do this activity?" "What do I need to do to succeed?""How do I need to behave towards others to succeed?"
Note: Affective domain from Snow model excluded
Model of Academic
Competence and Motivation
(MACM)
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Conative Abilities
OrientationsTowards Self(Motivations)
Volitional ControlsOrientations
Towards Others (Social Ability)
MotivationalOrientation
Self-Beliefs
Interests & Attitudes
Cognitive(Social Aware-
ness)Behavioral
Self-Regulation
ConativeStyles
- Academic motivation - Intrinsic motivation - Academic goal orientation - Academic goal setting
- Locus of Control - Academic self- efficacy - Academic self- concept - Academic ability conception
- Academic interests & attitudes - Academic values
Prosocial Behaviors -Peer relations -Self-management -Academic-related -Compliance -Assertion
Problem/maladaptive behaviors -Social ineptness -Undersocialized aggressive conduct -Attention deficit -Oppositional defiant -Withdrawn & unresponsive
- Social goal setting - Sensitivity - Insight - Communication - Self-awareness & understanding
-Planning & activation-Monitoring-Control & regulation-Reaction & reflection
- Learning styles - Work & motivation styles - Defensive styles
"Do I want to do this activity and why?" "Can I do this activity?" "What do I need to do to succeed?""How do I need to behave towards others to succeed?"
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Physical Domain excluded from
page
Cognitive Abilities
Thinking Abilities
Cognitive Efficiency
Acquired Knowledge
Gf
Glr
Gv
Ga
Grw
Gq
Gk
Gsm
Gs
WJ III ConativeAbilities
Orientations
Towards Self
(Motivations)
Volitional
Controls
Orientations
Towards Others
(Social Ability)
Motiv.
Orient.
Self-
Beliefs
Interests &
Attitudes
Cognitive
(Social
Aware.)
BehavioralSelf-
Regulation
Conative
Styles
- Ach Motivation - Intrinsic Mot. - Ach. Goal Orient
- Self Efficacy (esp. cog/acad) - Self-Concept (esp. cog/acad) - Self-Development (attributions - locus of control)
- Subject matter interests - Values - Career Orient.
- Study Skills and Learning Strat - Thinking Dispos. - Action Orient. - Action Controls
- Learning - Work & Mot - Defensive
Proscial Behaviors - cooperation - following rules - assertion - communication - etc
Problem / Maladaptive Behavior - Personal (intra-pun- ative) ...........etc - Social (extra-pun-
- Sensitivity - Insight - Comm. - Self-aware. & understanding
Affective
Traits and
Temperament
Characteristic
Moods
Impulse
Inhibition
Emotion-
ality
SociabilityActivity
Level
FlowTypical
Affect
Feelings of
Constraint
ESAF-Essential Student Academic Facilitators
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
OrientationsTowards Self(Motivations)
MotivationalOrientation
Self-Beliefs
Interests & Attitudes
- Academic motivation - Intrinsic motivation - Academic goal orientation - Academic goal setting
- Locus of Control - Academic self- efficacy - Academic self- concept - Academic ability conception
- Academic interests & attitudes - Academic values
"Do I want to do this activity and why?"
"Can I do this activity?"
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Orientations Towards Others (Social Ability)
Cognitive(Social Aware-
ness)Behavioral
Prosocial Behaviors -Peer relations -Self-management -Academic-related -Compliance -Assertion
Problem/maladaptive behaviors -Social ineptness -Undersocialized aggressive conduct -Attention deficit -Oppositional defiant -Withdrawn & unresponsive
- Social goal setting - Sensitivity - Insight - Communication - Self-awareness & understanding
"How do I need to behave towards others to succeed?"
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Self-Awareness& Understanding
Social Ability--Cognitive(Social Awareness)
Social Sensitivity
Social Insight
Social Communication
Social GoalSetting
Figure 7: Adapted version of Greenspan’s (1981) model of social awareness (narrow abilities excluded)
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Volitional Controls
Self-Regulation
ConativeStyles
-Planning & activation-Monitoring-Control & regulation-Reaction & reflection
- Learning styles - Work & motivation styles - Defensive styles
"What do I need to do to succeed?"
