Brophy, J. (2009). Connecting With the Big Picture . Educational Psycologist , 147-157.
Brophy presents five established authors regarding motivation in education and critiques each article. He starts with Eccles and her “value expectancy theory” which she has extended. Brophy breaks down the two key components of Eccles, the expectancy value theory and the identity value theory. In extending her theory, Brophy states that Eccles, “… now conceptualizes it more in terms of af- firming personal or collective identities” (Brophy, 2009). Eccles also, “…reinterpreted the concept of utility value to clarify that it refers to potential for fulfilling a goal that has some practical or adaptive importance to the individual but is not a personally central goal such as those associated with attainment value” (Brophy, 2009).
Brophy next presents a critique of LaGuardia who provides a relationship between identity theory and self determination theory. Brophy explains that “Incorporation of identity theory principles offers SDT a currently lacking entry into the content aspects of self-concepts and personal values, and incorporation of SDT principles enhances identity theorists’ bases for conceptualizing how socializers can support agentic identity development (by meeting the basic needs for autonomy, competence, and relatedness and by scaffolding exposures to learning opportunities)” (Brophy, 2009). Renninger “…argues that, and provides examples of how, educators’ planning of curriculum and instruction relating to particular school content can be informed by knowledge about both the current phase of learner interest in the content and the content’s relationship to the learners’ current phases of identity development” (Brophy, 2009).
Roser and Peck, outline “…Basic Levels of Self (BLoS) model of the self system, in which the Me-self provides automatic and minimally conscious direction of behavior based on stored memories of prior experiences in the situation and the I-self supplies the conscious awareness and thinking needed to focus attention when executive control is required to initiate and sustain volitional self-regulation” (Brophy, 2009). McClasin’s article ties in with identity theory by, “… accumulate, these participation experiences inform emergent identity: Who I am includes what I am and am not willing to do or become. McCaslin’s model exemplifies the potential contributions of social constructivist and sociocultural theories to work on motivation in education, including work on connections between motivation and identity” (2009).
The way Brophy presents the five articles is organized and easy to read and understand. As a reader you can go through the article as a whole or read the parts that are of most interest. This article was easy to follow because the author presents the theory and then expounds on it by relating it back to the his own interest in what the theory provides.
Brophy, Jere. “Connecting With the Big Picture .” Educational Psycologist (2009): 147-157.
This article was interesting because I am trying to put all my interests together and form the big picture. In the last nine weeks I’ve found many pieces to te puzzle of what I’m interested in research wise but currently struggling to fit them all in, if that is even possible. Motivation and education is also a high priority for me for both academic and professional reasons.