Motivation in Technology Education among Novice and Technological Talents

Ossi Autio*
Senior Lecturer in Technology Education, Department of Applied Sciences of Education, University of Helsinki, Finland.
Periodicity:May - July'2010
DOI : https://doi.org/10.26634/jpsy.4.1.1220

Abstract

The purpose of this study was to determine the elements motivating comprehensive school students to study technology education. The research was carried out as a qualitative case study and the material was collected through individual theme interviews. The study group consisted of two different test groups: novice and technological talents. In each test group there were three test participants, each representing a different case of motivation towards technology education. In choosing individuals for the study the main criteria were gender, negative or positive motivation and competence in the field of technology. This study found that the artifact to be made in school and the student’s freedom of choice had the most significant effect on motivation in the novice test group. Instead, curiosity and intellectual challenge seemed to be the main elements in technological talents group. Although, we must be careful with final conclusions as the research group was relatively small, we can conclude that there were more signs of intrinsic motivation in technological talents test group and extrinsic motivation was emphasized in the novice group.

Keywords

Technology Education; Motivation; Technological Talent.

How to Cite this Article?

Ossi Autio (2010). Motivation In Technology Education Among Novice And Technological Talents. i-manager’s Journal on Educational Psychology, 4(1), 21-32. https://doi.org/10.26634/jpsy.4.1.1220

References

[1]. Anttila, P. (1996). Tutkimisen taito ja tiedon hankinta [Research skills and the acquisition of knowledge]. Helsinki: Akatiimi.
[2]. Autio, O., Hietenoro, J. & Ruismäki, H. (2009). The Touch of Craft, Design and Technology-Factors in Students' Attitudes. In Kaukinen, L. (Ed.) Proceedings of the crafticulation & education conference. Techne Series. Research in Sloyd Education and Craft Science A:14/2009 (237-243). Helsinki: Helsinki University Press.
[3]. Baker, T. (1994). Doing Social Research. Singapore: McGraw-Hill.
[4]. Burton, K., Lydon, J., D´Alessandro, D. & Koestner, R. (2006). The differential effects of intrinsic and identified motivation on well-being and performance: Prospective, experimental, and implicit approaches to selfdetermination theory. Journal of Personality and social psychology 91, 750-762.
[5]. Byman, R. (2002). Voiko motivaatiota opettaa? [Can we teach motivation?]. In Kansanen, P. & Uusikylä, K. (Eds.) Luovuutta, motivaatiota, tunteita (25-41). Jyväskylä: Gummerus.
[6]. Chirkov, V., Ryan, R., Kim, Y. & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination perspective on internalisation of cultural orientations, gender and well being. Journal of Personality and Social Psychology, 84, 97- 110.
[7]. Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press
[8]. Deci, E. & Ryan, R. (Eds.) (2002). Handbook of selfdetermination research. Rochester, NY: University of Rochester Press.
[9]. Dewey, J. (1913). Interest and effort in education. Carbondale, IL: Southern Illinois University Press.
[10]. Gilman, R. & Anderman, E. M. (2006). Motivation and its relevance to school psychology: An introduction to special issue. Journal on School Psychology, 44, 325-329.
[11]. Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525-538.
[12]. Gottfried, A. E., Fleming, J. S. & Gottfried, A. W. (1994). Role of parental motivational practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology, 86, 104-113.
[13]. Hidi, S. & McLaren, J. (1990). The effect of topic and theme interestingness on the production of school expositions. In Mandl, H.; De Corte, E.; Bennet, N. & Friedrich, H.F. (Eds.) Learning and instruction: European research in an international context. Vol. 2 (295-308). Oxford: Pergamon.
[14]. Isen, A. M. & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and selfcontrol. Motivation and Emotion 29, 295-323.
[15]. Jang, H. (2008). Supporting Students' Motivation, Engagement, and Learning During an Uninteresting Activity. Journal of Educational Psychology, 100(4), 798.
[16]. Mammes, I. (2004). Promoting Girls' Interest in Technology through Technology Education: A Research Study. International Journal of Technology and Design Education 14, 89-100.
[17]. McDonough, M. H. & Crocker, P. R. E. (2007). Testing self motivation as a mediator of the relationship between psychological needs and affective and behavioral outcomes. Journal of Sport & Exercise Psychology, 29, 645- 663.
[18]. Pelletier, L. G., Fortier, M. S., Vallerand, R. J. & Briere, N. M. (2001). Associations among perceived autonomy support, forms of self-regulation, and persistence: A prospective study. Motivation and Emotion 25, 279-306.
[19]. Pintrich, P. R. & Schunk, D. H. (2002). Motivation in nd education.: Theory, research, and applications. (2 ed.). Upper Saddle River: Merril Prentice Hall.
[20]. Ratelle, C. F., Larose, S., Guay, F. & Senecal, C. (2005). Perceptions of parental involvement and support predictors of college students' persistence in a science curriculum. Journal of Family Psychology, 19, 286-293.
[21]. Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomysupportive teachers: How they teach and motivate students. Journal of Educational Psychology 91, 537-548.
[22]. Rogers, C. R. (1969). Freedom to learn. Columbus, Ohio: Charles E Merril.
[23]. Roeser, R. W., Strobel, K. R. & Quihuis, G. (2002). Studying early adolescents' academic motivation, socialemotional functioning, and engagement in learning: Variable- and person-centered approaches. Anxiety, Stress, and Coping, 15, 345-368
[24]. Ryan, R.M. & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and wellbeing, American Psychologist 55, 68-78.
[25]. Shernoff, D. J., Csikszentmiahlyi, M., Schneider, B. & Shernoff, E.S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, pp. 207-231.
[26]. Silverman, S. & Pritchard, A. (1996). Building Their Future: Girls and Technology Education in Connecticut, Journal of Technology Education, 7 (2), 41-54.
[27]. Stipek, D. J. (1996). Motivation and instruction. In Berliner, D.C. & Calfee, R.C. (Eds.) Handbook of Educational Psychology (85-113). New York: McMillan.
[28]. Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In Zanna, M.P. (Ed.) Advances in Experimental Social Psychology (271-360). New York: Academic Press.
[29]. Weber, K. & Custer, R. (2005). Gender-based Preferences toward Technology Education Content, Activities, and Instructional Methods, Journal of Technology Education, 16 (2), 55-71.
[30]. Zuckerman, M. (1994). Behavioral expressions and biosocial bases of sensation seeking. New York: Cambridge University Press
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Online 15 15

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.