Short Portrait

Jul 052011
 

Dr. Thomas MartensThomas Martens is Professor for Educational Psychology at the Medical School Hamburg.  He is contract teacher at the Goethe University of Frankfurt am Main in educational psychology and education. Thomas Martens was senior researcher and test coordinator in the Technology-Based Assessment (TBA) Project at the German Institute for International Educational Research (DIPF) in Frankfurt. Now he is an associated scientist at the DIPF. He holds degrees in psychology and higher education, and a Ph.D in psychology. He served as chair for the “International Conference on Motivation 2012” and led the International Scientific Board for the “International Conference on Motivation 2014”. Thomas Martens coordinated the Special Interest Group “Motivation and Emotions” within the European Association for Learning and Instruction (EARLI) and is member of the Editorial Board of Frontline Learning Research. He is a project manager in the joint project “Sensor Measures of Motivation for Adaptive Learning (SensoMot) (SensoMot)“. Thomas Martens has a strong background in testing and evaluation, e-learning, as well as in motivational regulation.

Photo: Fotorismus for DIPF
Background Photo: schmetterling01 / pixelio.de
Texture: Mysitemyway Design Team

New Book on Self-Determination Theory by Ryan & Deci. The Selfdeterminationtheory.Org Homepage offers an initial discount!

May 012017
 


A New Book on Self-Determination Theory by Ryan & Deci has been released. The Selfdeterminationtheory.Org Homepage offers an initial discount here!

Self-determination theory (SDT) provides a framework for understanding the factors that promote motivation and healthy psychological and behavioral functioning. In this authoritative work, the codevelopers of the theory comprehensively examine SDT’s conceptual underpinnings (including its six mini-theories), empirical evidence base, and practical applications across the lifespan. The volume synthesizes a vast body of research on how supporting—or thwarting—people’s basic needs for competence, relatedness, and autonomy affects their development and well-being. Chapters cover implications for practice and policy in education, health care, psychotherapy, sport, and the workplace.

The International Conference on Motivation 2018 will be held at Aarhus University, Denmark

Apr 062017
 

The next International Conference on Motivation 2018 will be held at Aarhus University, Danish School of Education, Denmark. The chair will be Niels Bonderup Dohn

Verified Dates:
Summer school: 12th – 14th August 2018 (Sunday – Tuesday)
ICM: 15th – 17th August 2018 (Wednesday – Friday)

More information will be available soon at: http://motivation-emotion.eu/conferences/

Fostering Learning at University: the Heterogeneity of Motivational Processes

Jul 282016
 

Heterogenitaet2Thomas Martens conducted a workshop on 30 June 2016 at the TU Dresden with the title “Fostering Learning at University: the Heterogeneity of Motivational Processes”. This workshop showed different ways of learning motivation and how the individual learning processes of students can be promoted. ILHM_e

As theoretical basis served the Integrated Model of Learning and Action (IMLA) which divides the typical processes of learning in three main phases (motivation, intention and volition phase) and defines the relationship to the findings in neuro science from Juliu Kuhl (2000).

Photo: kanenas.net

Different Transitions towards Learning at University: Exploring the Heterogeneity of Motivational Processes

Jul 262016
 

Transitions_smallThis chapter discusses transitions towards learning at university from a perspective of regulation processes. The Integrated Model of Learning and Action is used to identity different patterns of motivational regulation amongst first-year students at university by using mixed distribution models. Five subpopulations of motivational regulation could be identified: students with self-determined, pragmatic, strategic, negative and anxious learning motivation. Findings about these patterns can be used to design didactic measures to support students’ learning processes.

Please find a preview of this chapter here.

Please cite this chapter as: Martens, T. & Metzger C. (in press). Different Transitions of Learning at University: Exploring the Heterogeneity of Motivational Processes. Erscheint in E. Kyndt, V. Donche, K. Trigwell & S. Lindblom-Ylänne (Eds.), Higher Education Transitions: Theory and Research. EARLI Book Series “New Perspecitves on Learning and Instruction”. London: Routledge.

Sensor Measures of Motivation for Adaptive Learning (SensoMot)

Apr 012016
 

New research projekt started: Sensor Measures of Motivation for Adaptive Learning (SensoMot)

Research Project SensoMot

Motivation is one major factor for facilitating deep learning processes. The goal of the research project „SensoMot“ is to predict critical motivational conditions using sensor measures. By deriving adaptive mechanisms, the learning process can subsequently be tailored to the motivational needs of the learner (project description).

Motivationsprozesse im Jugend- und Erwachsenenalter [Motivation Processes in Adolescence and Adulthood]

Jul 032015
 

ILHM2015This article examines conditions for a successful motivation for education and training: Why can many teenagers and young adults easily motivate themselves for schools and education, while other show serious motivational difficulties? On the base of identified motivational processes measures are suggested that educational institutions can provide.

[http://nbn-resolving.de/urn:nbn:de:0111-pedocs-109762] [pdf]

(available in German language only – sorry!!!)