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The Situated Dynamics of Purposes of Engagement and Self-Regulation Strategies: A Mixed-Methods Case Study of Writing


by Avi Kaplan, Einat Lichtinger & Michal Margulis — 2011

Background: Common conceptions of motivation and self-regulation view them as related but distinct entities. Most research on motivation and self-regulation investigates quantitative relations between level (e.g., self-efficacy) or type of motivation (e.g., mastery goals) and level of self-regulation.

Purpose: Alternatively, the current study proposes that motivation and self-regulation strategies are integrated in purpose-strategies action orientations, which are constructed through a situated and dynamic meaning-making process.

Participants and Setting: The current study presents a case analysis of one Israeli ninth-grade female student who engaged in a writing task.

Research Design: The qualitative case study employed mixed-methods data that included traces in the written product, microprocesses observation, stimulated-recall interview, and a general interview. Analysis sought to triangulate findings from the multiple data sources in order to construct the dynamic and situated flow of purpose of engagement and strategies.

Findings: Triangulation of data from these different sources demonstrated that individual and contextual characteristics interacted to result in a dynamic flow of situated purpose-strategies actions along the student�s engagement in the writing task.

Conclusions: The findings suggest that the situated purpose of engagement should be an integral element in conceptions of self-regulation; that different purposes may call for different types of self-regulation; that conceptualization and investigation of motivation and self-regulation should be domain specific; and that mixed methods, as used in this article, can provide productive tools to assess the dynamic and situated process of self-regulation.



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Cite This Article as: Teachers College Record Volume 113 Number 2, 2011, p. 284-324
http://www.tcrecord.org ID Number: 15978, Date Accessed: 7/23/2014 10:08:43 PM

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About the Author
  • Avi Kaplan
    Temple University
    AVI KAPLAN is an associate professor in the Department of Psychological Studies in Education at the College of Education, Temple University. His research interests include students’ motivation, identity formation, and self-regulation.
  • Einat Lichtinger
    Oranim Academic College, Israel
    EINAT LICHTINGER is a lecturer at the Department of Special Education, Oranim Academic College. Her main interests are self-regulation, writing, and learning strategies.
  • Michal Margulis
    Ben Gurion University of the Negev, Israel
    MICHAL MARGULIS is a school psychologist at the Educational-Psychological Service of the Tel- Aviv municipality and a graduate of the graduate program in school psychology in the Department of Education, Ben Gurion University of the Negev, Israel.
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