Deadline for submission: March 16, 2020.
The Jacobs Foundation is pleased to announce the 2020 call for applications for its Research Fellowship Program.
The Jacobs Foundation Research Fellowship Program is a globally competitive fellowship program for early career researchers whose work is dedicated to improving the development, learning and living conditions of children and youth. The relevant disciplines include, but are not limited to, education sciences, psychology, economics, sociology, family studies, media studies, political science, linguistics, neuroscience, and medical sciences.
Fellowships are awarded to highly talented and innovative early career researchers who have received their PhD within the past 10 years. Funding from Jacobs Foundation Research Fellowships is awarded directly to the fellow’s institution and may be used by the fellow over a three-year period to cover a portion of the fellow’s salary and for any purpose in support of the fellow’s research, such as assistants’ salaries, equipment, technical assistance, professional travel, or trainee support.
Scholars who engage in interdisciplinary work that focuses on individual development and variability in the learning of children and youth, and who seek to combine multiple levels of analysis, are particularly encouraged to apply.
In addition to providing fellows with independent and competitive funding, the program offers a wide range of non-financial benefits.
Check out the new application details and eligibility.
For further information and to submit an online application, please visit: Call for Applications 2020
Dr. Simone Volet is an international highly recognized researcher who focused her studies on motivation, emotion, self- and social regulation, social interaction, higher education, and learning and instruction. She contributed to the field of cultural issues in higher education and to our understanding of socio-cognitive, socio-cultural and situative perspectives on learning. Dr. Volet contributions to theory are crucial, particularly with her development of a multi-dimensional and multi-level cognitive-situative framework for understanding learning and motivation at the “experiential interface”, across contexts and cultural educational practices.
Her publications include numerous peer-reviewed empirical and theoretical articles in top-level international peer-refereed journals and books. In addition, she is co-editor of two published books in EARLI book series. She was honored with the inaugural EARLI “Outstanding Publication Award”. Professor Volet is currently engaged as a reviewer in numerous scientific journals. She is active as a member of several international Editorial Boards as well as in numerous international and national scientific research Advisory Boards. Furthermore, she has been holding the office of the Chief Investigator of many major projects funded by the Australian Research Council (Discovery, Linkage, and Large grants schemes) and the Australian National Training Authority.
As an invited keynote speaker in many international conferences, including several EARLI conferences, and as a teacher in international summer schools she has achieved the highest academic standards. As a part of the International Association of Applied Psychology (IAAP), she is a past president of the Educational, Instructional, and School Psychology Division and was coordinator (2001-2005) of the Special Interest Group Motivation and Emotions within EARLI.
In light of these achievements, Dr. Volet was awarded the EARLI Motivation and Emotion SIG Lifetime Award in 2018. To learn more about her career, motivations, and research, we conducted an interview with her.
Why did you focus your research on learning, motivation, and higher education?
Gaining insight into how learning (in the broad sense) and cognitive development occur naturally, but can also be facilitated through various activities and in interaction with others have always been of the greatest interest to me, already as a school teacher. Watching how some of my students learnt, reasoned and understood concepts easily, while others struggled fascinated and challenged me as a teacher. While my initial teacher training had been very successful in preparing me for teaching multi-level classes across all areas of the primary curriculum, it had been more limited in helping me develop a sound understanding of the nature of human learning and cognitive development, and this extended to understanding motivational and emotional processes, as well classroom social dynamics. This gap in my teacher education is what motivated me initially to undertake further studies at university, which eventually evolved into postgraduate and doctoral studies and continuing research in these areas. The applied focus of my research in higher education rather than in school contexts was more related to convenience than deliberate choice.
If it wasn’t research in psychology, what field would you be working in and why?
Given the opportunity, I would pursue research in the local history of education in the French-speaking part of Switzerland, especially the Canton de Vaud, which I got a taste of a part of my “Mémoire de licence” at the University of Geneva. I found exploring the complex and evolving interactions (social, economic, political) of different stakeholders (teachers, parents, local school authorities, the Canton) at various historical times, through archival documents absolutely fascinating to understand today’s situations and challenges in education.
What did you like most when teaching in summer schools?