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Affective
Traits and
Temperament
Characteristic
Moods
Impulse
InhibitionEmotionalitySociability
Activity
LevelFlow
Typical
Affect
Feelings of
Constraint
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
•Welcome
•Mission and Goals
•SEL Competencies
•Projects and Initiatives
•Assessments
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Collaborative for Academic, Social, Emotional Learning (CASEL)
www.CASEL.org (on-line)
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
OrientationsTowards Self(Motivations)
MotivationalOrientation
Self-Beliefs
Interests & Attitudes
- Academic motivation - Intrinsic motivation - Academic goal orientation - Academic goal setting
- Locus of Control - Academic self- efficacy - Academic self- concept - Academic ability conception
- Academic interests & attitudes - Academic values
"Do I want to do this activity and why?"
"Can I do this activity?"
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic motivationAcademic motivation
An individuals desire (as reflected in approach, persistence, and level of interest) regarding academic subjects when the individuals competence is judged against a standard of performance or excellence.
Theoretical/Conceptual Foundation
Need for Achievement Theory
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Intrinsic motivationIntrinsic motivation
A person does an activity for the sake of doing it—for the enjoyment, fun or pleasure
• Not because it will produce a reward
Theoretical/Conceptual Foundation
Intrinsic Motivation, Self-Determination & Self-Worth Theory
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic goal orientationAcademic goal orientation
Theoretical/Conceptual Foundation
Goal & Self-Worth Theory
An individuals set of beliefs that reflect the reasons they approach and engage in academic and learning tasks.
Two general types:•Learning goal orientation•Performance goal orientation
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic goal orientationAcademic goal orientation
A performance goal orientation reflects a focus on:
• Concern for personal ability • Social comparison with others • Concern for perception of others • Desire for public recognition • Need to avoid looking incompetent
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic goal orientationAcademic goal orientation
A learning goal orientation reflects a focus on:
• Task completion• Understanding• Learning• Mastery• Solving problems • Developing new skills
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic goal orientation: Academic goal orientation: Performance goalsPerformance goals
A performance goal orientation is often associated with maladaptive learning behaviors which include:
• Hiding self-perceived incompetence• Self-handicapping• Greater worry and anxiety • Increased behavior problems • A concern for establishing superiority
relative to others• (continued…)
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic goal orientation: Academic goal orientation: Performance goalsPerformance goals
• A focus on obtaining grades for grades'
sake or other external reasons,
• Less adaptive subsequent motivation,
• Negative self-evaluations and affect,
• Poorer and disorganized strategy use
• Poorer academic performance.
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic goal orientation:Academic goal orientation:Learning goalsLearning goals
A learning goal orientation is associated with more adaptive learning behaviors:
• Positive affect (e.g., pride and satisfaction)• Higher levels of efficacy, interest, task effort and engagement• The use of more creative and deep self-regulatory learning
strategies• Better academic performance.
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic goal orientation:Academic goal orientation:Learning goalsLearning goals
In general, students maintain a more positive and optimistic outlook, persevere, and demonstrate the ability to be flexible in their problem solving strategies.
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic goal settingAcademic goal setting
An individual’s ability to set, prioritize and monitor progress towards appropriate and realistic short-(proximal) and long-term (distal) academic goals that serve to direct attention, effort, energy and persistence toward goal-relevant activities (and away from goal-irrelevant activities).
Theoretical/Conceptual Foundation
Goal Setting Theory
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic goal settingAcademic goal setting
• Ability to set, prioritize and monitor progress towards short-term & long-term academic goals
• Direct attention & energy toward goal-relevant activities
Theoretical/Conceptual Foundation
Goal Setting Theory
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic interests & attitudesAcademic interests & attitudes
An individual’s relatively stable or enduring predisposition, positive affective orientation, and tendency to persevere when working on certain specific academic content or task domains.
