Methods for taking a situative approach to studying the development of motivation, identity, and learning in multiple social contexts

    Authors

    S. B. Nolen; C. J. Ward;I. S. Horn

    Comments

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    Abbreviated Journal Title

    Eur. J. Psychol. Educ.

    Keywords

    Motivation; Identity; Situative approach; Multiple contexts; Psychology, Educational

    Abstract

    In this article, our focus is on the methodological issues in taking a situative approach to studying the interconnected development of motivation, identity, and learning in multiple social contexts. We illustrate our description with data acquired from a cross-context, longitudinal, ethnographic study of novice teachers' learning, motivation, and identity development (Horn, (3), 201-239 2008; Nolen et al., , (1), 88-122, 2011; Nolen et al. 2009; Ward et al., , (1), 14-20, 2011). We focus our methodological discussion on structuring longitudinal interviews and the interdependence of interview and observational techniques in understanding motivation in social contexts, including the methodological challenges inherent in ethnographic work. One challenge we consider in depth is accounting for the interview as a social context in which motivation and identity develop as learning occurs and how this challenge is particularly important to address in longitudinal work. We end by raising some additional methodological issues in studying motivation, identity, and learning from a situative perspective.

    Journal Title

    European Journal of Psychology of Education

    Volume

    27

    Issue/Number

    2

    Publication Date

    1-1-2012

    Document Type

    Article

    Language

    English

    First Page

    267

    Last Page

    284

    WOS Identifier

    WOS:000304142000008

    ISSN

    0256-2928

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