The relationship between intrinsic motivation and academic achievement for first generation Latino college students

Hispanic students are pursuing higher education more than in previous years and they often represent their family as the first member to attend college (Strage in Coll Stud J 33:198–205, 1999). Past educational research has studied the influence of intrinsic motivation on academic achievement in various ethnically diverse elementary, middle school and high school student populations (Areepattamannil in Soc Psychol Educ 15:367–386, 2012; Crumpton and Gregory in J Educ Psychol 104:42–53, 2011; Lepper et al. in J Educ Psychol 92:184–196, 2005). Despite the fact that many studies using college student samples have also shown the positive role of intrinsic motivation with achievement outcomes (Harackiewicz et al. in Educ Psychol 33:1–21, 1998; Simons et al. in Br J Educ Psychol 74:343–360, 2004; Vallerand and Bissonnette in J Pers 60:599–620, 1992), few studies focus on Latino samples. We expect that intrinsic motivation may play an important role in the academic achievement of Latino students, particularly first generation college students. The current review will examine self-determination theory, including intrinsic motivation and extrinsic motivation, as well as relevant research pertaining to the connection between intrinsic motivation and academic achievement. The relationship between intrinsic motivation and academic achievement for first generation Latino college students will be examined along with ways to increase intrinsic motivation and academic achievement in turn. Implications for future research will be discussed.     

Defending the Content Approach to Aesthetic Experience

This article defends the content approach to aesthetic experience. It begins by sketching this approach to aesthetic experience. It then rehearses certain recent criticisms of the view by Alan Goldman and attempts to rebut them. One of those criticisms raises a long‐standing concern about the author's account that has recently been called the “qua” problem. The article concludes by putting this issue to rest.     

The Problem of Relevance and the Future of Philosophy of Religion

Despite the growth in research in philosophy of religion over the past several decades, recent years have seen a number of critical studies of this subfield in an effort to redirect the methods and topics of inquiry. This article argues that in addition to problems of religious parochialism described by critics such as Wesley Wildman, the subfield is facing a problem of relevance. In responding to this problem, it suggests that philosophers of religion should do three things: first, be critically self‐aware about their aims of inquiry; second, investigate concepts used by other philosophers, scientists, and religious studies scholars to identify and dispel confusion about religions; and third, following the model of applied ethics, work to clarify concepts and advance arguments of contemporary practical urgency.     

Effect of motivation on academic fluency performance in survivors of pediatric medulloblastoma

It has been proposed previously that extrinsic motivation may enable survivors of childhood medulloblastoma to significantly improve aspects of neurocognitive performance. In healthy populations, enhanced motivation has been shown to promote academic fluency, a domain likely more relevant to the educational outcomes of pediatric medulloblastoma survivors than academic skill development. The present study investigates the effect of enhanced extrinsic motivation on fluent (i.e., accurate and efficient) academic performance in pediatric medulloblastoma survivors. Participants were 36 children, ages 7–18, who had completed treatment for medulloblastoma. Participants completed a neuropsychological battery that included administration of equivalent tasks on Forms A and B of the Woodcock-Johnson III Tests of Achievement. Half were randomly assigned to an incentive condition prior to the administration of Form B. Provision of a performance-based incentive resulted in statistically significant improvement, but not normalization of function, in performance on measures of academic fluency. No demographic, treatment-related, academic, neuropsychological, or self-perception variables predicted response to incentive. Findings suggest that academic performance of survivors may significantly improve under highly motivating conditions. In addition to implications for educational services, this finding raises the novel possibility that decreased motivation represents an inherent neuropsychological deficit in this population and provides a rationale for further investigation of factors affecting individual differences in motivational processes. Further, by examining effort in a context where effort is not inherently suspect, present findings also significantly contribute to the debate regarding the effects of effort and motivation on neuropsychological performance.     

A Virtue-Based Defense of Mathematical Apriorism

Mathematical apriorists usually defend their view by contending that axioms are knowable a priori, and that the rules of inference in mathematics preserve this apriority for derived statements—so that by following the proof of a statement, we can trace the apriority being inherited. The empiricist Philip Kitcher attacked this claim by arguing there is no satisfactory theory that explains how mathematical axioms could be known a priori. I propose that in analyzing Ernest Sosa’s model of intuition as an intellectual virtue, we can construct an “intuition–virtue” that could supply the missing explanation for the apriority of axioms. I first argue that this intuition–virtue qualifies as an a priori warrant according to Kitcher’s account, and then show that it could produce beliefs about mathematical axioms independent of experience. If my argument stands, this paper could provide insight on how virtue epistemology could help defend mathematical apriorism on a larger scale.     

Exposure-based Interventions for the management of individuals with high levels of needle fear across the lifespan: a clinical practice guideline and call for further research

Needle fear typically begins in childhood and represents an important health-related issue across the lifespan. Individuals who are highly fearful of needles frequently avoid health care. Although guidance exists for managing needle pain and fear during procedures, the most highly fearful may refuse or abstain from such procedures. The purpose of a clinical practice guideline (CPG) is to provide actionable instruction on the management of a particular health concern; this guidance emerges from a systematic process. Using evidence from a rigorous systematic review interpreted by an expert panel, this CPG provides recommendations on exposure-based interventions for high levels of needle fear in children and adults. The AGREE-II, GRADE, and Cochrane methodologies were used. Exposure-based interventions were included. The included evidence was very low quality on average. Strong recommendations include the following. In vivo (live/in person) exposure-based therapy is recommended (vs. no treatment) for children seven years and older and adults with high levels of needle fear. Non-in vivo (imaginal, computer-based) exposure (vs. no treatment) is recommended for individuals (over seven years of age) who are unwilling to undergo in vivo exposure. Although there were no included trials which examined children < 7 years, exposure-based interventions are discussed as good clinical practice. Implementation considerations are discussed and clinical tools are provided. Utilization of these recommended practices may lead to improved health outcomes due to better health care compliance. Research on the understanding and treatment of high levels of needle fear is urgently needed; specific recommendations are provided.     

Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors

Social Psychology of Education - Concerns regarding high rates of teacher stress and burnout are present globally. Yet there is limited current data regarding the severity of stress, or the role of...     

The elephant in the room: attention to salient scene features increases with comedic expertise

Cognitive Processing - What differentiates the joke writing strategy employed by professional comedians from non-comedians? Previous MRI work found that professional comedians relied to a greater...