I found teaching in the summer schools for junior researchers one of the most rewarding experiences of my academic career. The SIG Motivation and Emotion summer schools present fantastic opportunities for junior and more experienced researchers to engage collaboratively with contemporary challenging research issues, conceptual, methodological and empirical. I have enjoyed sharing my understanding and experience but also feeling challenged and pushed further in my own thinking by their burning, sometimes difficult questions. I found the scholarly exchange that takes place in these summer schools of very high standard and rewarding for everyone. The summer schools I participated in were excellently organized, with a combination of stimulating discussions and a wonderfully warm and supportive local environment.
You have published many scientific papers. What was your motivation for writing all of these publications?
The large majority of my publications are co-authored, which reflects the importance I have given to collaborative research throughout my career. My co-authored publications are the product of stimulating, close collaboration with colleagues in the field of educational psychology, but also genuine research partnerships with colleagues from other, complementary fields (e.g. in the case of applied field research, with colleagues in computer science, or business, or veterinary medicine). Many of my publications are with junior researchers and doctoral students, locally and internationally. Sharing the full process of designing a study, carrying it out, writing up the results, and monitoring the submission and revision of a journal article in a supportive way is appreciated by junior researchers as less daunting and frustrating.
In your opinion, what will be the biggest obstacles in future research in motivational psychology?
Future developments in research in motivational psychology and educational psychology more generally may depend on researchers’ capacity to combine the design and then integrate the findings of studies that use different lenses and research methodologies, and are conducted in culturally diverse environments. Understanding individual motivation and emotion needs situated research conducted in real-life, meaningful evolving learning activities, activities that capture the complex and dynamic, individual and contextual, social nature of such phenomena. But it also requires, on the one hand rigorous experimental studies that can test systematically ideas emerging from exploratory studies, and on the other hand research that explores the influence of broader aspects as well, such as class, school, educational systems, societal values, and culturally rewarded or inhibited social practices, for e.g. what is perceived as acceptable display of emotions and social regulation of emotions in group situations.
Involvement in EARLI
How did you start your affiliation with EARLI?
My affiliation with EARLI started in 1986, shortly after receiving a letter from Prof Robert-Jan Simons with whom I was corresponding regarding his research. In that letter, he informed me that a European association for research on learning and instruction had just been formed at Leuven in Belgium the year before, and that given my research interests I would probably be interested in joining. He also told me that a conference would be held in Tübingen, Germany the year after. I was very excited about this news given my European background and immediately joined the association, and went to Tübingen for my first EARLI conference in 1987. Since then, I attended all EARLI conferences, without any exception, which says it all!
To make Australian academics aware of EARLI (the only international conference they knew about at the time was AERA) and to encourage them to join the new association, I volunteered to be the EARLI national correspondent for Australia shortly after joining the association. For many years, I actively promoted EARLI in Australia. I am very proud to say that EARLI has been my academic home since the late 80s, and joining the
SIG Motivation and Emotion (WATM in the early days) was naturally part of this. All my international research collaboration throughout my entire academic career has been with EARLI members, specifically members of the SIG Motivation and Emotion. I felt very honored to receive the Lifetime Achievement Recognition award from our SIG and thank everyone for their kind words and special messages.
Could you give some valuable suggestions for future researchers?
Successful research, in my view, is linked to passion for the pursuit of important, meaningful research questions. Scholars who are passionate, have a genuine interest in what they are studying, are rigorous in their conceptual and analytical approach to do research, and undertake research aimed at making a difference in the real world tend to be the best researchers. Already when I was a doctoral student, and throughout my career, I have been attracted by researchers who can share their passion and enthusiasm for research with others, especially with junior researchers. With passion and enthusiasm in the pursuit of important research questions, setbacks along the way such as rejections in the publication process, are more easily put into perspective, which is important for future researchers to realize. Collaborative research with passionate colleagues is stimulating and rewarding for everyone involved, experienced and junior researchers alike, locally and internationally, therefore, I would recommend future researchers to join and further initiate such research teams.
Martin Daumiller & Julia Morinaj
International Conference on Motivation (ICM) 2020
The ICM 2020 will be held from Thursday 3.9. till Sunday 6.9.2020, preceded by the Summer School. The conference has one overlapping day with the conference of SIG16 (Metacognition), held from Sunday 6.9. – Tuesday 8.9.2020.
