San Francisco, CA: Freeman, 75— Motivational beliefs, values, and goals. Child Dev. Elliot, A. The hierarchical model of approach-avoidance motivation. A hierarchical model of approach and avoidance achievement motivation. A 2 x 2 achievement goal framework. Gjesme, T. Olso: University of Oslo. Rheinberg, and S. Hailikari, T. Academic self-beliefs and prior knowledge as predictors of student achievement in mathematics: a structural model.
Harackiewicz, J. Predictors and consequences of achievement goals in the college classroom: maintaining interest and making the grade. Hattie, J. Oxford: Routledge. Huang, C. Self-concept and academic achievement: a meta-analysis of longitudinal relations.
School Psychol. Hulleman, C. A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels? Johnson, J. Factors affecting relative weights: the influence of sampling and measurement error. Methods 7, — History and use of relative importance indices in organizational research.
Kriegbaum, K. Kumar, S. Confronting task difficulty in ego involvement: change in performance goals. Kuncel, N. Academic performance, career potential, creativity, and job performance: can one construct predict them all? Linnenbrink-Garcia, L. Multiple pathways to success: an examination of integrative motivational profiles among upper elementary and college students.
Lotz, C. Differential relevance of intelligence and motivation for grades and competence tests in mathematics. Marsh, H. Causal ordering of academic self-concept and academic achievement: a multiwave, longitudinal panel analysis. The murky distinction between self-concept and self-efficacy: beware of lurking jingle-jangle fallacies. Academic self-concept, interest, grades and standardized test scores: reciprocal effects models of causal ordering. McClelland, D. The Achievement Motive.
Middleton, M. Avoiding the demonstration of lack of ability: an underexplored aspect of goal theory. Journal J. Muenks, K. How true is grit? Associations between grit, motivation, and achievement in high school students. Murphy, P. A motivated exploration of motivation terminology. Nicholls, J. Achievement motivation: conceptions of ability, subjective experience, task choice, and performance.
Pajares, F. Self-efficacy beliefs, motivation, and achievement in writing: a review of the literature. Pintrich, P. Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change. Plante, I. The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: a test of four theoretical conceptions.
Renninger, K. Revisiting the conceptualization, measurement, and generation of interest. Robbins, S. Do psychosocial and study skill factors predict college outcomes?
Ryan, R. Intrinsic and extrinsic motivations: classic definitions and new directions. Schneider, R. Smart, confident, and interested: contributions of intelligence, self-concepts, and interest to elementary school achievement. Schwinger, M. Achievement goal profiles in elementary school: antecedents, consequences, and longitudinal trajectories. Seligman, M.
Positive psychology: an introduction. Skaalvik, E. Internal and external frames of reference for academic self-concept. Sparfeldt, J. Content-specific achievement motives. Spinath, B. Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value. Intelligence 34, — The roles of competence beliefs and goal orientations for change in intrinsic motivation. Steinmayr, R. First results regarding the criterion validity of the I-S-T R concerning adults of both sex.
Diagnostica 52, — The importance of motivation as a predictor of school achievement. Konstruktion und Validierung einer Skala zur Erfassung subjektiver schulischer Werte SESSW [construction and validation of a scale for the assessment of school-related values].
Diagnostica 56, — Tonidandel, S. Relative importance analysis: a useful supplement to regression analysis. Walton, G. Latent ability grades and test scores systematically underestimate the intellectual ability of negatively stereotyped students. Weber, H. Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation.
Educational psychologist , 41 1 , Wigfield, A. Expectancy—value theory of achievement motivation. Claire is a Ph. Previously, Claire conducted research as a consultant for the non-profit organization Opportunity Education, as well as teaching in K settings for four years. She holds a B. Claire enjoys developing guides with The Education Hub for teachers as they support students in their personal and academic lives. Please provide your email address and confirm you are downloading this resource for individual use or for use within your school or ECE centre only, as per our Terms of Use.
Other users should contact us to about for permission to use our resources. Become a supporter. Thanks for visiting our site. We provide all our resources for FREE. To enable us to continue our work, please take a minute to register.
The Educational Hub Bridging the gap between research and practice in education. Sign in. Forgot your password? Get help. Privacy Policy. Create an account. Password recovery. About The Education Hub. School Resources. Home learning support resources here. Find out how to use these resources here. Check out our ECE webinar schedule here. The role of motivation in learning. Home School resources Motivation. Theories of motivation Intrinsic vs. Expectancy Value Theory Goal orientation has a strong impact on persistence through a rigorous task, as described in Expectancy Value Theory.
Flow Theory Flow is described as a psychological state in which an individual is purely intrinsically motivated and in which their sense of time is muted. Nature versus nurture Each of these theories points to the malleability of motivation.