Theoretical/Conceptual Foundation
Interest Theory
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic interests & attitudesAcademic interests & attitudes
• Tendency to persevere when working on specific academic tasks
• Stable or enduring predisposition; positive affective orientation
Theoretical/Conceptual Foundation
Interest Theory
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-conceptAcademic self-concept
• An individual’s perception of self-efficacy in academic subjects
• Grounded primarily in self-worth theory
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-conceptAcademic self-concept
• External frames of reference include comparisons with school/class averages or other learners.
• An internal frame of reference includes comparisons with self in different academic domains at a given time, comparisons with self in the same academic domain across time, and comparisons to self-generated goals and aspirations.
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-conceptAcademic self-concept
• Self-concept is a general view of self across many areas of one’s life and abilities.
• Academic self-concept is one’s perception of their own ability and satisfaction in
academic subjects.
Theoretical/Conceptual Foundation
Self-Worth Theory
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-conceptAcademic self-concept
Self-concept is an individual’s general composite view of self, based on self-knowledge and evaluation of value or worth of ones own capabilities, across a multidimensional set of domain specific-perceptions.
Academic self-concept is an individual’s perception of self-efficacy and satisfaction in academic subjects.
Theoretical/Conceptual Foundation
Self-Worth Theory
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-conceptAcademic self-concept
Self-concept is related to:
– Positive social development, – Ethnic identity development, – Positive peer and parent interactions and
relationships, – Insulation against the development of a deviant
identity and delinquent and problem behaviors, – Less anxiety and depression, and – Greater satisfaction with life.
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-conceptAcademic self-concept
Self-concept has been consistently linked to academic outcomes:
– Believed to influence future academic motivation
– Academic self-concept is more consistently correlated with grades and less consistently
correlated with test scores. – Grades are believed to be more influenced by
motivation and volition
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-conceptAcademic self-concept
Big-fish-little-pond effect
“learners compare their own academic ability with that of their peers and then use this social comparison impression as one basis for the formation of their academic self-concept”
(Byrne, 2002).
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-conceptAcademic self-concept
Big-fish-little-pond effect
• When the average reference group is higher in ability, learners often experience a decrease in academic self-concept
• The less capable learners judge themselves as less capable than their more competent peers
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-conceptAcademic self-concept
• Learners with learning disabilities frequently (and spontaneously) compare themselves to their non-disabled peers, and see themselves as “less-than”
• These learners display decreases in academic self-concept over time
• Learners with learning disabilities may make relatively accurate self-evaluations of their personal strengths and weaknesses
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-conceptAcademic self-concept
• Learners with learning disabilities, in general, may display academic self-concepts approximately 1.3 standard deviations lower than learners without disabilities.
• Academic self-concept may vary as a function of the specific education setting of the learner with a learning disability.
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-conceptAcademic self-concept
• Clearly, some learners with learning disabilities pay a high emotional and social price for their poor achievement (Gresham, 1988).
• Samples of college learners with learning disabilities report lower academic self-concepts when compared to their university peers.
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-conceptAcademic self-concept
The adverse impact of repeated academic failure can result in:
• Defensive pessimism: Maintaining unrealistically low expectations for success; discounting the importance and importance of success
• Self-worth protection: A general approach of not expending effort so that failure can be attributed to ambiguous causes rather than personal inadequacies
• Self-handicapping: Creating an impediment that serves as an excuse for possible failure—e.g., procrastination, poor health.
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-conceptAcademic self-concept
• Defensive self-protection strategies may lead to:
• Poor and inconsistent long-term achievement,
• Lower academic interest and motivation,
• Negative affective consequences (e.g., increased anxiety, decreased life satisfaction), and
• Less self-regulated learning.
• It has been suggested that defensive failure-avoidant strategies may be most prevalent in competitive (vs. cooperative) learning environments.
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
OrientationsTowards Self(Motivations)
MotivationalOrientation
Self-Beliefs
Interests & Attitudes
- Academic motivation - Intrinsic motivation - Academic goal orientation - Academic goal setting
- Locus of Control - Academic self- efficacy - Academic self- concept - Academic ability conception
- Academic interests & attitudes - Academic values
"Do I want to do this activity and why?"
