The relationship of trait to state motivation: the role of self-competency beliefs.

Choi KH1, Saperstein AM, Medalia A.

Author information
Abstract
Even when people with schizophrenia describe themselves as generally motivated and eager to
engage in activities, they may not actually be motivated in the present moment. In order to better
understand the relationship between trait and state motivation, we aimed to assess trait
motivation and state intrinsic motivation, and investigate their relations to each other and to
criterion-related variables including cognition, negative symptoms, and beliefs about one's own
competency-also known as perceived competency (PC). Further, we investigated whether PC
mediates the relationships between state intrinsic motivation (IM) and trait motivation
dimensions. Forty individuals with schizophrenia or schizoaffective disorders were administered
two self-report measures of motivation, the Motivational Trait Questionnaire (Kanfer, R.,
Ackerman, P., 2000. Individual differences in work motivation: further explorations of a trait
framework. Appl. Psychol. 49 (3), 470-482) and the Intrinsic Motivation Inventory for
Schizophrenia Research (Choi, J., Medalia, A., 2010. Intrinsic motivation and learning in a
schizophrenia spectrum sample. Schizophr. Res. 118, 12-19), as well as measures of PC,
cognition and symptoms. The results showed that in people with schizophrenia, trait approach
motivation, but not trait avoidance motivation, is positively correlated with state intrinsic
motivation and PC. There was evidence that PC partially mediates the relationship between trait
approach motivation and state intrinsic motivation to do the task. These results support the role
of therapies that directly address self-competency beliefs and set the groundwork for future
investigations on the impact of such treatments on motivation.
Copyright 2012 Elsevier B.V. All rights reserved.
PMID:
22627122
[PubMed - indexed for MEDLINE]
This study extended previous research on changes in childrens self-beliefs by
documenting domain-specific growth trajectories for 761 children across grades 1
through 12 in a longitudinal study of perceptions of self-competence and task
values. Hierarchical Linear Modeling was used to (1) describe changes in beliefs
across childhood and adolescence within the domains of mathematics, language
arts, and sports; (2) examine the impact of changes in competence beliefs on
changes in values over time in the same domains; and (3) describe gender
differences in mean levels and trajectories of change in competence beliefs and
values. The most striking finding across all domains was that self-perceptions of
competence and subjective task values declined as children got older, although the

extent and rate of decline varied across domains. For example, in language arts,
competence beliefs declined rapidly during the elementary school years, but then
leveled off or increased to some extent; whereas the decline in self-competence
beliefs in sports accelerated during the high school years. Significant gender
differences in beliefs were found in most domains; however, the gender differences
in developmental trajectories appeared to be domain specific rather than global.
Importantly, the gender differences between boys and girls did not systematically
increase with age, as predicted by some socialization perspectives. Adding
competence beliefs as an explanatory variable to the model for task values revealed
that changes in competence beliefs accounted for much of the age-related decline
in task values. In addition, competence beliefs accounted for most of the gender
differences in task values for language arts and sports.

Field Study 3 Episode

2 "Bulletin Board
Display"
Saturday, 18 January 2014

Learning Activity 2: Bulletin Board Display

Name of FS Student
Course: Year & Section
Resource Teacher
Cooperating School
( COBSAT)

:
:
:
:

Geraldine S. Sitoy
BTTE 4A
Ms. Carmen Savariz Signature:
Cagayan de Oro (Bugo) School of Arts and Trade

My Goal
At the end of this activity, I will be able to appraise the display boards as learning
resources according to its effectiveness in conveying messages/knowledge.
My Tasks

Bulletin boards are the most common and readily available learning resources in
any school. In this activity, I am going to observe and describe the bulletin board display
of the school visited.
To reach my goal, follow the boards below:

Step 1: Look around the school for a bulletin board.

Step 2: Choose one then describe and evaluate the display.
Step 3: Propose enhancement to the display to make it more effective.

My Tools
As you look around and examine board displays, use the activity form provided to
document your observations.

Observation Report
Name of School Observed: Cagayan de Oro (Bugo) School of Arts and Trades
(COBSAT)
Location of the School: Reyes Street, Bugo, Cagayan de Oro City
Date of Visit: December 13, 2013

Take note of the following details and write them in your observation report.

1. Number of Bulletin Board displays:

Five (5)
2. Location of Bulletin Board Displays (BBD):
Near the entrance gate, Hallway, Guest house, 2nd Floor Edtech Building
3. Describe each BBD in terms of the following:
a. The message(s) it provides:
Information to the readers and it is visible to everyone. Message were clear
enough
as I read it and it can also easily understood because there were no misspelled word

b. Images and Colors

Images can be seen from a good distance and arranged so stability is perceived.
Colors were very cogent and hold interest. It has an attractive color depending on
c.

Arrangement of information / messages

It is well organized and categorized according to content areas, sports and even
values.

4. Materials used in the display

The materials used in the display have a high quality but others were not that can last
for a long period of time
5. Errors noticed, if any
So far, there are no errors Ive notice because as far as I know, it is made mostly by the
Teacher.

6. Borders, if any
I appreciated much the boarders of each bulletin board because it has different designs.
7. Clarity of messages
It is visible and readable.

Photo documentation of the bulletin display here.

