Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Acheivement Motivation

By Daniel Thomas Hickey. The Elementary school journal, 2003

166 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/0bb8b4b6f341ed1fe477a9a34e851a38bafcd2c0

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In Developmental and Educational Psychology

In Human Factors and Ergonomics

Citations in the corpus

Understanding the dynamics of motivation in socially shared learning (2008, background): “Hickey (2003) and McCaslin and Hickey (2001) point out that from the socio-cultural and systemic perspective motivation is fostered, shaped and maintained through an active and on-going process of co-regulation.”
Self- and Social Regulation in Learning Contexts: An Integrative Perspective (2009, background): “Within this perspective, coregulation is not directed at the achievement of explicit individual or collective goals (which would provide a direct link to self-regulation) but aimed at productive coparticipation in a social activity, with impact on individual development in the broad sense (e.g., ide”
Motivation and Transfer: The Role of Mastery-Approach Goals in Preparation for Future Learning (2012, background): “The situated view has considered how issues of identity lead to whether or not people become engaged in participation (Greeno and the Middle School Mathematics through Application Project, 1998; Hickey, 2003), but even this work has not systematically investigated the role of motivation in knowledge”
Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures (2018, background): “Educational psychology research, inclusive of school belonging, typically suggests that motivation is perceptual rather than structural (Hickey, 2003; Zusho & Clayton, 2011).”
Promoting Student Engagement in the Classroom (2014, background): “The sociocultural approach, as it applies to educational settings, suggests learning, motivation, and engagement are co-constructed and co-regulated among students and teachers (Hickey, 2003).”
Group work at university: significance of personal goals in the regulation strategies of students with positive and negative appraisals (2006, background): “…perspective, groups and the broader social and structural aspects of the communities in which they are located are assumed to provide affordances and constraints for members to participate, or alternatively to stay at the periphery or avoid engagement (McCaslin & Hickey, 2001; Hickey, 2003).”
Culturalizing Achievement Goal Theory and Research (2011, background): “Second, in recent years, there has been a move, albeit a tentative one, toward a more contextually based, sociocultural view of motivation given mounting evidence that motivation often varies as a function of academic tasks and the larger classroom environment (Hickey, 2003; Nolen & Ward, 2008).”
Co-Regulation of Student Motivation and Emergent Identity (2009, background): “…however, scholars differ considerably in the attention and power they ascribe to the three sources of influence, most notably on the primacy of culture (e.g., Moll & Gonzalez, 2004), social participation (Greeno, 2006; Hickey, 2003; Lave, 1988; Rogoff, 1990), and the nature of participation.”
Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes (2010, background): “…(Nolen & Ward, 2008), however, and consistent with the social construction conceptualization of motivation it is argued that the extent to which a group engages productively in the activity cannot be predicted from the aggregated motivational characteristics of its members (Hickey, 2003).”
Understanding Regulated Learning in Situative and Contextual Frameworks (2015, background): “These models also consider the regulation of learning from a social viewpoint, understanding regulation mechanisms to be actualized in interpersonal interactions (Hickey, 2003; Walker, 2010).”