The Model of Achievement Competence Motivation (MACM)has been under development since the early 2000's by Dr. Kevin S. McGrew. The work is (has) been formally presented in an invited article--"The Model of
Achievement
Competence Motivation (MACM)--Standing on the shoulders of giants"
(McGrew, in press, 2021), for a forthcoming special issue on motivation
in the
Canadian Journal of School Psychology).
Due to the page length constraints of the journal, significant background and explanatory information could not be presented in the article. Thus, I have "off-loaded" this material for supplementary viewing via on-line PPT slide shows and downloadable PDF files.
Five MACM PPT modules have been posted at SlideShare and can be viewed and downloaded from that site. For those who would prefer to directly download PDF versions of the PPT modules from one page...here it is. Below are the titles of the five modules and associated download links. In addition, the paper includes, in a table footnote, definitions for 16 self-regulatory constructs from a recent article by Sitzman and Ely (2011). That PDF file is also available from download below.
Enjoy.
The Model of Achievement Competence Motivation (MACM)
The Model of Achievement Competence Motivation (MACM)is
a series of slide modules. By clicking on the link you can view the
slides at SlideShare. This is the fifth and final (Part E) in the series. This one is brief...only 11 slides. Crossing the Rubicon Commitment Pathway Model to Learning. There will be a total of five modules. The
modules will serve as supplemental materials to "The Model of
Achievement
Competence Motivation (MACM)--Standing on the shoulders of giants"
(McGrew, in press, 2021 - in a forthcoming special issue on motivation
in the
Canadian Journal of School Psychology)
You should be able to access the prior modules (A-C) from the link above.
Click here for prior "beyond IQ" labeled posts at this blog.
The Model of Achievement Competence Motivation (MACM) is
a series of slide modules. By clicking on the link you can view the
slides at SlideShare. This is the fourth (Part D) in the series--Volition and Self-regulated Learning Domains described.. There will be a total of five modules. The
modules will serve as supplemental materials to "The Model of
Achievement
Competence Motivation (MACM)--Standing on the shoulders of giants"
(McGrew, in press, 2021 - in a forthcoming special issue on motivation
in the
Canadian Journal of School Psychology)
You should be able to access the prior modules (A-C) from the link above.
Click here for prior "beyond IQ" labeled posts at this blog.
The Model of Achievement Competence Motivation (MACM) is
a series of slide modules. By clicking on the link you can view the
slides at SlideShare. This is the second (Part B) in the series--An overview of the model. There will be a total of five modules. The
modules will serve as supplemental materials to "The Model of
Achievement
Competence Motivation (MACM)--Standing on the shoulders of giants"
(McGrew, in press, 2021 - in a forthcoming special issue on motivation
in the
Canadian Journal of School Psychology)
Click here for first of the series (Part A: Introduction and Background)
Click here for prior "beyond IQ" labeled posts at this blog.
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. By clicking on the link you can view the slides at SlideShare. This is the first (Part A) in the series. The
modules will serve as supplemental materials to "The Model of Achievement
Competence Motivation (MACM)--Standing on the shoulders of giants"
(McGrew, in press, 2021 - in a forthcoming special issue on motivation in the
Canadian Journal of School Psychology)
Click here for prior "beyond IQ" labeled posts at this blog.
Understanding intelligence testing in the context of Bronfrenbrenner's ecological systems model--is COVID seriously damaging, rearranging, decoupling, etc. the major proximal and distal sources of influence on a child's learning, resulting in a need to look closer at non-cognitive (conative) variables...beyond IQ?
This morning I revisited one of my favorite videos (of those I have posted), first posted in 2015, where I explained how intelligence testing needed to be understood in the context of distal and proximal influences in a child's environment. I believe that a "big picture" understanding of the wide range of variables that influence school learning requires a "humbling" of the status of intelligence testing, a field where I have spent the majority of my professional career. After one finishes the video, think about the "big picture" ecological systems model that is described. IMHO, COVID may be seriously impacting that the primary distal and proximal variables that influence (both positively and negatively) school learning (national educational policy; school systems and local community sources of formal and informal support; individual schools; the lack of in class learning; parents working from home or being unemployed), as well as peer interactions in a child's neighborhood (due to social distancing). Stare at the final big picture figure and reflect on how COVID is disrupting all the primary sets of variables that influence school learning. The range of disrupted causal influences is staggering.
