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ERIC Number: EJ927079
Record Type: Journal
Publication Date: 2011
Pages: 41
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1467-9620
The Situated Dynamics of Purposes of Engagement and Self-Regulation Strategies: A Mixed-Methods Case Study of Writing
Kaplan, Avi; Lichtinger, Einat; Margulis, Michal
Teachers College Record, v113 n2 p284-324 2011
Background: Common conceptions of motivation and self-regulation view them as related but distinct entities. Most research on motivation and self-regulation investigates quantitative relations between level (e.g., self-efficacy) or type of motivation (e.g., mastery goals) and level of self-regulation. Purpose: Alternatively, the current study proposes that motivation and self-regulation strategies are integrated in purpose-strategies action orientations, which are constructed through a situated and dynamic meaning-making process. Participants and Setting: The current study presents a case analysis of one Israeli ninth-grade female student who engaged in a writing task. Research Design: The qualitative case study employed mixed-methods data that included traces in the written product, microprocesses observation, stimulated-recall interview, and a general interview. Analysis sought to triangulate findings from the multiple data sources in order to construct the dynamic and situated flow of purpose of engagement and strategies. Findings: Triangulation of data from these different sources demonstrated that individual and contextual characteristics interacted to result in a dynamic flow of situated purpose-strategies actions along the student's engagement in the writing task. Conclusions: The findings suggest that the situated purpose of engagement should be an integral element in conceptions of self-regulation; that different purposes may call for different types of self-regulation; that conceptualization and investigation of motivation and self-regulation should be domain specific; and that mixed methods, as used in this article, can provide productive tools to assess the dynamic and situated process of self-regulation.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 9; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel