Achievement Goal Theory: Nicholls’ (1984) achievement goal theory is based on developmental ideas regarding how young people move through a temporal process whereby the concept of ability is gradually differentiated from effort, task difficulty, and luck (Harwood, C. 2020).
Agency-Identity Framework: According to this framework, identity is not a fixed essence that is formed and contained within an individual. Rather, it is an ever-evolving construct whose meaning is negotiated continuously through social interaction. As a result, one‘s sense of identity is integrally tied to the perceptions and reactions of others (Davis & Singh, 2015).
Connectivism: This developmental theory “may attempt to take strides toward becoming an established formal theory over time” and can “lead to empirical research that can then validate—or disprove—formal hypothesis posited within the framework of the scientific method (Raish & Rimland, 2016).
Expectancy-Value Theory: Individuals’ expectancies for success and the value they have for succeeding are important determinants of their motivation to perform different achievement tasks (Wigfield, 1994).
Information Literacy Framework:
PEI Model (Plan, Implement, Evaluate): “Encourages an emphasis on considering how technology assists with instructional design, focusing on the what, when, why, and how. This phase produces an artifact or plan that is then put into action during implementation followed by evaluating both learner performance and instruction effectiveness” (Dousay, (2017, p.4).
References
Davis, K., & Singh, S. (2015). Digital Badges in Afterschool Learning Digital Badges in Afterschool Learning: Documenting the Perspectives and Experiences of Students and Educators. http://www.elsevier.com/open-access/userlicense/1.0/
Dousay, T. A. (2017). Instructional Design Models. Foundations of Learning and Instructional Design Technology, 1–17.
Harwood, C. G., & Thrower, S. N. (2020). Motivational climate in youth sport groups. The Power of Groups in Youth Sport, 145–163. https://doi.org/10.1016/B978-0-12-816336-8.00009-3
Raish, V., & Rimland, E. (2016). Employer perceptions of critical information literacy skills and digital badges. College and Research Libraries, 77(1), 87–113. https://doi.org/10.5860/crl.77.1.87
Wigfield, Allan. (1994). Expectancy-Value Theory of Achievement Motivation: A Developmental Perspective. Educational Psychology Review. 6. 49-78. 10.1007/BF02209024.
Recent Comments