MSP-Motivation Assessment Program (MSP-MAP)

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1 MSP-Motivation Assessment Program (MSP-MAP) Tools for the Evaluation of Motivation-Related Outcomes of Math and Science Instruction Martin Maehr Principal Investigator Stuart Karabenick Project Director Combined Program in Education & Psychology University of Michigan 1

(mlmaehr@umich.edu), Principal Investigator Stuart Karabenick (skarabeni@umich.

2 MSP-MAP Goals Develop and make available reliable, valid, and practical tools to assess a variety of motivationrelated student outcomes in math and science Increase MSP and teacher understanding of how motivation-related outcomes contribute to student achievement in math and science Assist teachers and MSPs by providing information about how these outcomes may vary depending on students gender, age, ethnicity, or economic circumstances 2

motivation-related outcomes contribute to student achievement in math and science Assist teachers and MSPs by

3 Outline General approach to motivation What are motivation-related student outcomes? Why are they important? What is their connection to math and science and MSPs? MSP-MAP Timeline Advisory structure Possible future directions 3

4 General Motivational Framework Context Student Motivation- Related Outcomes Motivational Beliefs and Affect Self-Regulation Epistemological Beliefs Choice & Persistence Intensity Quality Achievement Instruction 4

and Affect Self-Regulation Epistemological Beliefs

5 Why Motivation-Related Student Outcomes? Motivation-related beliefs and strategies can influence learning and achievement Changes in motivation-related outcomes can precede changes in student achievement Motivation-related outcomes can affect students persistence and pursuit of careers in math and science The effectiveness of instructional interventions may not be fully recognized when motivationrelated outcomes are not assessed 5

motivation-related outcomes can precede changes in student achievement Motivation-related outcomes can

6 Motivation-Related Outcomes Motivational Beliefs and Affect Self-Regulation Epistemological Beliefs 6

7 Motivational Beliefs and Affect Competence-Related Beliefs Task Value Beliefs Interest Achievement Goals Positive & Negative Affect 7

8 Competence-Related Beliefs Students judgments about their ability and confidence to perform adequately in school in math and science on specific math and science tasks Consistently found to positively predict learning and performance outcomes even after controlling for prior knowledge 8

specific math and science tasks Consistently found to positively

9 Task Value Beliefs Includes students beliefs about the utility and overall importance of math and science as an area of study Shown to positively predict future course enrollment, pursuit of math and science-related careers 9

area of study Shown to positively predict future course

10 Interest An individual's attraction to, liking for, and enjoyment of a specific activity or domain (e.g., math & science) Related to deeper cognitive engagement, selfregulation, achievement, and career choice 10

11 Achievement Goals Represent individuals purposes when approaching, engaging in, and responding to math and science instruction Mastery goals Focus on learning and understanding Positively related to use of deeper cognitive strategies, higher levels of interest Performance goals Focus on outperforming others Generally less adaptive, can result in poor study strategies, self-handicapping, defensive attributions 11

deeper cognitive strategies, higher levels of interest Performance goals Focus on outperforming others

12 Positive and Negative Affect Positive affect E.g., happy, calm, excited, joyful Negative affect E.g., anxiety, fear, hopelessness, sad, tired 12

13 Self-Regulation Self-regulating students Reflect on their own thinking Make goals and plans for their learning Monitor their progress towards goals Adjust or regulate their thinking and learning Includes Cognitive and metacognitive strategies Strategies for regulating motivation Strategies for regulating behavior/context 13

regulate their thinking and learning Includes Cognitive and metacognitive

14 Epistemological Beliefs Core beliefs about the nature of knowledge and the process of knowing Simple vs. complex Stable vs. changing Justification of beliefs Authority Nature of Math and Science Related student beliefs about learning and teaching (e.g., Is learning quick and easy?) 14

changing Justification of beliefs Authority Nature of Math and Science

15 MSP-MAP Research Methodology Appropriate survey and sampling techniques Scaling techniques (e.g., Rasch modeling, exploratory and confirmatory factor analyses) Multivariate correlational designs and analyses Structural Equation Modeling (SEM) Hierarchical Linear Modeling (HLM) where appropriate 15

16 Year 1 Instrumentation Review and analyze existing instruments Adapt existing instruments to the needs of MSPs Create new instruments as needed Establish partnerships with MSP sites Join and interact with the MSP network Build infrastructure and capacity for Year 2 data collection and Year 3 dissemination 16

partnerships with MSP sites Join and interact with the MSP network Build

17 Year 2 Test and validate measures with a large sample of students across three general age/grade ranges: upper elementary (grades 3-5), middle school (grades 6-8), and high school (grades 9-12). Collaborate with MSP sites and their evaluation programs Archive data 17

3-5), middle school (grades 6-8), and high school (grades 9-12).

18 Year 3 Disseminate the toolkit of instruments and scales to MSPs Work with MSPs to create customized hardcopy scannable forms they can duplicate, administer, and return to MSP-MAP for processing, scoring, and feedback Host online web versions of surveys 18

forms they can duplicate, administer, and return to MSP-MAP for

19 MSP Capacity Building Improved tools for the assessment of motivation-related beliefs capable of national (and international) dissemination Personnel capable of providing technical assistance with motivation in mathematics and science Technological systems for efficient processing and dissemination Data archiving 19

of providing technical assistance with motivation in mathematics and science

20 Local Advisory Personnel Mathematics Ed Silver - University of Michigan Joanne Caniglia - Eastern Michigan University Science Elizabeth Davis - University of Michigan Brian Coppola - University of Michigan 20

Michigan University Science Elizabeth Davis -

21 Possible Future Directions Improved measures of instructional contexts Simple classroom observation systems Student perceptions of the learning environment Teachers beliefs about teaching, learning, and student motivation Student identity (e.g., as mathematician or scientist) 21

22 MSP-MAP Combined Program in Education and Psychology University of Michigan Contact Information Martin Maehr: Stuart Karabenick: 22

INDIVIDUAL MASTERY for: St#: 1153366 Test: CH 9 Acceleration Test on 29/07/2015 Grade: B Score: 85.37 % (35.00 of 41.00)

INDIVIDUAL MASTERY for: St#: 1153366 Grade: B Score: 85.37 % (35.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1346350 Grade: I Score: 21.95 % (9.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1350672 Grade: A