Motivation: Some General Theories and Classroom Strategies and Practices
Greetings. The following materials are intended to provide an introduction to motivation: some general theories and classroom strategies and practices. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Connie Kuo
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Motivation in the Classroom
Personality and Differential Motivation in the Classroom
Capturing Children's Natural Intrinsic Motivation in the Classroom
Motivation Theory in the Classroom
Failure of Extrinsic Motivation
Some Ideas for Motivating Students
When Students Do Not Feel Motivated for Literacy Learning
ERIC Clearinghouse on Educational Management
Citations From the ERIC Database
AN: ED455962
AU: Moriarity,-Janice; Pavelonis,-Kim; Pellouchoud,-Deborah; Wilson,-Jeanne
TI: Increasing Student Motivation through the Use of Instructional Strategies.
PY: 2001
NT: Master of Arts Action Research Project, Saint Xavier University and SkyLight Field-Based Masters Program.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED455962
DEM: *Change-Strategies; *Intervention-; *Student-Improvement; *Student-Motivation; *Teaching-Methods
DER: Action-Research; Cooperative-Learning; Elementary-Education; Grade-2; Grade-4; Interdisciplinary-Approach; Parent-Attitudes; Program-Evaluation; Student-Attitudes; Student-Educational-Objectives; Student-Participation
AB: This action research project sought to increase motivation in second- and fourth-grade students in an urban Midwestern school. Achievement and skill measures as well as observations indicated a lack of student participation and interest. Three areas of intervention were implemented: cross-curricular activities to heighten student interest, cooperative learning strategies to promote participation and interaction, and teacher-designed activities that focused on goal-setting and personal reflection. Follow-up data indicated that active student participation increased, parent and student attitudes toward school and learning became more positive, and students experienced academic success by meeting personal goals and increasing their core of known words for reading and writing. (Eleven appendices include surveys, checklists, goal-setting and progress sheets, instructional sheets, and a parent letter. Contains 30 references.) (EV)
AN: ED455961
AU: Carroll,-Lynda; Leander,-Susan
TI: Improving Student Motivation through the Use of Active Learning Strategies.
PY: 2001
NT: Master of Arts Action Research Project, Saint Xavier University and SkyLight Field-Based Masters Program.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED455961
DEM: *Active-Learning; *Change-Strategies; *Cooperative-Learning; *Learning-Strategies; *Student-Improvement; *Student-Motivation
DER: Academic-Achievement; Action-Research; Grade-5; Intermediate-Grades; Intervention-; Program-Evaluation; Questioning-Techniques; Social-Studies; Student-Attitudes; Thinking-Skills
AB: This action research project sought to increase motivation in fifth-grade social studies students. Observations and measures of student attitudes and achievement indicated a lack of student interest in learning activities. Two categories of intervention were implemented: (1) instruction in the use of learning strategies, including graphic organizers and questioning techniques, to improve higher order thinking skills and to increase students' ability to organize and comprehend information; and (2) use of cooperative learning to increase student motivation and enhance social skills. Post-intervention data indicated an increase in student motivation. Students showed improvement in attitudes and academic performance, felt more confident in their learning of social studies, and sufficiently used the learning strategies implemented in the project. (Six appendices include survey and observation forms and classroom materials. Contains 17 references.) (EV)
AN: ED455464
AU: Goldberg,-Kim; Foster,-Karen; Maki,-Brett; Emde,-John; O'Kelly,-Mark
TI: Improving Student Motivation through Cooperative Learning and Other Strategies.