An Evaluation Report of a Bulletin Board

Location of the Bulletin Board Display: Near the entrance gate
Description of the Bulletin Board:
The bulletin board is not that so colorful but it is covered and protected with glass. It contain with vision,
mission and value statement of the school. and also the job vacancies where the students might have
some reference if they find work.

Evaluation
EVALUATION
Educational Content (Message)
The contents are relevant
are no
to the activities for the
involvement from the
Month
and content
are not updated

STRENGTH

WEAKNESSES

It is very effective if the student

If there

or viewers follow or perform

the task being posted

student

ENHANCED BULLETIN BOARD

My Analysis
Describe the board display design in term s of raising the target
audiences interests.
The style, selection of colors and materials, the title and the theme of the board display
seem
to be a teacher made. Since it is made by the teacher, I can say that everything being
posted
are being reflected on the likes and interest of both students, teachers as well as
parents who
are the main target.

Use of language in making the target audience understands of the

information
Commonly, English is the main language use as what Ive observed. The font and size
of the

words were formal enough to read and it can clearly seen. The words used are
appropriate to
the level of the learners.

The intention of the Board Display

In my point of view, Board display is for giving information to the viewers or readers and
convey
information. It is also serves as motivation tool for the students. By it designs, it holds
Information and provide learning.

My Suggestion(s)
I suggest that the bulletin board should have a right arrangements and proper sequence
in
giving and posting of information.

Based on your suggestion, propose a bulletin board display by using the form below.

PROPOSED BOARD DISPLAY

Theme:
All About Tourism
Board Title:
Vision on Sustainable Tourism
Objective(s):
To be able to promote how important tourism in our country.

You can make your display lay-out here. It may be hand-made; an electronic
generated one or a collage.

MY BOARD DISPLAY LAY-OUT

My Reflection

From what you have observed about the bulletin board display, what are the skills
that must be developed by a teacher?
Artistic A teacher must have a sense of making art in order to come up an attractive
bulletin board
Resourceful being resourceful enough, it will help a lot and can contribute to the
improvement of the bulletin board
Creativity - A teacher should be very creative in making bulletin boards so that
the
board will not be dry and boring to read and look at.
Good in grammar It is very important for teachers because they are model
and
teaches the correct grammar that are going to use.
Informative bulletin board display must be varied yet appropriate information
given

Did you have any experience designing or making a bulletin board? Which skill
do you already have?
Yes! I already have an experience in making or designing a bulletin board. When I was
in 2nd
year high school, one of my teachers asked me to help in making the bulletin board
display. It
was all about Nutrition Month Theme. I have a sense of resourcefulness and a little bit
creative. I learned how to make boarders and cut letters. It was really my first time to
make a
board display.

Are there skills you think you still need? Reflect on how you can acquire and
improve on these skills.
I think, I need to develop more my skills in Art because in designing a board display I
should.
Know how to make designs appropriate to the theme & combining colors so that the
board
Display will be more attractive. To become more artistic, I practice it when Im doing
usually on
portfolios, projects and making my instructional materials. Also, I need to develop my
informative skills by reading books, magazines, searching through internet, and most of
all
what are the latest events to update information.

Signature:
________________________

FIELD STUDY REFLECTIONS

Learning they say is hard so as to teaching. To learn, one must get to know the
different things, from simple ideas to more complex.
Also, in teaching, many things are to be learned not only by the students but also
to the part of the teacher.
In order a teacher to learn, he must be effective and well versed to the different
methods or strategies he will use to make his teaching more innovative. Effective
teaching is said to be achieved if a student has learned something from what the teacher
taught.

In these field studies, I have found out that real teaching can be seen when you
are in the location where the teaching and learning takes place. I believe that a teacher
can be developed if he sees the reality of teaching. And that's what I've experienced
during my Field Study journey.

FIELD STUDY 4 REFLECTION

by: Ana Marie A. Novales

I believe that everyone is unique in their

own ways. People have different personalities. Thus, they too have different abilities. As
for me, students are more likely a group of people who in one hand have different
capabilities. With their differences, I as a teacher must adjust to them for I believe that
when a teacher understands his/ her students and accepts the differences they have, the
teaching and learning will be achieved in its easiest ways with harmony.

FIELD STUDY 5 REFLECTION

by: Ana Marie A. Novales

"To Teach is to love the children"

This is actually true in the teaching field.It is a fact that when a teacher firsts
understands his learners, the learning is achieved with harmony. The teaching and
learning process should always be based on the learners' interest. Teachers must give
appropriate lessons that fit to the capabilities and likes of his learners. If in some
instances where students have difficulties in learning for they have learning disabilities
like dyslexia, the role of the teacher is to first change his strategies in teaching and make
sure that he will give the the special attention they needed.

FIELD STUDY 6 REFLECTION

by: Ana Marie A. Novales

The world of teaching doesn't only end at at school. It doesn't only end when the
school year ends or when the teacher finishers the chapters he taught from the book to
his students. It also doesn't end when your pen's ink becomes empty. To learn is to to
learn around. therefore, learning is everywhere and everywhere we learn different things
from the simplest to more complex of learning.
Simultaneously, as the learning takes place, of course we also have to remember that
everything that we learn from the past to the present, these things are such valuable for
these teach us how to become new and productive individuals. We are inspired of the
lessons we took and definitely, these will last forever in n our memory.
And for us we should always remember that we must be able to influence the minds
of many to become good and that we should be careful in touching the lives of people we
once be part with.