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ERIC Number: ED351388
Record Type: Non-Journal
Publication Date: 1992-Feb
Pages: 121
Abstractor: N/A
Reference Count: N/A
Assessment of Conative Constructs for Educational Research and Evaluation: A Catalogue. Project 2.3: Enhancing the Utility of Performance Assessments: Domain Independent R&D.
Snow, Richard E.; Jackson, Douglas N.
In recent years, many psychological constructs with associated measures have been proposed for educational research and the evaluation of educational programs. Among the most interesting and potentially useful are those reflecting motivational and volitional aspects of human behavior, the conative constructs. Among the conative constructs are achievement motivational dimensions, as well as beliefs about one's own abilities and attitudes about subject matter learning. This catalog brings together the conative constructs that seem most promising for future research and evaluation. For each construct, a brief review is presented covering construct definition, theoretical base, assessment procedures, references, and, where possible, abstracts of studies contributing to construct validation. These constructs are arranged in the following categories: (1) achievement motivation and related constructs (need for achievement, multivariate achievement motivation, achievement via conformance versus achievement via independence, intrinsic motivation, anxiety, and test anxiety/fear of failure); (2) self-regulation and related constructs (cognitive engagement and self-regulated learning, action control versus state orientation, mastery versus performance orientation, mindfulness, effort avoidance motivation, self-monitoring during test performance, flow, and future time perspective); (3) interests and styles in learning (individual interest, situational interest/text-based interest, content motivation, learning styles, and motivated strategies for learning); (4) self-related constructs (self-concepts, perceived self-efficacy, and personal agency beliefs); and (5) other-related constructs (persuasibility, conceptual structure, alternative conceptions, and qualitative cognitive change). One figure is included. (SLD)
Publication Type: Reference Materials - Directories/Catalogs; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.