Why is motivation important? Motivation fosters creativity and critical thinking Students who are intrinsically motivated treat learning like play. Motivation cultivates resilience and self-assurance When a student is truly engrossed in a task, they have less cognitive and emotional energy to focus on social image.
How do we cultivate motivation? Practise growth mindset Students who feel like they will improve through hard work will exert more effort than those who believe that their success is based on intelligence.
Encourage self-efficacy Students who are paralysed by low academic self-confidence will struggle to drive their own motivation.
Normalise the struggle Students may give up because they falsely believe that, if they were going to succeed, it would be easy. Develop optimally challenging, mastery-oriented goals Differentiating tasks so they are appropriately challenging allows students to maintain optimal engagement. Create quiet space Despite the popular idea that fidgets or music support student focus, brains generally need quiet or ambient noise to stay engaged.
Avoid tangible rewards Some learning is simply not particularly interesting, and no amount of differentiation can make every learning experience enjoyable for every student all of the time. However, on a fortnightly or monthly basis, teachers can informally gauge student motivation by asking the following questions: How often do you do the following?
References Anderman, E. Claire Chuter Claire is a Ph. Download this resource as a PDF. Discover how two teachers used real-world problems drawn from their local community to engage students in collaborative problem-solving. The role of social connection, self-regulation and motivation in student achievement and wellbeing.
Key principles from Harry Fletcher-Wood on motivation. Three key principles for supporting student motivation when they are learning remotely or working independently. Schools webinar: Supporting student motivation and engagement when learning from home. Harry Fletcher-Wood discusses the research on motivation and engagement as well as practical techniques teachers and school leaders can use to increase student engagement. Motivation for struggling students.
A set of strategies specifically geared towards motivating students who are struggling academically or grappling with new challenges.
How to support student autonomy and enhance motivation. An approach to enhancing student autonomy in order to boost their motivation and increase their engagement.
A set of practical strategies and instructional approaches to help motivate your students. Schools webinar: Social-emotional learning — what schools need to know. Claire Chuter, from John Hopkins University in the USA explores the different mindsets, skills and competencies SEL incorporates, why it is important, and how it can be integrated into teaching and learning.
Did you find this article useful? If you enjoyed this content, please consider making a charitable donation. Terms of use Privacy policy.
This website uses cookies to improve your experience. We'll assume you're ok with this, but you can opt-out if you wish. Close Privacy Overview This website uses cookies to improve your experience while you navigate through the website. Out of these cookies, the cookies that are categorized as necessary are stored on your browser as they are as essential for the working of basic functionalities of the website.
We also use third-party cookies that help us analyze and understand how you use this website. These cookies will be stored in your browser only with your consent. The class will help her get a scholarship at State University, but in addition, Shannon truly wants to become a better writer.
She sees its usefulness for her future profession as a journalist. Sheryl exhibits extrinsic motivation: She is motivated by factors external to herself and unrelated to the task she is performing. Learners who are extrinsically motivated may want the good grades, money, or recognition that particular activities and accomplishments bring.
Essentially, they are motivated to perform a task as a means to an end, not as an end in itself. In contrast, Shannon exhibits intrinsic motivation: She is motivated by factors within herself and inherent in the task she is performing. Learners who are intrinsically motivated may engage in an activity because it gives them pleasure, helps them develop a skill they think is important, or seems to be the ethically and morally right thing to do.
Learners are most likely to show the beneficial effects of motivation when they are intrinsically motivated to engage in classroom activities. Intrinsically motivated learners tackle assigned tasks willingly and are eager to learn classroom material, more likely to process information in effective ways e.
In contrast, extrinsically motivated learners may have to be enticed or prodded, may process information only superficially, and are often interested in performing only easy tasks and meeting minimal classroom requirements A.
In the early elementary grades, students are often eager and excited to learn new things at school. This decline is probably the result of several factors. As students get older, they are increasingly reminded of the importance of good grades extrinsic motivators for promotion, graduation, and college admission, causing them to focus their efforts on earning high grade point averages.
Furthermore, they become more cognitively able to set and strive for long-term goals, 3. For example, although Shannon enjoys her writing course, she also knows that a good grade will help her get a scholarship at State U. Furthermore, good grades and other external rewards for high achievement may confirm for Shannon that she is mastering school subject matter Hynd, In some instances, extrinsic motivation—perhaps in the form of extrinsic reinforces for academic achievement or productive behavior—may be the only thing that can get students on the road to successful classroom learning and productive behavior.
Yet intrinsic motivation is ultimately what will sustain students over the long run. It will encourage them to make sense of and apply what they are studying and will increase the odds that they will continue to read and learn about writing, science, history, and other academic subject matter long after they have left their formal education behind. Total views 3, On Slideshare 0. From embeds 0. Number of embeds 2. Downloads Shares 0. Comments 0. Likes 0. You just clipped your first slide!
Clipping is a handy way to collect important slides you want to go back to later.
0コメント