Designing for attitude-motivation

Kind of goal · interest, beliefs, self-efficacy as the target · All situations

11 rows from 11 pages say what to change when the brief's kind of goal is attitude-motivation; 8 of them cite a claim. Pages whose rows cite claims come first. Read the basis before relying on a row: many carry a claim to learners or settings it did not test, and say so.

Cultural & Life Experiences Connections

Principle

If the brief says…	Then change…	Basis
Goal is critical analysis or civic understanding (attitude-motivation, principle)	Start from learners' own experience of the topic, then add readings and structured discussion that move it to systemic causes over several weeks; collect writing at the start and end	Positioning personal experience as an epistemic resource supports expansion from inward to outward critical orientations [+W] (69 students, 12th-grade English, one site); Agentic engagement with lively data supports epistemically just crisis sensemaking [+W] (four minority youth using their own and their community's experience as evidence beside official COVID-19 data; observed outside instruction, not a design)

Discussing Race

Principle

If the brief says…	Then change…	Basis
Goal is attitudes toward a group (attitude-motivation), not analysis	Use a sustained program (several weeks) of concrete accounts from members of the group plus discussion of variation within the group and similarity across groups; measure attitudes weeks later, and do not expect behavior to follow	Building Empathy Improves Intergroup Attitudes [~M] (9 distinct studies in its table; a month-long program raised positive affect in grades 4–6 in Israel but not contact behavior; a review of 418 experiments flags publication bias and light-touch designs)

Engagement

Principle

If the brief says…	Then change…	Basis
The goal is attitude-motivation itself (interest in a subject, continued study)	Measure voluntary return or later course choice, not enjoyment ratings at the end of a session; use relevance writing at unit starts	Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. [+M] (reviews; utility-value effects reported second-hand)

Game-based Learning

Principle

If the brief says…	Then change…	Basis
The goal is attitude-motivation (interest, confidence)	Measure enjoyment and the capability separately; do not report one as the other; a game can win on the first and lose on the second; do not buy entertainment value expecting more learning	DragonBox vs Lynnette [~W]; entertainment value did not moderate learning [~M]; games raised motivation over conventional K–8 STEM teaching on average (g = .51, STEM meta-analysis [+M])

Modeling

Principle

If the brief says…	Then change…	Basis
Goal is confidence, persistence or willingness to try (attitude-motivation), not only skill	Use a model the learners see as like themselves (a peer, a former student, the teacher showing an early struggle), who makes and recovers from mistakes and says what they did next; pair it with an early task they can succeed at	Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. [+M] (two reviews; names watching similar others as one source of self-efficacy, does not compare model types). Proximal goals and ability attributional feedback for early learning raise self-efficacy more than distant goals and effort feedback, by a review's report of earlier studies [~W]: its title names peer models, but neither of its entries reports them

Motivation

Principle

If the brief says…	Then change…	Basis
The goal is attitude-motivation itself (continued study, voluntary practice)	Measure voluntary return or later course choice, not enjoyment at the end of a session	Positive motivational assessments of introductory activities correlate weakly with learning outcomes on near-in-time tests but not with distant exam results [~M] (elementary pupils, one study)

Observation/Shadowing

Principle

If the brief says…	Then change…	Basis
Goal is confidence or willingness to take up the work (attitude-motivation), not skill	Arrange observation of someone a little ahead of the learner (a first-year colleague, a peer) as well as of an expert; ask the learner afterwards what the performer did when something went wrong	Vicarious experiences are positively related to agriculture teachers' general teaching efficacy, with observing a first year teacher explaining 11% of variance [+W] (associational, reported in a review; observing did not cause the efficacy)

Reflection

Principle

If the brief says…	Then change…	Basis
Goal is attitude-motivation or a disposition (beliefs about a discipline)	Pair each reflection with a formative check and feedback on the learner's stated view; do not rely on reflection alone.	Formative assessment with reflection [~W]; tested with prospective pre-school teachers

Constructive Alignment

Pattern

If the brief says…	Then change…	Basis
Goal is an attitude or disposition (attitude-motivation)	Do not grade it on a scale; assess the behaviour it should produce, or report it ungraded; give learners bounded choices within the aligned tasks.	Untested proposal; the motivation claim is under Further evidence

Error Analysis

Principle

If the brief says…	Then change…	Basis
goal is an attitude-motivation (comfort with error, persistence)	Make error analysis routine and ungraded; use peer-anonymous errors; measure willingness to attempt, not only accuracy.	untested proposal

Structured Academic Controversy

Pattern

If the brief says…	Then change…	Basis
Goal is attitude-motivation (tolerance, openness to the other side)	Measure it separately, with a self-report or behaviour, at a delayed horizon. Do not infer it from a fair restatement in the session. Expect the effect of a single session to be small or short-lived.	untested proposal; perspective-taking and attitudes are not tested for SAC in this wiki