Place: Dresden, Germany (both the SIG8 and SIG16 conferences will be organised on the same location)
he Summer School of SIG 8 and SIG 16 will be held together from the 31st of August to the 2nd of September, preceding the joint conference. The venue will be announced soon, so stay tuned! Link: https://sig8meetssig16-dresden.de/summer-school-2/
The call for submissions for the ICM 2020 in Dresden is now open. The extended submissions deadline is January 13th, 2020. The joint conference of SIG8 and SIG16 will be held from September 3rd until September 8th, 2020, with one overlapping day between the two SIGs. We look forward to receiving many excellent submissions! Please visit the conference website for further information regarding the submissions and deadlines: https://sig8meetssig16-dresden.de
LINK TO THE CALL FOR SUBMISSIONS: https://sig8meetssig16-dresden.de/wp-content/uploads/2019/10/Call_SIG8-16_Dresden2020_final.pdf
Deadline for submission: March 17, 2019.
The Jacobs Foundation is pleased to announce the 2019 call for applications for its Research Fellowship Program.
The Jacobs Foundation Research Fellowship Program is an internationally open, competitive fellowship program for early and mid-career researchers focusing on learning and development of children and youth.
Fellowships are awarded to the most highly talented and innovative early- and mid-career researchers working on child and youth development. Funds are awarded directly to the fellow’s institution and may be used over a three-year period to partially cover the fellow’s salary and for any activity supporting the fellow’s research, such as assistant salaries, equipment, technical assistance, professional travel, or trainee support.
Scholars who engage in interdisciplinary work on individual development and learning of children and youth, and who seek to combine multiple levels of analysis, are particularly encouraged to apply.
For further information and to submit an online application, please visit: Jacobs Foundation Research Fellowship
Deadline for Submission: 1 March 2019
The Jacobs Foundation is seeking nominations for the 2019 Klaus J. Jacobs Research Prize. The prize awards outstanding scientific contributions of individuals from all scholarly disciplines aiming at improving the development and living conditions of children and youth. This includes, but is not limited to, educational sciences, psychology, economics, sociology, family studies, media studies, political sciences, linguistics, neurosciences, computer sciences, and medical sciences.
The prize is endowed with 1 Mio. Swiss Francs, of which 900’000 Swiss Francs are for use in a research project and 100’000 Swiss Francs are for related costs, such as travel, networking, and dissemination. The prize has a global scope. It addresses scholars who have achieved major breakthroughs in understanding child and youth development and have the potential to advance the field by actively conducting research. Self-nominations cannot be accepted.
A Prize Jury, consisting of internationally renowned scientists, will choose the laureate from the pool of nominated candidates.
All documents pertaining to the nomination should be submitted online by 1 March 2019. To begin the online submission process, please visit Research Prize Nomination Form.
For more Information, please visit Jacobs Foundation Research Prize or contact the responsible program manager Gelgia Fetz (email@example.com).
Hello SIG Motivation Colleagues,
we are conducting a meta-analysis of the relation between goal structures and achievement goals. Although we have already conducted a rigorous search of this literature, unpublished studies can be especially difficult to retrieve.
Therefore, we are interested in receiving dissertations, conference presentations, or other unpublished work (master theses, manuscripts that are in preparation/in press) that
- a) investigated the relations between goal structures (classroom goal structures, goal structures referring to a specific subject or course at university/college) and achievement goals
- b) did not rely on a sample of one of your published studies and
- c) used survey methods (student ratings of goal structures and achievement goals; teacher ratings of goal structures and student ratings of achievement goals), observational methods, or intentionally manipulated goal structures (experiment; quasi-experiment, intervention study).
If you have or know of any such studies and are willing to share them, I would very much appreciate hearing from you. Please send all electronic documents to marko.lueftenegger€univie.ac.at by November 8, 2018. We will cite all qualifying studies in the manuscript and will send you a copy of the final paper. You may contact me (firstname.lastname@example.org) for more details. Thank you for any information you may be able to provide related to this project!
Dr. Marko Lüftenegger
Centre for Teacher Education
University of Vienna
We are deeply saddened by the passing of Professor Martin Maehr. Professor Maehr on January 10, 2017, surrounded by his family. He will be remembered for his influential contributions to academia. Please visit http://obits.mlive.com/obituaries/annarbor/obituary.aspx?n=martin-maehr&pid=183577943 to view his obituary and send condolences online.
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 (thank you!)