Шкалы внутренней и внешней академический мотивации школьников
Психологическая наука и образование. 2017. № 2. С. 65-74.
Гордеева Т. О., Сычев О. А., Гижицкий В. В., Гавриченкова Т.
Гулевич О. А. Социальная психология и общество. 2013. № 3. С. 130-143.
Added: Sep 23, 2013
Helsinki: University of Helsinki, 2014.
The International Conference On Motivation, organized by the University Of Helsinki will take place from 12th June to the 14th June 2014 at the University of Helsinki in Helsinki, Finland. The conference will cover areas like Motivation.
Added: Oct 19, 2014
Рамендик Д. М., Рогожина Н., Трифонова Н. Ю. и др. В кн.: Психология индивидуальности: материалы IV Всероссийской научной конференции, г. Москва, 22–24 ноября 2012 г.. М.: Логос, 2012. С. 343-344.
Added: Oct 8, 2013
Sheldon K. M., Osin E. N., Gordeeva T. O. et al. PSYCHOLOGY. WP BRP. Издательский дом НИУ ВШЭ, 2015. No. 48.
We conducted a psychometric evaluation of the "relative autonomy continuum" postulated by Selfdetermination theory (SDT), a continuum whose validity has recently been questioned. We started by a) examining all of the RAI items we could find, across multiple published and unpublished scales; b) extracting the core repeating words and concepts via paired-item paraphrase analysis; and c) expressing all of the resulting concepts in 38 simple, clear new items. We administered the 38 items to multiple Russian and American samples, asking participants to rate their academic motivations. Initial psychometric analyses eliminated several items, leaving 35 items for analysis. The traditional RAI dimensions of amotivated, external, introjected, identified, and intrinsic were confirmed via confirmatory factor analyses, simplex congruency analyses, and multidimensional scaling (MDS) analyses. We also tested a sixth dimension first proposed by Assor, Vansteenkiste et al. (2009), positive introjection, and confirmed its location between negative introjection and identification on the relative autonomy continuum. In addition to confirming the predicted sequence of the items and the six subscales along a primary dimension, MDS analyses also identified a second dimension corresponding to the distance of the item from the center of the continuum, suggesting that using weighting procedures when constructing aggregate motivation scores may be justified. In an attempt to provide the field with a standardized relative autonomy index (SRAI) with known properties, that can be flexibly applied to assess motivation in any and every behavioral domain, we empirically compared several methods of scoring and analyzing the data, focusing on maximizing the associations between academic motivation and subjective well-being. These scoring methods included computing and analyzing each of the six subscales separately; computing and analyzing autonomous and controlled motivation separately; computing a relative autonomy score (autonomous minus controlled motivation); and computing relative autonomy scores in which greater weight is given to subscales nearer to the two extremes of the continuum. Weighted and Unweighted RAI scores predicted SWB equally, indicating that unweighted scoring, which minimizes the number of assumptions made, should be preferred. The positive effect of autonomous motivation was stronger than the negative effect of controlled motivation; intrinsic and introjected motivation were the strongest stand-alone predictors among the 6 sub-scales.
Added: Oct 23, 2015
Added: Nov 25, 2012
Titkova V., Ivaniushina V. A., Alexandrov D. A. Education. EDU. Высшая школа экономики, 2013. No. 10.
This study investigates how the sociometric popularity of schoolchildren is related to individual academic achievements in a context of different levels of academic culture and educational aspirations in the classroom. The sample includes 5058 students in 270 classes from 98 schools in St. Petersburg. To examine class-level effects, we employ multi-level hierarchical models using HLM 7 software. Different effects for boys and girls were found, indicating that the relationship between academic performance and popularity is gender-specific. The results demonstrate that in classes with a low learning motivation individual academic achievements of boys are negatively related to their popularity, while in classes with a high academic culture the relationship is positive.
Added: Feb 28, 2013
Гордеева Т. О., Леонтьев Д. А., Осин Е. Н. В кн.: Личностный потенциал: структура и диагностика. М.: Смысл, 2011. С. 642-668.
Added: Aug 28, 2012
Соловьева И. В. Современные научные исследования и инновации. 2012. № 6.
Added: Jul 5, 2012
Осокина Е. С. В кн.: V съезд Общероссийской общественной организации «Российское психологическое общество». Материалы участников съезда. Т. 3. М.: Российское психологическое общество, 2012. С. 321-322.
Added: Dec 14, 2012
Черных А. И. Политическая теория и политический анализ. WP14. Высшая школа экономики, 2012. № 03.
Added: May 3, 2012
Татарко А. Н. Психология образования в поликультурном пространстве. 2012. Т. 17. № 1. С. 47-55.
Added: Sep 12, 2012
Таллинн: Таллинн, 2012.
Added: Dec 26, 2012
Proceedings of the Seventh conference on International Language Resources and Evaluation (LREC'10), Valletta, Malta, 17-23 May 2010
Valletta: ELRA, 2010.
Added: Dec 17, 2012
Скиперских А. В. Свободная мысль. 2005. № 8. С. 119-203.
Added: Oct 28, 2014
Черных А. И. Политическая теория и политический анализ. WP14. Высшая школа экономики, 2012. № 04.
Added: May 11, 2012
Аистов А. В., Леонова Л. А. ÐÐ°ÑÑÐ½ÑÐµ Ð´Ð¾ÐºÐ»Ð°Ð´Ñ Ð»Ð°Ð±Ð¾ÑÐ°ÑÐ¾ÑÐ¸Ð¸ ÐºÐ¾Ð»Ð¸ÑÐµÑÑÐ²ÐµÐ½Ð½Ð¾Ð³Ð¾ Ð°Ð½Ð°Ð»Ð¸Ð·Ð° Ð¸ Ð¼Ð¾Ð´ÐµÐ»Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ ÑÐºÐ¾Ð½Ð¾Ð¼Ð¸ÐºÐ¸. P1. ÐÐ¸Ð¶ÐµÐ³Ð¾ÑÐ¾Ð´ÑÐºÐ¸Ð¹ ÑÐ¸Ð»Ð¸Ð°Ð» ÐÐÐ£ ÐÐ¨Ð, 2010. â Р1/2010/04.
Added: May 21, 2012
Тулякова И. И., Бочкарева Н. С. Мировая литература в контексте культуры. 2008. № 3(1). С. 150-154.
Added: Dec 11, 2014