Motivational Psychology and Educational Research.

This conference paper discusses two factors which seem to be responsible for the lack of clear progress in research dealing with motivation and learning in the schools: first, an overemphasis on the presumed influence of motivation on learning, which has resulted in a neglect of the many other processes that are directly influenced by motivational states; and second, a mechanistic conception of man which interferes with scientific progress. After an enumeration of the specific faults implicit in the present paradigm for motivational research in education, a new research paradigm is suggested which emphasizes the influence of cognitive processes on motivation. Also stressed is the need to develop a cognitive functionalism that is as precise as behavioral functionalism while not being immobilized by a mechanistic conception of man. Recommended research areas are: (1) intermediate difficulty, (2) intention, (3) intrinsic versus extrinsic motivation, (4) stages in achievement behavior, (5) the building of effort structures, (6) causal attributions for success and failure, (7) long-term motivational effects, and (8) achievement strivings among females. (CS)