"Can I do this activity?"
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic valuesAcademic values
An individual’s desire, preference, or “wanting” for certain academic goals and outcomes.
Theoretical/Conceptual Foundation
Interest Theory
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
OrientationsTowards Self(Motivations)
MotivationalOrientation
Self-Beliefs
Interests & Attitudes
- Academic motivation - Intrinsic motivation - Academic goal orientation - Academic goal setting
- Locus of Control - Academic self- efficacy - Academic self- concept - Academic ability conception
- Academic interests & attitudes - Academic values
"Do I want to do this activity and why?"
"Can I do this activity?"
Page 61
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Locus of controlLocus of control
An individual’s belief about the perceived causes (internal vs. external) for their success or failure.
•Internal attribution orientation is present when an individual perceives their success or failure as contingent on their own behavior and due to relatively permanent personal characteristics.
•External orientation is present when success or failure is perceived as being under the control of others, unpredictable, and the result of luck, chance or fate.
Theoretical/Conceptual Foundation
Self-efficacy & Attribution Theories
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Locus of controlLocus of control
Belief about the perceived causes for their success or failure.
• An internal attribution: when perceived success or failure as contingent on behavior and due to permanent personal characteristics.
Theoretical/Conceptual Foundation
Self-efficacy & Attribution Theories
Page 63
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Locus of controlLocus of control
Level of internality is correlated with academic achievement (teacher grades and tests) and the degree of effort a learner invests in free-time intellectual and learning activities.
High internals are better able to defer gratification, adopt a long-term future-oriented perspective, and are more persistent when faced with difficult and challenging tasks.
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Locus of controlLocus of control
• An external orientation: when perceived success or failure is under the control of others, unpredictable, and the result of luck, chance or fate.
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Locus of controlLocus of control
Learners with mental retardation may display an external locus of control associated with:
• Learned helplessness
• Lower levels of personal responsibility, self-reliance, and self-regulated learning
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-efficacyAcademic self-efficacy
• Confidence in ability to organize, do, and control performance to solve a problem or accomplish a task
• Academic self-efficacy is a conviction that one can successfully achieve at a designated level in a specific academic domain.
Theoretical/Conceptual Foundation
Control Theory
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-efficacyAcademic self-efficacy
An individuals confidence in their ability to organize, execute and regulate performance in order to solve a problem or accomplish a task at a designated level of competence. Academic self-efficacy refers to an individual's conviction that they can successfully achieve at a designated level in a specific academic domain.
Theoretical/Conceptual Foundation
Control Theory
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-efficacyAcademic self-efficacy
• Academic outcome expectations are a learner’s beliefs that specific behaviors will lead to certain outcomes (e.g., “If I do homework my grades will improve”).
• Academic efficacy expectations are a learner’s beliefs in their ability to perform the necessary behaviors to produce a certain outcome (e.g., “I have enough motivation to study hard for this test”).
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-efficacyAcademic self-efficacy
Of all the “self” constructs, self-efficacy may be the most important and powerful for predicting and explaining specific behavior and outcomes.
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-efficacyAcademic self-efficacy
It is a relatively narrow and pure construct that does not include the intermixing of other “self” constructs (e.g., competence, esteem)
Research suggests it is easier to change a learner’s self-efficacy toward specific academic domains than it is to change a learner’s general self-concept.
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-efficacyAcademic self-efficacy
Associated with a broad range of positive outcomes:
• Academic achievements, • Athletic performance, • Social skills, • Career choices and aspirations, • Efficient study habits, • Pain tolerance, • Coping with feared events, and • Recovery from heart attacks
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-efficacyAcademic self-efficacy
Academic self-efficacy has demonstrated a
significant causal influence on: » Academic motivation,
» Learning,
» Achievement vis-à-vis a learner’s effort,
» Cognitive engagement,
» Use of self-regulatory strategies,
» Goal setting and pursuit,
» Adoption of a learning goal orientation,
» Higher intrinsic motivation,
» Persistence,
» Self-esteem, and
» Expectation of future success
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-efficacyAcademic self-efficacy
Positive self-efficacy by itself, will not produce competent performance in the absence of pre-requisite skills and knowledge (Wentzel, 1999).
