A Motivated Exploration of Motivation Terminology - Anitacrawley.net

MOTIVATION TERMINOLOGY 11cited actually contains an explicit definition of the term (e.g., work-avoidant,Meece, Blumenfeld, & Hoyle, 1988). Although it did not seem to be a problemin the works included in this review, implicit definitions by referencecould become problematic if the author were to cite multiple works that seemto define the same term differently. For instance, it might be difficult for thenovice reader to comprehend the implied definition of self-efficacy if theauthor cited both Bandura (1986) and Weiner (1985).Still, there were certain terms used by authors that were implicitly definedsolely by the various measures that were constructed or chosen to evaluateor analyze them. We denoted such implicit definitions as operational (O) inthe categorization scheme. For instance, competence was operationalized byButler and Neuman (1995) using students’ self-reports of task difficulty.Similarly, Goudas, Biddle, and Underwood (1995) operationalized the termmotivation through their use of an Academic Motivation Scale. There werequite a few instances, however, when authors offered no direct or even implicitexplanation of the motivational terms that anchored or elaborated theirresearch. We return to this issue of undefined terms when we describe thetrends emerging from this review.Based on the explicit and implicit definitions provided, we compiled aglossary for the 17 charted motivation terms. This glossary of terms is presentedin Table 3. Whenever possible, we have used direct citations in thiscompilation, especially in those cases where the explicit definition offeredin one study was generally consistent with the explicit or implicit descriptionsfound in other reviewed works. It is important to note that none of thearticles we reviewed used the term self-schema and only one article usedthe term agency (Bandura & Schunk, 1981). Therefore, definitions for theseterms were taken from other sources.THE FRAMING VARIABLESAs an aid in understanding how researchers addressing motivational constructsgive definition or voice to their ideas, we first examined what wehave labeled as framing variables within these studies. Specifically, framingvariables denote conditions or contextual factors pertaining to when, withwhom, and in what academic arenas these explorations took place. One thingwe hoped to learn from the examination of these variables was whether therehas been an increase in the number of studies addressing the selected constructs.Also, we were interested in whether these achievement motivationstudies took place more often in particular domains (e.g., science or mathematics)with participants of certain ages.Publication TrendsAs for the question of when these studies were reported, the data in Table2 indicated there was a noticeable rise in published works addressing our