The end result, for many children, is learning via distance learning methods, often with the aid of parents who are not educators. Although intelligence is very important, and may be more important as children must use their abilities to learn more independently, it strikes me that at this point in our countries (global) current crises, it may be the non-cognitive variables that might need better understanding and enhancement. That is, the conative (aka., noncognitive) "beyond IQ" variables of motivation and self-regulated learning (aka., a part of volition) may be more important today than ever. To engage in independent, loosely (dis)organized instruction, students who have strong motivation and independent self-regulation learning strategies may have a distinct advantage--those who do not, may be at a serious disadvantage. Jack Carroll's seminal model of school learning, that spawned decades of research on models of school learning, reminds us, in elegant terms, that aside from key student individual difference variables, the quantity (opportunity for instruction) and quality of instruction are key variables in school learning. Both of these are being seriously impacted due to COVID.
COVID appears to be a high level all encompassing distal variable (wielding impact at the global, national, community, and school system levels) that is rearranging the the relative importance of variables in school learning. Students now, and in the future, may need more assistance in acquiring critical non-cognitive motivational dispositions and independent self-regulated learning strategies in order to maximize what they can from their repertoire of cognitive abilities in order to continue and maintain academic growth. If may be necessary to revise the degree of influence of distal and proximal school learning influence variables as per Bronfrenbreener's ecological systems model.
Finally!!!!!! Noncognitve abilities (aka. conative abilities), which I have been writing about for over 10 years, are finally on the national educational radar screen. Check out the Model of Academic Competence and Motivation (click here for all MACM labeled posts) and all the "Beyond IQ" posts.
I am pleased to announce the availability of my second video-PPT at IQ's Corner YouTube Channel. The first video can be found here. The current video is 20 minutes. You can skip the first three minutes if you don't want background "front matter" material regarding me (the narrator), etc.
This presentation places the power and value of intelligence testing into a big picture perspective which recognizes the strengths and limitations of intelligence testing. The goal is to encourage users and consumers of intelligence tests to better understand what these measures can and cannot do, and, more importantly, recognize the other personal and environmental characteristics that influence an individual's learning and development.
Be gentle. I am not a professional video producer and I do not have the time to edit out pauses, minor mistakes, etc.---- hey...this is FREE quality information. :)
Update 02-27-15. Thanks to Rueben Lopez for making the suggestion that I reduce the 3 minutes of the introductory "front matter." I have taken his advice (which I will incorporate into future videos) and have now posted the identical video with the very brief introduction. It can be accessed here.
Real-time motivation and engagement during a month at school: Every moment of every day for every student mattersMartin, Andrew J.; Papworth, Brad; Ginns, Paul; Malmberg, Lars-Erik; Collie, Rebecca J.; Calvo, Rafael A. Learning and Individual Differences, Vol. 38 – 2015: 26 - 35
Very interesting and important article on "motivational readiness" just published. Abstract and a few figures below (click to enlarge). The concept of moving from "readiness" to "action" is very similar to "crossing the rubicon of learning" as per the MACM model (Model of Academic Competence and Motivation) as articulated in MindHub Pub1. More information, including this MindHub Pub, can be found at the "Beyond IQ" section of the MindHub web portal.
This is an excellent overview article re: the construct of self-control. It also compares and contrasts self-control research with the self-regulatory learning strategy research literature. Click on images to enlarge.
Very interesting study suggesting that Ge (broad emotional intelligence) should be considered as a new entry into the CHC taxonomy of intelligence. I love the "big picture" model figure.....of course, it is an adaption of my 2009 model in the journal Intelligence.
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