Submit an introductory literature review that would be similar to the introduction of the manuscript for a research paper. This will provide a conceptual overview of a topic of you
ubmit an introductory literature review that would be similar to the introduction of the manuscript for a research paper. This will provide a conceptual overview of a topic of your choice (related to learning and motivation), synthesizing for the reader what research has been previously conducted on the topic, what theoretical frameworks have guided this work, what is currently known about the topic, and what is not (yet) known. This paper should NOT be a simple listing of previous studies that have been conducted and what was done in those studies. Instead, you should build a story about what the status of current knowledge is on your topic based on your scholarly examination of the literature; YOUR VOICE and YOUR SYNTHESIS of the literature on this topic as an author must be clear in this literature review.Some writing tips:
- Every journal article begins with a literature review. Model yours after one from this class or a previous class you've taken that you found easy to read.
- Do not begin paragraphs by mentioning a study or authors. Start paragraphs with a thought, important point you want to make, or a question that you will address in that paragraph.
- Keep your focus narrow–select a small number of variables that are related to the topic you've selected and review the research that has been conducted to study the impact of those variables on your topic. You want to aim for scholarly depth rather than comprehensive breadth. This will help you with #4 below.
- Your literature review should end with a statement of critical research questions that are of interest to you and two or more specific hypotheses that you one might design a study to test.
- Review the evaluation rubric before you turn in your paper to make sure you have hit all of the expected elements.
Length: 10-15 pages (not including cover page & references)References: Minimum 10 peer-reviewed empirical (original) scholarly articles
Note: *A scholarly journal article is one that has been peer-reviewed. An original research article includes the first-time report of a research study or studies the author(s) conducted including methodology, results, and discussion. If your article does not have a Methods section and participants, it is not the right type of article for this assignment. If you are not sure about the article(s) you have selected, please ask your professor.
According to the APA manual (p. 10),"Literature reviews are critical evaluations of material that has already been published. By organizing, integrating,and evaluating previously published material, authors of literature reviews consider the progress of research toward clarifying a problem. In a sense, literature reviews are tutorials, in that authors
- define and clarify the problem;
- summarize previous investigations to inform the reader of the state of research;
- identify relations, contradictions, gaps, and inconsistencies in the literature; and
- suggest the next step or steps in solving the problem."
Be sure to use APA style, including appropriate grammar, spelling, and mechanics, as well as citations and references.
WEEK 7 THEORIES OF LEARNING AND MOTIVATION
OVERVIEW
TRANSFER AND PROBLEM SOLVING
SOCIAL PROCESSES IN KNOWLEDGE CONSTRUCTION
ASSIGNED READINGS AND MATERIALS
CHAPTER 12: METACOGNITION, SELF-REGULATED LEARNING, AND STUDY STRATEGIES
CHAPTER 13: TRANSFER, PROBLEM SOLVING, AND CRITICAL THINKING
ASSIGNMENTS
1. DISCUSSION
2. ASSIGNMENT: LITERATURE REVIEW
DISCUSSION BOARD
• PART 1
• FIND A RECENT RESEARCH ARTICLE IN A PEER-REVIEWED JOURNAL ON ONE OF THE TOPICS FROM
CHAPTERS 12 AND 13 (METACOGNITION, SELF-REGULATED LEARNING, TRANSFER, PROBLEM-SOLVING,
OR CRITICAL THINKING). PROVIDE A SUMMARY OF THE METHODS AND RESULTS REPORTED IN THAT
STUDY. THEN, EXPLAIN HOW THE FINDINGS FROM THIS RESEARCH ARTICLE RELATE TO THE CONTENT
FROM CHAPTERS 12 AND 13.
• PART 2
• REFLECT ON YOUR EXPERIENCES AS AN ONLINE GRADUATE STUDENT AND WHAT YOU PERSONALLY
MAKE OF WHAT YOU'VE WRITTEN ABOUT FOR PART 1. HOW CAN YOU APPLY WHAT YOU LEARNED
ABOVE TO THE REST OF YOUR GRADUATE EDUCATION? WHAT DO YOU WISH YOU KNEW ABOUT
SOONER?
LIT REVIEW
LITERATURE REVIEWS ARE CRITICAL EVALUATIONS OF MATERIAL THAT HAS ALREADY BEEN PUBLISHED. BY
ORGANIZING, INTEGRATING, AND EVALUATING PREVIOUSLY PUBLISHED MATERIAL, AUTHORS OF
LITERATURE REVIEWS CONSIDER THE PROGRESS OF RESEARCH TOWARD CLARIFYING A PROBLEM. IN A
SENSE, LITERATURE REVIEWS ARE TUTORIALS, IN THAT AUTHORS
DEFINE AND CLARIFY THE PROBLEM;
SUMMARIZE PREVIOUS INVESTIGATIONS TO INFORM THE READER OF THE STATE OF RESEARCH;
IDENTIFY RELATIONS, CONTRADICTIONS, GAPS, AND INCONSISTENCIES IN THE LITERATURE;
AND SUGGEST THE NEXT STEP OR STEPS IN SOLVING THE PROBLEM.
