Maehr, M.L. (1976) Continuing motivation: An analysis of a seldom considered educational outcome. Review of Educational Research, 46(3), 443-462.

 

The author defines continuing motivation (CM) as the tendency to return to and continue working on tasks away from the instructional context in which they were initially confronted. "This return is presumably occasioned by a continuing interest in the task and not by external pressure of some kind." Maehr’s interest is built upon two critical reasons:

    1. Continuing motivation may be THE critical outcome of any learning.
    2. The school is to foster the continued education, not just at some point in time.

The author sees the school not just as the location in which learning occurs, but where it is initiated and fostered.

In order for continuing motivation to occur, it must first be identified as different and distinct from intrinsic motivation, because CM concentrates on very specific patterns of behavior. CM is further defined as a pattern of education-related behavior. CM involves a choice among options in which learning has been pursued or returned to under different contextual conditions after an interruption. Maehr writes that this involved variation in performance, choice of direction, and persistence.

Measurement of CM involves behavioral observation. Several options are explored:

    1. Asking students to sign up for activity at some future point.
    2. Observation of "returning behavior" in open-choice situations.
    3. Observing subjects taking materials with them, or ordering more materials.
    4. Observations of activity in the home, at play, or another locale.

These suggestions are just that – there was no data in the article indicating that these procedures had been attempted, and no hard data for study.

The author next explores possible antecedents of CM, and concludes that it is probable that multiple causes are involved. He then goes on to identify and enlarge upon four.

Situational: A situation that brings about negative effects on CM is conditions in which a reward is expected. Extrinsic incentives are problematic in fostering interest that is ongoing.

Organismic: "Achievement oriented" students appear to show more overall CM. This area needs more research to identify the types of students for whom CM is a strong option.

Person-situation Interaction: This involves such variables as classroom atmosphere, freedom of choice, choices available. Some students themselves might not take advantage of certain situations.

Contextual/Cultural: The author cautions against applying CM measurement techniques across all cultures. The possibility does exist that CM or its lack of may be a function of the culture and not the individual student. "Achievement behaviors is a culturally defined behavior". The author calls for research that follows up with observations of behavior in a variety of extra-school contexts, and in natural settings.

Maehr cites the works on achievement theory, attributional theory, evaluation-

anxiety theories, self-perception theory, and cognitive evaluations as all making contribution to understanding CM. The concept of self-regard in framing achievement behavior is examined in the closing paragraphs. The author sees self-confidence and personal competence related to a personal choice to continue learning engagement and individual motivation. Further, CM may be begun in certain classroom conditions, but be short-lived depending on the group dynamics and personal self-identity within the particular situation.

In concluding remarks, Maehr encourages the study of student’s "turning on" by specifically identifying four "next steps".

    1. Further interest in and study of measurement techniques.
    2. Further testing of a "freedom in learning hypothesis".
    3. Further study of the role of self-regard in predicting CM.
    4. Further study of cultural variables.

Personal Comment: This study is very old and I am sure the other article brings this concept into clearer focus.

Questions:

In your area of expertise, is there a way to develop your own research on this topic?

How would you go about this?

Are you able to provide opportunities to view this behavior in your area?

Is it at all applicable?

[Reading Summaries]