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Final Conference Agenda

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Session Overview
KEY-3: Toward Conceptual Clarity, Empirical Distinctiveness, and Substantive Significance of Motivational Constructs
Time: Thursday, 30/Aug/2012: 11:30am - 12:30pm
Session Chair: Mimi Bong, Korea University
Location: 311

Session Abstract

Different degrees of domain- and context-specificity are associated with different types of learning and motivation processes. It is important that motivation researchers are mindful of the specificity issue when conceptualizing and assessing the constructs of their interest. In this presentation, I will make a distinction between domain-specificity and context-specificity, especially as the distinction relates to the studies of academic self-concept and academic self-efficacy. Specific examples will be presented that illustrate how domain- and context-specific measurements are different from each other. Evidence showing the context-specific association of self-efficacy beliefs with strategy use and performance indexes will also be presented. I will then move on to argue that the issue of domain- and context-specificity is equally relevant to achievement goal research as well. Specific examples will be presented that illustrate how posing the same question at different levels of specificity could bring about qualitatively different responses from students, which point to drastically different conclusions regarding theory development and assessment of the achievement goal construct.

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