The current slides supplement the on-line background paper “Beyond IQ: A Model of Academic Competence and Motivation” (Kevin McGrew, 2008), which is presented in the form of an Institute for Applied Psychometrics (IAP) Evolving Web of Knowledge (EWOK). All materials are part of the Beyond IQ Project, which is housed at IQ’s Corner Blog www.intelligencetesting.blogspot.com http://tinyurl.com/3ygdsw Updates and announcements can be found by routinely monitoring IQ’s Corner Blog. These slides can be used without permission for educational and training purposes (not commercial use or for-profit activities)

1. Model of Academic Competence and Motivation (MACM) Overview and Definitions Kevin S. McGrew. Ph.D. Educational Psychologist Director Institute for Applied Psychometrics (www.iapsych.com)

2. The current slides supplement the on-line background paper “ Beyond IQ: A Model of Academic Competence and Motivation ” (Kevin McGrew, 2008), which is presented in the form of an Institute for Applied Psychometrics (IAP) Evolving Web of Knowledge (EWOK). All materials are part of the Beyond IQ Project , which is housed at IQ’s Corner Blog www.intelligencetesting.blogspot.com http://tinyurl.com/3ygdsw Updates and announcements can be found by routinely monitoring IQ’s Corner Blog. These slides can be used without permission for educational and training purposes (not commercial use or for-profit activities)

3. IQ tests account for 40-50% of school achievement What accounts for the other 50-60 % of school achievement? How can half of all individuals, at any IQ level, achieve above their IQ score ? What are the untapped achievement “levers” for some of our students?

4. School learning requires a “big picture” perspective Models of School Learning

6. Masten (2003)

7. State Policies

8. State Policies

13. Walberg’s theory of educational productivity (simplified)

14. Spearman on “conative” abilities (1927) “ The process of cognition cannot possibly be treated apart from those of conation and affection , seeing that all these are but inseparable aspects in the instincts and behavior of a single individual, who himself, as the vary name implies, is essentially indivisible” (p. 2)

15. “ When our scales measure the nonintellective as well as the intellectual factors in intelligence, they will more nearly measure what in actual life corresponds to intelligent behavior ” (p. 103) David Wechsler (1944) on “Non-intellective factors”

16. “ The tendency to take and maintain a definite direction; the capacity to make adaptations for the purpose of attaining a desired end; and the power of auto-criticism” (translation by Terman, 1916, p. 45). All three of these phrases refer at least as much to conative processes and attitudes as to reasoning powers. Binet's concept of intelligence was much like Snow's concept of aptitudes (p. 5). Binet’s definition of Intelligence (Corno et al, 2002)

18. Diperna and Elliott (2000)

19. Student learning Motivational Orientations Self-Beliefs Interests & Attitudes Self-Regulation Strategies Social/Interpersonal Abilities Psychomotor Abilities Cognitive Abilities Model of Academic Competence and Motivation broad domains Learner Characteristics Outcome Model of Academic Competence and Motivation (MACM)

21. Note: Affective domain from Snow model excluded Model of Academic Competence and Motivation (MACM)

22. Conative Abilities Orientations Towards Self (Motivations) Volitional Controls Orientations Towards Others (Social Ability) Motivational Orientation Self- Beliefs Interests & Attitudes Cognitive (Social Aware- ness) Behavioral Self- Regulation Conative Styles - Academic motivation - Intrinsic motivation - Academic goal orientation - Academic goal setting - Locus of Control - Academic self- efficacy - Academic self- concept - Academic ability conception - Academic interests & attitudes - Academic values Prosocial Behaviors -Peer relations -Self-management -Academic-related -Compliance -Assertion Problem/maladaptive behaviors -Social ineptness -Undersocialized aggressive conduct -Attention deficit -Oppositional defiant -Withdrawn & unresponsive - Social goal setting - Sensitivity - Insight - Communication - Self-awareness & understanding -Planning & activation -Monitoring -Control & regulation -Reaction & reflection - Learning styles - Work & motivation styles - Defensive styles "Do I want to do this activity and why?" "Can I do this activity?" "What do I need to do to succeed?" "How do I need to behave towards others to succeed?"