• PAGE RANGE: 10-15 PAGES
• REFERENCES: 10 PEER-REVIEWED JOURNAL ARTICLES THAT REPORT ON ORIGINAL STUDIES THAT
HAVE BEEN CONDUCTED (NOT SECONDARY SOURCES).
• APA STYLE
LIT REVIEWS
• THINK OF YOUR LITERATURE REVIEW (PAPER) NOT JUST AS A SUMMARY OF PREVIOUS RESEARCH
BUT AS AN ARGUMENT/POINT YOU ARE MAKING.
• PREVIOUS RESEARCH THEN SUPPORTS YOUR ARGUMENT
• ANSWERS THE “SO WHAT?” QUESTION
• LITERATURE REVIEWS ARE FOUND AT THE BEGINNING OF EVERY EMPIRICAL RESEARCH ARTICLE
• DEVELOP A HABIT TO READ ARTICLES NOT JUST FOR WHAT THEY DID/FOUND BUT HOW THEY
DISSEMINATED THE INFORMATION
Examples
Paper Section: Cover Page
Title should be related to your topic
Bold and center title
Include page number (upper right hand corner)
Title case for the title
Title Case: -Capitalize the first word of the title/heading and of any subtitle/subheading; -Capitalize all “major” words (nouns, verbs, adjectives, adverbs, and pronouns) in the title/heading, including the second part of hyphenated major words (e.g., Self-Report not Self-report); and -Capitalize all words of four letters or more.
Paper Section: Introduction
1. Title (same as on cover page)
2. Introduction:
a. introduces the topic, describes the
significance of the problem, and tells the reader
what to expect
b. end with a description of the purpose of the
paper
For lit reviews solely the “purpose” involves
what will be covered in the paper (themes)
Paper Section (body of paper)
1. Use section headings
2. Begin paragraphs with a major
point/overview
3. Include citations to support your points
(analyze & evaluate)
4. Paraphrase (do not use direct quotes)
Paper Section (body of paper)
1. Use synthesis throughout your paper
2. Starts paragraph with main point (not
authors or a “study by”)
3. Include multiple references in each section
4. Support your arguments with in-text
citations
Paper Section: Conclusion
1. Use heading for conclusion/discussion
2. Discuss future research directions
3. Include synthesis of previous research
(looking across studies)
– Many studies
– Few studies
4. Include specific suggestions
Paper Section: References
1. Bold centered title for
References
2. Each citation should be
referenced (minimum 10
scholarly peer-reviewed
journal articles)
3. Order entries alphabetically by
first author last name
4. Use APA format for journal
articles (periodicals)
Author, A. A., Author, B. B., & Author, C. C. (Year). Title
of article. Title of Periodical, volume number(issue
number), pages. http://doi.org/xx.xxx/yyyyy
WRITING MECHANICS
1. FORMAL WRITING
1. UNBIASED (FAIRLY ANALYZE AND EVALUATE STRENGTHS AND WEAKNESSES OF RESEARCH)
2. IMPERSONAL (DO NOT USE PERSONAL PRONOUNS SUCH AS “I”, “YOU”, “WE”)
3. FACT-BASED ARGUMENTATION (USE FACTS FROM RESEARCH TO SUPPORT YOUR POINTS)
2. SMOOTHNESS OF EXPRESSION
• CLEAR
• SPECIFIC
• AVOID VAGUE OR MEANINGLESS PHRASES
ORGANIZATION & WRITING MECHANICS
ORDER IN WHICH YOU PRESENT DIFFERENT PARTS OF YOUR ARGUMENT
1. USE HEADINGS
2. BEGINNING PARAGRAPHS WITH MAIN POINTS (NOT AUTHORS OR A SPECIFIC STUDY)
3. USE TRANSITIONS STRATEGICALLY
Introduction • introduces the topic, describes the significance of the problem, and tells the reader what to expect (thesis statement)
Lit Review & Critical Thinking • evaluate and analyze existing research (synthesis)
• evaluates theoretical perspectives and research findings
Creative thinking & Discussion • summary and future areas of research
Organization
• headings and transitions
Writing Mechanics & Writing Precision • Grammar, punctuation, spelling (writes clearly and concisely, include transitions, and begin paragraphs with main points)
• Clear and concise writing
Feedback, Minimum Requirements & APA style
- Slide 1: Week 7
- Slide 2: overview
- Slide 3: Discussion board
- Slide 4: Lit Review
- Slide 5: Lit Reviews
- Slide 6: Examples
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12: Writing Mechanics
- Slide 13: Organization & Writing Mechanics
- Slide 14
,
2
Title: Understanding the Role of Intrinsic Motivation in Learning: A Literature Review
Barbara Maclure
Keiser University
Dr. Daniels
08/06/2023
Introduction: This literature review aims to explore and synthesize the existing research on the topic of intrinsic motivation and its influence on learning in the field of psychology. The paper seeks to provide a conceptual overview of the subject, examine the theoretical frameworks that have guided previous work, summarize the current knowledge, and identify gaps that require further investigation.
