Thomas 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.
Thomas 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.
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).
At the conference of “Bildung und Begabung” [Education & Giftedness] 31 May 2016 with the title “Perspektive Begabung: Diversität als Chance” [Future of Giftedness: Diversity as an Opportunity] Thomas Martens delivered a keynote entitled “Motivation and Educational Perspectives of Gifted Children”.
While one child follows his interests and develops remarkable skills herein, the other child seems rather lackluster and disinterested. Researcher have long been agreed that motivation is a driving factor when giftedness is translated into performance. As different as young people are so different are their motivation profiles. Family, friends, and teachers – they all influence the development of motivation. This can be promoted by empathetic caregivers or be attenuated in critical phases of life. How can we, in the face of these different conditions, support children and young people developing motivation and regulating them properly? How can school or other learning environments handle these motivation processes? What help can be offered?
A podcast of this talk is online (german only):
This 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.
56: Issue 3 (special issue):
Emerging trends and future directions for the field of motivation psychology: A special issue in honor of Prof. Dr. Willy Lens
Guest edited by Maarten Vansteenkiste & Athanasios Mouratidis
- Vansteenkiste, M., & Mouratidis, A: Emerging Trends and Future Directions for the Field of Motivation Psychology: A Special Issue in Honor of Prof. Dr. Willy Lens. DOI: http://doi.org/10.5334/pb.354
- van der Kaap-Deeder, J. et al.: The Pursuit of Self-Esteem and Its Motivational Implications. DOI: http://doi.org/10.5334/pb.277
- Chen, B. et al.: Where Do the Cultural Differences in Dynamics of Controlling Parenting Lie? Adolescents as Active Agents in the Perception of and Coping with Parental Behavior. DOI: http://doi.org/10.5334/pb.306
- Cordeiro, P. et al.: The Portuguese Validation of the Basic Psychological Need Satisfaction and Frustration Scale: Concurrent and Longitudinal Relations to Well-being and Ill-being. DOI: http://doi.org/10.5334/pb.252
- Husman, J., Hilpert, J. C., & Brem, S. K: Future Time Perspective Connectedness to a Career: The Contextual Effects of Classroom Knowledge Building. DOI: http://doi.org/10.5334/pb.282
- Fryer, L. K. et al.: Understanding Students’ Instrumental Goals, Motivation Deficits and Achievement: Through the Lens of a Latent Profile Analysis. DOI: http://doi.org/10.5334/pb.265
- Gaudreau, P., & Braaten, A: Achievement Goals and their Underlying Goal Motivation: Does it Matter Why Sport Participants Pursue their Goals?. DOI: http://doi.org/10.5334/pb.266
- Michou, A. et al.: Building on the Enriched Hierarchical Model of Achievement Motivation: Autonomous and Controlling Reasons Underlying Mastery Goals. DOI: http://doi.org/10.5334/pb.281
- Delrue, J. et al.: Intrapersonal Achievement Goals and Underlying Reasons among Long Distance Runners: Their Relation with Race Experience, Self-Talk, and Running Time. DOI: http://doi.org/10.5334/pb.280
- Vansteenkiste, M., Fernandez, L., & Mouratidis, A: A Tribute to Dr. Willy Lens. DOI: http://doi.org/10.5334/pb.355
*Picture of Willy Lens by Anja Van den Broeck
Sorry, this entry is only available in Deutsch.
In this study, we investigated how empirical indicators of test-taking engagement can be defined, empirically validated, and used to describe group differences in the context of the Programme of International Assessment of Adult Competences (PIAAC). The approach was to distinguish between disengaged and engaged response behavior by means of response time thresholds. DOI: [http://www.oecd-ilibrary.org/education/test-taking-engagement-in-piaac_5jlzfl6fhxs2-en] [PDF]
New research projekt started: Sensor Measures of Motivation for Adaptive Learning (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).
Source: Doi: 10.1787/gov_glance-2015-en
This is probably unique in the OECD countries: only in Germany people with a high level of education use less social media (no or low formal education: 51%, high formal education: 42%). In all other OECD countries people with a high level of education use social media more frequently.
Based on the Eurostat survey on “ICT usage by individuals”. To differentiate the take-up of social media, the survey uses different categories of educational attainment based on the International Standard Classification of Education (ISCED). “High formal education” refers to ISCED levels 5 or 6; “low or no formal education” refers to ISCED levels 0, 1 or 2. Countries are ordered by size of the difference between the two measures. More information: http://ec.europa.eu/eurostat/cache/metadata/EN/isoc_bde15c_esms.htm.