Page 74
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-efficacyAcademic self-efficacy
A learner’s initial sense of academic self-efficacy develops largely via a function of similar prior learning experiences and perceived ability on similar tasks.
Academic self-efficacy is subsequently refined through continued success and/or failure on similar tasks and feedback from the environment.
Page 75
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-efficacyAcademic self-efficacy
• High levels of learner competition encourage academic self-efficacy:
• Norm and social-referenced grading,
• Effort-based progress feedback has been associated with detrimental effects on self-efficacy, particularly among low achieving learners.
These instructional and environmental variables share a common focus of providing information to the learner about their abilities and progress.
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic self-efficacyAcademic self-efficacy
Positive and caring learning environments that provide accurate feedback and praise foster the development of accurate self-efficacy beliefs.
Page 77
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic ability conceptionAcademic ability conception
Social normative grading and evaluation systems tend to:
– Foster the more vulnerable and maladaptive view of academic ability as a fixed trait.
– Learners with an entity view of academic abilities tend to choose the less desirable academic performance goal orientation rather than a learning goal orientation (which is associated with the incremental view of abilities).
Page 78
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic ability conceptionAcademic ability conception
An individual’s beliefs, self-evaluation and self-awareness regarding their
academic-related skills and abilities.
Theoretical/Conceptual Foundation
Calderalla & Merrell (1997) literature review-based empirical taxonomy
Page 79
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic ability conceptionAcademic ability conception
Even young children show clear signs of impairment when they encounter a series of salient, visible failures (such as jigsaw puzzles they cannot complete) or when they meet with criticism for their performance” (Dweck, 2002)
Buffering young children, particularly those at risk for significant and powerful early learning failure experiences (e.g., learners with disabilities), would appear to be an important educational goal.
Page 80
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic ability conceptionAcademic ability conception
• At the 7-8 year level of developmental functioning, significant changes in ability conception occur
• At this age ability conceptions become defined more as an internal quality, more consistent with external sources (adults), and is the result of greater self-criticism and social normative comparisons
Page 81
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic ability conceptionAcademic ability conception
Two general ability conceptions emerge at approximately the 7-8 year developmental level and become crystallized at approximately the 10-12 year level.
• Trait-oriented system: where learners’ view their abilities as relatively fixed internal quantities • Process-oriented system: focuses on the view that ability can be developed and that effort and strategies are important for success
Page 82
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic ability conceptionAcademic ability conception
Children with learning disabilities show an increased probability of effort-avoidance
• May view any attempt at increasing effort as risky
• Increased effort that results in failure can only reinforce the belief that “I am dumb.”
Page 83
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Orientations Towards Others (Social Ability)
Cognitive(Social Aware-
ness)Behavioral
Prosocial Behaviors -Peer relations -Self-management -Academic-related -Compliance -Assertion
Problem/maladaptive behaviors -Social ineptness -Undersocialized aggressive conduct -Attention deficit -Oppositional defiant -Withdrawn & unresponsive
- Social goal setting - Sensitivity - Insight - Communication - Self-awareness & understanding
"How do I need to behave towards others to succeed?"
Page 84
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Peer relationship behaviorsPeer relationship behaviors
Behaviors that increase the likelihood of making and keeping friends:
• e.g……. • Offering support or assistance• Leadership• Giving compliments, empathy• Cooperation
Theoretical/Conceptual Foundation
Calderalla & Merrell (1997) literature review-based empirical taxonomy
Page 85
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Self-management behaviorsSelf-management behaviors
Regulation and control of one’s own behavior
• Obeying rules, • Being organized, • Controlling temper, • Monitoring emotions, • Responding appropriately to criticism
Theoretical/Conceptual Foundation
Calderalla & Merrell (1997) literature review-based empirical taxonomy
Page 86
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Academic related behaviorsAcademic related behaviors
Behaviors that increase success in academic learning
• e.g…..• Listening to teacher, • Free time activities, • Completing tasks and assignments on time, • Good work habits,• Working independently
Theoretical/Conceptual Foundation
Calderalla & Merrell (1997) literature review-based empirical taxonomy
Page 87
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Compliance behaviorsCompliance behaviors
Behaving in accordance with rules and expectations
• e.g…..• Following rules and directions• Sharing materials and toys
Theoretical/Conceptual Foundation
Calderalla & Merrell (1997) literature review-based empirical taxonomy
Page 88
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Assertion behaviorsAssertion behaviors
Ability to appropriately express personal thoughts, feelings, opinions and rights.