The Concept of Intrinsic Motivation: In this section, we will define intrinsic motivation and its significance in the context of learning. Intrinsic motivation refers to the inherent desire and internal drive to engage in an activity for its own sake, without external rewards. Studies by Deci and Ryan (1985) have emphasized the role of autonomy, competence, and relatedness as the pillars of intrinsic motivation. (More sources will be added on final paper)
The Impact of Intrinsic Motivation on Learning: This section will explore the influence of intrinsic motivation on learning outcomes and academic achievement. Research by Harter (1981) suggests that students who are intrinsically motivated demonstrate better problem-solving skills and a higher level of engagement in the learning process. (More sources will be added on final paper)
Factors Affecting Intrinsic Motivation: Here, we will discuss various factors that contribute to or hinder intrinsic motivation in educational settings. Studies by Vallerand (1997) have identified the role of passion and interest in sustaining intrinsic motivation, while research by Hidi and Renninger (2006) highlights how external pressures can undermine it.
The Role of Teachers and Parents in Fostering Intrinsic Motivation: This section will examine the impact of teachers and parents on students' intrinsic motivation. Studies by Reeve (2009), Sansone and Tang (2021) have shown that supportive and autonomy-supportive teaching practices can enhance students' intrinsic motivation and foster a love for learning.
Intrinsic Motivation and Academic Performance: In this part, we will explore the relationship between intrinsic motivation and academic performance. Research by Gottfried (1985) reveals a positive association between students' intrinsic motivation and their achievements in various academic subjects. (More sources will be added on final paper)
The Intersection of Intrinsic and Extrinsic Motivation: This section will delve into the interplay between intrinsic and extrinsic motivation and how they can complement or conflict with each other. Deci and Ryan's (1985) Self-Determination Theory provides insights into the dynamic between these two types of motivation. (More sources will be added on final paper)
The Role of Intrinsic Motivation in Online Learning: This section will focus on the relevance of intrinsic motivation in the context of online learning environments. Research by Wang and Zhang (2022) has examined how intrinsic motivation impacts students' engagement and success in online courses. (More sources will be added on final paper)
Intrinsic Motivation and Lifelong Learning: Here, we will discuss the implications of intrinsic motivation for lifelong learning and continuous skill development. Studies by Di Domenico and Ryan (2017) explore the connection between intrinsic motivation and the pursuit of knowledge beyond formal education. (More sources will be added on final paper)
Gaps in Current Research: This section will identify gaps in the existing literature and areas that require further investigation. While several studies have focused on the positive effects of intrinsic motivation, more research is needed to understand its mechanisms and the role of cultural factors (Chirkov et al., 2003). (More sources will be added on final paper)
Conclusion: In conclusion, this literature review has provided an in-depth analysis of intrinsic motivation and its impact on learning. The synthesis of empirical research has highlighted the importance of fostering intrinsic motivation to promote effective and lifelong learning experiences. Nevertheless, further research is required to explore the intricacies of intrinsic motivation and its potential integration with other motivational factors.
References
Chirkov, V., Ryan, R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and well-being. Journal of Personality and Social Psychology, 84(1), 97-110.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.
Di Domenico, S. I., & Ryan, R. M. (2017). The emerging neuroscience of intrinsic motivation: A new frontier in self-determination research. Frontiers in Human Neuroscience, 11, 145.
Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77(6), 631-645.
Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17(3), 300-312.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127.
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159-175.
Sansone, C., & Tang, Y. (2021). Intrinsic and extrinsic motivation and self-determination theory. Motivation Science, 7(2), 113.
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271-360.
Zhu, Y., Xu, S., Wang, W., Zhang, L., Liu, D., Liu, Z., & Xu, Y. (2022). The impact of Online and Offline Learning motivation on learning performance: the mediating role of positive academic emotion. Education and Information Technologies, 27(7), 8921–8938. https://doi.org/10.1007/s10639-022-10961-5
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