23. Conative Abilities Orientations Towards Self (Motivations) Volitional Controls Orientations Towards Others (Social Ability) Motiv. Orient. Self- Beliefs Interests & Attitudes Cognitive (Social Aware.) Behavioral Self- Regulation Conative Styles - Ach Motivation - Intrinsic Mot. - Ach. Goal Orient - Self Efficacy (esp. cog/acad) - Self-Concept (esp. cog/acad) - Self-Development (attributions - locus of control) - Subject matter interests - Values - Career Orient. - Study Skills and Learning Strat - Thinking Dispos. - Action Orient. - Action Controls - Learning - Work & Mot - Defensive Proscial Behaviors - cooperation - following rules - assertion - communication - etc Problem / Maladaptive Behavior - Personal (intra-pun- ative) ...........etc - Social (extra-pun- - Sensitivity - Insight - Comm. - Self-aware. & understanding ESAF-Essential Student Academic Facilitators Physical Domain excluded from page Cognitive Abilities Thinking Abilities Cognitive Efficiency Acquired Knowledge Gf Glr Gv Ga Grw Gq Gk Gsm Gs WJ III Affective Traits and Temperament Characteristic Moods Impulse Inhibition Emotion- ality Sociability Activity Level Flow Typical Affect Feelings of Constraint

24. Orientations Towards Self (Motivations) Motivational Orientation Self- Beliefs Interests & Attitudes - Academic motivation - Intrinsic motivation - Academic goal orientation - Academic goal setting - Locus of Control - Academic self- efficacy - Academic self- concept - Academic ability conception - Academic interests & attitudes - Academic values "Do I want to do this activity and why?" "Can I do this activity?"

25. Orientations Towards Others (Social Ability) Cognitive (Social Aware- ness) Behavioral Prosocial Behaviors -Peer relations -Self-management -Academic-related -Compliance -Assertion Problem/maladaptive behaviors -Social ineptness -Undersocialized aggressive conduct -Attention deficit -Oppositional defiant -Withdrawn & unresponsive - Social goal setting - Sensitivity - Insight - Communication - Self-awareness & understanding "How do I need to behave towards others to succeed?"

26. Figure 7: Adapted version of Greenspan’s (1981) model of social awareness (narrow abilities excluded) Self-Awareness & Understanding Social Ability--Cognitive (Social Awareness) Social Sensitivity Social Insight Social Communication Social Goal Setting

27. Volitional Controls Self- Regulation Conative Styles -Planning & activation -Monitoring -Control & regulation -Reaction & reflection - Learning styles - Work & motivation styles - Defensive styles "What do I need to do to succeed?"

28. Affective Traits and Temperament Characteristic Moods Impulse Inhibition Emotionality Sociability Activity Level Flow Typical Affect Feelings of Constraint

30. Collaborative for Academic, Social, Emotional Learning (CASEL) www.CASEL.org (on-line)

31. Orientations Towards Self (Motivations) Motivational Orientation Self- Beliefs Interests & Attitudes - Academic motivation - Intrinsic motivation - Academic goal orientation - Academic goal setting - Locus of Control - Academic self- efficacy - Academic self- concept - Academic ability conception - Academic interests & attitudes - Academic values "Do I want to do this activity and why?" "Can I do this activity?"

32. Academic motivation An individuals desire (as reflected in approach, persistence, and level of interest) regarding academic subjects when the individuals competence is judged against a standard of performance or excellence . Theoretical/Conceptual Foundation Need for Achievement Theory

41. Academic goal setting An individual’s ability to set, prioritize and monitor progress towards appropriate and realistic short-(proximal) and long-term (distal) academic goals that serve to direct attention, effort, energy and persistence toward goal-relevant activities (and away from goal-irrelevant activities). Theoretical/Conceptual Foundation Goal Setting Theory

43. Academic interests & attitudes An individual’s relatively stable or enduring predisposition , positive affective orientation, and tendency to persevere when working on certain specific academic content or task domains. Theoretical/Conceptual Foundation Interest Theory

48. Academic self-concept Self-concept is an individual’s general composite view of self , based on self-knowledge and evaluation of value or worth of ones own capabilities, across a multidimensional set of domain specific-perceptions. Academic self-concept is an individual’s perception of self-efficacy and satisfaction in academic subjects. Theoretical/Conceptual Foundation Self-Worth Theory

58. Orientations Towards Self (Motivations) Motivational Orientation Self- Beliefs Interests & Attitudes - Academic motivation - Intrinsic motivation - Academic goal orientation - Academic goal setting - Locus of Control - Academic self- efficacy - Academic self- concept - Academic ability conception - Academic interests & attitudes - Academic values "Do I want to do this activity and why?" "Can I do this activity?"

