1 Educational Psychology EDPS 536 Achievement Motivation and Performance Fall 2007 Helen Patrick Ph D Office Room 5122 Beering Hall of Liberal Arts and Education E mail hpatrick purdue edu fastest way to contact Office phone 765 496 2368 Fax 765 496 1228 Office hours By arrangement Class meeting time place Monday 4 30 7 20 p m Room 1202 BRNG Course Description Study of current theory and research on the nature and development of achievement motivation Motivation for intellectual and academic performance will be emphasized Applications of theory in educational settings will be considered Required Readings Readings listed for each week should be done before that class and in the order listed 1 Schunk D H Pintrich P R Meece J L 2008 Motivation in education Theory research and applications 3rd Edition Englewood Cliffs NJ Merrill Prentice Hall The text is intended to give you an overview of the field and a concise explanation of the theories and how they might apply to learning 2 WebCT Articles in PDF format that supplement and extend the text are posted on WebCT Some files are quite large therefore I suggest that you access and print them at Purdue 3 Pope D C 2001 Doing school How we are creating a generation of stressed out materialistic and miseducated students New Haven CT Yale University Press Format of Course This class will follow a seminar format Course readings include a text on motivation as well as a combination of theoretical and review articles and original empirical articles Class format will be a mixture of lecture and discussion primarily discussion There will be discussion questions provided each week to focus and guide reading of the articles Readings will stress the theoretical and empirical work and our discussions will focus on the analysis and synthesis of the different theories and research findings In general class discussion will focus on five issues 1 Theoretical What are the different psychological theories or models for the phenomena of interest Are they compatible with each other What are the important constructs Are these constructs relevant to the classroom context and if so how might they operate in the classroom 2 2 Empirical What are the empirical findings for the phenomena What is the utility of the research given the internal and external validity of the research design What types of empirical studies are needed in the area 3 Developmental How does the phenomena emerge developmentally How does the theory or model treat developmental issues If there are relevant developmental differences in the phenomena what are the implications for the model and pedagogy 4 Pedagogical What are the implications of the psychological theories and research findings for classroom teachers and their instructional behavior 5 Synthesis What new psychological models can be developed to explain the phenomena Given these new models what are the directions for future research Course Requirements 1 In class discussion 20 of grade Active involvement in class is an important part of the learning process I assume that all students will be actively involved in their learning and exploration of issues in this class Absences will adversely affect your participation grade 2 Short papers 45 of grade Three short papers 2 3 pages from a list of topics The purpose of these papers is to allow you to demonstrate understanding of important concepts from the readings and engage in theoretical analysis synthesis Due dates are associated with the topic of the paper One of the three papers will be about Pope s Doing School and due on November 19 in class Detail about topics and the due date for each will be provided See me if you wish to write a reaction paper on a topic of motivation not included in the list 4 Final paper 35 of grade You are required to write a scholarly paper that addresses some aspect of motivation from a psychological perspective There are a number of options including a literature review or a research proposal The topic can be an extension of one from the readings for class or from another area of motivation not specifically addressed in depth e g learned helplessness self concept self worth risk taking affect emotions motivation in special education students teacher motivation etc You may not turn in a paper that you are preparing or have prepared for another class if you are uncertain about any similarity please talk with me early preferably The final paper is due Tuesday December 4 by 5pm Yes it s the day after our last class So you have no reason to skip class to work on your paper at the last minute Written Papers I expect that students writing skills will reflect exemplary scholarship Assignments will be graded for grammar spelling punctuation capitalization and usage in addition to content All papers must be word processed or typed double spaced 12 point font reasonable margins Late papers will not be accepted Written papers must reflect your own work Note that whenever you use information or ideas that someone else has written about you must note where the information came from including 3 your text book See APA publication manual 5th Ed for how to do this Any time you take a phrase or sentence directly from any one else s writing you need to indicate this by the use of quote marks and give the page number in addition to author and year of publication Failure to do so is called plagiarism and is viewed very negatively as cheating or dishonesty in the academic community Papers that include plagiarism will earn a zero and may incur harsher penalties Grading Scale A 90 100 B 80 89 C 70 79 D 60 69 F 60 PURDUE COLLEGE OF EDUCATION POLICY STATEMENTS Academic Dishonesty Statement Purdue prohibits dishonesty in connection with any University activity Cheating plagiarism or knowingly furnishing false information to the University are examples of dishonesty Part 5 Section III B 2 a University Regulations Furthermore the University Senate has stipulated that the commitment of acts of cheating lying and deceit in any of their diverse forms such as the use of substitutes for taking examinations the use of illegal cribs plagiarism and copying during examinations is dishonest and must not be tolerated Moreover knowingly to aid and abet directly or indirectly other parties in committing dishonest acts is in itself dishonest University Senate Document 72 18 December 15 1972 Adaptive Programs Statement Students with disabilities must be registered with Adaptive Programs in the