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روان شناسی و مشاوره::
پدیده های انگیزشی
In contrast to the Implicit Needs perspective on motivation, the behaviorist approach views the environment, rather than the person, as the primary source of motivational phenomena.
Interest has been used to refer to several motivational phenomena, including (1) a lasting preference for certain content or activity; (2) the phenomenological state of attention, concentration, and emotional connection with an activity or content; and (3) features of environments that elicit the state of focused attention and emotional engagement with the content (Hidi, 2006).
And, most relevant to the current chapter, they consider motivational phenomena as highly contextualized, which challenges traditional views of generalizability and ways to institute educational changes, as we highlight later in this section.
The apparent implication is that those interested in investigating and designing motivating learning environments should con- sider their ideological stance and align themselves with a particular set of assumptions, endorsing either the individual or the context as the primary source of motivation, either stability or malleability as characterizing motivational phenomena, and either the incen- tive structure or discourse as the primary mechanisms of motivational change.
However, as researchers and educators have come to understand, such dichotomous distinctions fail to capture the complexity, richness, and dynamic nature of motivational phenomena (Pintrich, 2003).
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