59. Academic values An individual’s desire, preference, or “wanting” for certain academic goals and outcomes. Theoretical/Conceptual Foundation Interest Theory

60. Orientations Towards Self (Motivations) Motivational Orientation Self- Beliefs Interests & Attitudes - Academic motivation - Intrinsic motivation - Academic goal orientation - Academic goal setting - Locus of Control - Academic self- efficacy - Academic self- concept - Academic ability conception - Academic interests & attitudes - Academic values "Do I want to do this activity and why?" "Can I do this activity?"

67. Academic self-efficacy An individuals confidence in their ability to organize, execute and regulate performance in order to solve a problem or accomplish a task at a designated level of competence. Academic self-efficacy refers to an individual's conviction that they can successfully achieve at a designated level in a specific academic domain. Theoretical/Conceptual Foundation Control Theory

78. Academic ability conception An individual’s beliefs, self-evaluation and self-awareness regarding their academic-related skills and abilities. Theoretical/Conceptual Foundation Calderalla & Merrell (1997) literature review-based empirical taxonomy

83. Orientations Towards Others (Social Ability) Cognitive (Social Aware- ness) Behavioral Prosocial Behaviors -Peer relations -Self-management -Academic-related -Compliance -Assertion Problem/maladaptive behaviors -Social ineptness -Undersocialized aggressive conduct -Attention deficit -Oppositional defiant -Withdrawn & unresponsive - Social goal setting - Sensitivity - Insight - Communication - Self-awareness & understanding "How do I need to behave towards others to succeed?"

94. Orientations Towards Others (Social Ability) Cognitive (Social Aware- ness) Behavioral Prosocial Behaviors -Peer relations -Self-management -Academic-related -Compliance -Assertion Problem/maladaptive behaviors -Social ineptness -Undersocialized aggressive conduct -Attention deficit -Oppositional defiant -Withdrawn & unresponsive - Social goal setting - Sensitivity - Insight - Communication - Self-awareness & understanding "How do I need to behave towards others to succeed?"

95. Figure 7: Adapted version of Greenspan’s (1981) model of social awareness (narrow abilities excluded) Self-Awareness & Understanding Social Ability--Cognitive (Social Awareness) Social Sensitivity Social Insight Social Communication Social Goal Setting

96. Social goal setting Setting of goals to achieve specific social outcomes (e.g., making friends) or to interact with others in certain ways (e.g., assisting someone with a task). Theoretical/Conceptual Foundation Goal Theory

99. Planning & activation strategies The metacognitive processes involved in setting initial goals and activating prior domain-relevant knowledge and task relevant strategies. Theoretical/Conceptual Foundation Social Cognitive Theories of Self-Regulation, Volition & Motivation

100. Control & regulation strategies The metacognitve processes involved in selecting and adapting cognitive strategies to reduce the relative discrepancy between immediate learner goals and self-generated performance feedback. Theoretical/Conceptual Foundation Social Cognitive Theories of Self-Regulation, Volition & Motivation

102. Volitional Controls Self- Regulation Conative Styles -Planning & activation -Monitoring -Control & regulation -Reaction & reflection - Learning styles - Work & motivation styles - Defensive styles "What do I need to do to succeed?"

103. Monitoring strategies The metacognitive processes involved in self-awareness of personal cognition and the monitoring of various components of one’s thinking during task performance. Theoretical/Conceptual Foundation Social Cognitive Theories of Self-Regulation, Volition & Motivation

104. Reaction & reflection strategies The metacognitive processes involved in self-judging and making causal attributions to personal performance. Theoretical/Conceptual Foundation Social Cognitive Theories of Self-Regulation , Volition & Motivation

110. Volitional Controls Self- Regulation Conative Styles -Planning & activation -Monitoring -Control & regulation -Reaction & reflection - Learning styles - Work & motivation styles - Defensive styles "What do I need to do to succeed?"

111. Affective Traits and Temperament Characteristic Moods Impulse Inhibition Emotionality Sociability Activity Level Flow Typical Affect Feelings of Constraint