Title

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

Authors

Authors

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

Comments

Authors: contact us about adding a copy of your work at STARS@ucf.edu

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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