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Session Type: Symposium
Whereas motivation research has contributed to identifying general associations between motivational constructs and patterns of action, little research has investigated the motivational underpinnings of individuals’ specific actions in particular situations. This session will include (1) an introduction to the importance of focusing on motivation for situated action; (2) four presentations of studies that investigated the motivational processes underlying individuals’ situated action in educational contexts using a complex dynamic systems model of role identity and motivation; (3) a critical discussion on motivational research that focuses on situated action; and (4) a facilitated audience conversation about the implications of focusing on situated action for motivational theory, research, and educational practice.
A Complex Dynamic Systems Perspective on Identity, Motivation, and Situated Action - Avi Kaplan, Temple University
Is This Worth Asking Now? Role Identity and Situated Help Seeking in an Introductory Statistics Course - Bradley W. Bergey, Queens College, CUNY
Urban Mathematics Teachers' Role Identity and Situated Actions When Teaching Mathematics for Students of Color - Lavina Sequeira, Felician University; Jamaal Matthews, University of Michigan - Ann Arbor
Situated Action as Collective Identity Exploration in an Informal Science Education Project - Joanna K. Garner, The Center for Educational Partnerships; Stephanie J. Hathcock, Oklahoma State University; Sheri Vasinda, Oklahoma State University - Stillwater; Rebecca Brienen, Oklahoma State University
Role Identity, Motivation, and Moment-by-Moment Decisions About Instructional Moves During Discussion Facilitation - Joseph Eisman, Temple University; Avi Kaplan, Temple University; Lightning Jay, Binghamton University - SUNY; Abby Reisman, University of Pennsylvania; Timothy Patterson, Temple University; Wendy Chan, The University of Pennsylvania; Jenni Conrad, Temple University