• e.g….. • Verbalizing feelings, • Starting conversations, • Joining activities already in progress, • Introducing self to others, • Defending self in arguments, • Inviting others to join an activity
Theoretical/Conceptual Foundation
Calderalla & Merrell (1997) literature review-based empirical taxonomy
Page 89
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Social ineptness behaviorsSocial ineptness behaviors
A lack of positive peer relationship behaviors that results in peer rejection
• Interrupting others, • Difficulty initiating conversations, • Making rude or hurtful comments, • Inappropriate emotional responses to others
Theoretical/Conceptual Foundation
Calderalla & Merrell (1997) literature review-based empirical taxonomy
Page 90
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
UndersocializedUndersocializedaggressive conduct behaviorsaggressive conduct behaviors
Externally directed antisocial behaviors reflecting a lack of respect or social concern for others feelings and/or property
• e.g…… • bullying• inappropriate expression of feelings (tantrums)• hitting, kicking, and destroying property
Theoretical/Conceptual Foundation
Calderalla & Merrell (1997) literature review-based empirical taxonomy
Page 91
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Attention deficit behaviorsAttention deficit behaviors
Difficulty with focused attention to the immediate environment and acting hastily with little reflection
• Distractibility, inattentiveness, impulsivity
• Problems staying on task & completing
assignments
• Daydreaming
Theoretical/Conceptual Foundation
Calderalla & Merrell (1997) literature review-based empirical taxonomy
Page 92
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Oppositional defiant behaviorsOppositional defiant behaviors
Behaviors reflecting disobedience, negativity, and provocation
• Arguing
• Defying authority
• Taunting
• Annoying others
• Refusal
Theoretical/Conceptual Foundation
Calderalla & Merrell (1997) literature review-based empirical taxonomy
Page 93
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Withdrawn & unresponsive Withdrawn & unresponsive behaviorsbehaviors
Behaviors reflecting decreased interaction and active participation in the immediate environment
• e.g……
• Refusing to speak
• Shyness
• Unresponsiveness
• Preference for isolation
• Lack of interest in activities, tasks, or others
Theoretical/Conceptual Foundation
Calderalla & Merrell (1997) literature review-based empirical taxonomy
Page 94
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Orientations Towards Others (Social Ability)
Cognitive(Social Aware-
ness)Behavioral
Prosocial Behaviors -Peer relations -Self-management -Academic-related -Compliance -Assertion
Problem/maladaptive behaviors -Social ineptness -Undersocialized aggressive conduct -Attention deficit -Oppositional defiant -Withdrawn & unresponsive
- Social goal setting - Sensitivity - Insight - Communication - Self-awareness & understanding
"How do I need to behave towards others to succeed?"
Page 95
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Self-Awareness& Understanding
Social Ability--Cognitive(Social Awareness)
Social Sensitivity
Social Insight
Social Communication
Social GoalSetting
Figure 7: Adapted version of Greenspan’s (1981) model of social awareness (narrow abilities excluded)
Page 96
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Social goal settingSocial goal setting
Setting of goals to achieve specific social outcomes (e.g., making friends) or to interact with others in certain ways (e.g., assisting someone with a task).
Theoretical/Conceptual Foundation
Goal Theory
Page 97
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Social sensitivitySocial sensitivity
An individual’s ability to correctly interpret the meaning of a social object or event
Includes role-taking (ability to understand the viewpoint and feelings of others) and social inference (ability to correctly read social situations)
Theoretical/Conceptual Foundation
Greenspan’s Personal Competence Theory (Social Awareness Theory)
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Social insightSocial insight
Ability to understand the underlying processes of social events and to make evaluative judgments.
• Social comprehension: Ability to understand social institutions and processes • Psychological insight: Ability to understand one’s personal characteristics and motivations), • Moral judgment: Ability to evaluate other people’s social
actions in relation to moral and ethical principles).
Theoretical/Conceptual Foundation
Greenspan’s Personal Competence Theory (Social Awareness Theory)
Page 99
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Planning & activation strategiesPlanning & activation strategies
The metacognitive processes involved in setting initial goals and activating prior domain-relevant knowledge and task relevant strategies.
Theoretical/Conceptual Foundation
Social Cognitive Theories of Self-Regulation, Volition & Motivation
Page 100
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Control & regulation strategiesControl & regulation strategies
The metacognitve processes involved in selecting and adapting cognitive strategies to reduce the relative discrepancy between immediate learner goals and self-generated performance feedback.
Theoretical/Conceptual Foundation
Social Cognitive Theories of Self-Regulation, Volition & Motivation
Page 101
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Social CommunicationSocial Communication
An ability to intervene successfully in social situations and influence the behaviors of others.
• Ability to relate feelings, thoughts, and perceptions to others• Ability to understand how to influence the behavior of others in order to attain a desired outcome
Theoretical/Conceptual Foundation
Greenspan’s Personal Competence Theory (Social Awareness Theory)
Page 102
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Volitional Controls
Self-Regulation
ConativeStyles
-Planning & activation-Monitoring-Control & regulation-Reaction & reflection
- Learning styles - Work & motivation styles - Defensive styles
"What do I need to do to succeed?"
Page 103
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Monitoring strategiesMonitoring strategies
The metacognitive processes involved in self-awareness of personal cognition and the monitoring of various components of one’s thinking during task performance.
Theoretical/Conceptual Foundation
Social Cognitive Theories of Self-Regulation, Volition & Motivation
Page 104
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Reaction & reflection strategiesReaction & reflection strategies
The metacognitive processes involved in self-judging and making causal attributions to
personal performance.
Theoretical/Conceptual Foundation
Social Cognitive Theories of Self-Regulation, Volition & Motivation
Page 105
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Self-regulated learningSelf-regulated learning
Helping all children become adaptive self-regulated learners appears to be a good thing
Helping learners develop monitoring and control strategies should be a focus of part of most children’s educational careers.
These processes and strategies typically develop (more-or-less) automatically as a result of indirect learning
Page 106
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Self-regulated learningSelf-regulated learning
Just because a student is capable of using self-regulated learning skills doesn’t mean he/she will use them.
• Some prompting by teachers helps, especially for younger students
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Self-regulated learningSelf-regulated learning
• SRL use has been associated with higher working memory functioning (and associated processes of attention and executive control) and a well developed network of prior knowledge in the domain of learning.
• Young learners and learners with disabilities may have special difficulties with SRL techniques. They are not able to “free up” as much working memory for the task.
Page 108
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Self-regulated learningSelf-regulated learning
SRL may be based on a limited set of cognitive resources that can be depleted over time.
This suggests that periods of rest, or periods of unrelated task activity, may be necessary to replenish the store of SRL energy.
Page 109
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Self-regulated learningSelf-regulated learning
Becoming distracted by other thoughts (avoidance behaviors) may interfere with SRL
• Watching TV• Negative feelings and emotions• Frustration
Page 110
© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Volitional Controls
Self-Regulation
ConativeStyles
-Planning & activation-Monitoring-Control & regulation-Reaction & reflection
- Learning styles - Work & motivation styles - Defensive styles
"What do I need to do to succeed?"
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© Institute for Applied Psychometerics (IAP) 3-30-08 Kevin S. McGrew, Ph.D.
Affective
Traits and
Temperament
Characteristic
Moods
Impulse
InhibitionEmotionalitySociability
Activity
LevelFlow
Typical
Affect
Feelings of
Constraint