PY: 2001
NT: Master of Arts Action Research Project, Saint Xavier University and Skylight Professional Development Field-Based Masters Program.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED455464
DEM: *Academic-Achievement; *Cooperative-Learning; *Student-Motivation; *Teacher-Student-Relationship
DER: High-School-Students; High-Schools; Middle-School-Students; Middle-Schools; Student-Attitudes; Teacher-Influence
AB: This paper describes cooperative learning strategies to increase high school and middle school students' motivation for doing well in school. The targeted population consisted of middle school students in a physical education and science classes, and high school students in science, technology, and special education classes. Both schools are located in a middle-class, suburban community in Illinois. Analysis of probable cause data indicated that many students did not participate in class regularly but rather came to school to socialize. Research reports that students with poor motivation are often bored in school and have poor relations with their teachers. Cooperative learning was chosen as the best strategy for intervention following a review of research on strategies to improve student motivation. The results of the actions taken showed a slight increase in targeted behaviors in students. It was noted that students became less dependent on teacher assistance and more cooperative with each other. Evaluation instruments are appended. (Contains 35 references.) (JDM)
AN: ED454715
AU: Dornyei,-Zoltan
TI: Teaching and Researching Motivation. Applied Linguistics in Action.
PY: 2001
AV: Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JE, England. Web site: http://www.pearsoneduc.com.
PR: Document Not Available from EDRS.
DEM: *Learning-Motivation; *Student-Motivation; *Teacher-Motivation
DER: Applied-Linguistics; Diagrams-; English-Second-Language; Language-Research; Literature-Reviews; Qualitative-Research; Questionnaires-; Research-Methodology; Second-Language-Instruction; Second-Language-Learning; Teacher-Researchers
AB: This book includes: a theoretical summary of the various facets of motivation, an examination of how the theoretical insights can help classroom practitioners in their everyday teaching practice and practical recommendations on how motivation can be researched and assessed. The following chapters are included: "Main Challenges of Motivation Research"; "Theories of Motivation in Psychology"; "Motivation To Learn a Foreign/Second Language"; "'Education-Friendly' Approaches in Motivation Research"; "Motivation and Motivating in the Foreign Language Classroom"; "Student Demotivation"; "Teacher Motivation"; "Making Motivation a Researchable Concept"; "Methodological Issues and Considerations"; "Main Types of L2 Motivation Research"; "The Locus of Motivation Research: Linkages to Other Topics and Disciplines." References and subject and author indexes are also included. (Contains 356 references.) (KFT)
AN: ED452072
AU: Mac-Iver,-Douglas-J.; Young,-Estelle-M.; Washburn,-Benjamin
TI: Instructional Practices and Motivation during Middle School (with Special Attention to Science).
PY: 2001
NT: Paper presented at the Annual Meeting of the American Educational Research Association (82nd, Seattle, WA, April 10-14, 2001).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED452072
DEM: *Academic-Achievement; *Educational-Change; *Hands-on-Science; *Science-Instruction
DER: Ability-Grouping; Middle-Schools; Motivation-; Science-Curriculum; Scientific-Literacy
AB: Improvement of academic achievement requires both changes in school organizational structures and in curriculum and instruction. This study investigates the assumption of giving "minds-on" opportunities to reflect and "hands-on" opportunities to experiment and tests whether moving beyond the textbook makes science class more engaging for middle school students. (Contains 67 references.) (YDS)
AN: EJ633354
AU: Daniels,-Denise-H.; Kalkman,-Deborah-L.; McCombs,-Barbara-L.
TI: Young Children's Perspectives on Learning and Teacher Practices in Different Classroom Contexts: Implications for Motivation.
PY: 2001
SO: Early-Education-and-Development; v12 n2 p253-73 Apr 2001.
DEM: *Elementary-School-Students; *Elementary-School-Teachers; *Preschool-Teachers; *Student-Attitudes; *Student-Motivation
DER: Context-Effect; Developmentally-Appropriate-Practices; Primary-Education; School-Attitudes
AB: Investigated primary students' perceptions of teacher practices and learning in learner-centered (LC) and non-learner-centered (NLC) classroom contexts. Found that primary students valued similar characteristics in teachers regardless of classroom context or grade level. Children's interest in schoolwork and learning was lower in NLC classrooms than in LC classrooms, especially for students who perceived their teachers as nonsupportive and nonstimulating. (Author/KB)
AN: ED455524
AU: Cook,-Pamela-J.; Green,-Roxanne-M.; Meyer,-Tammy-S.; Saey,-Laura-A.
TI: Increasing Motivation To Write by Enhancing Self-Perception, Utilizing Collaboration, Modeling and Relevance.
PY: 2001
NT: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development.
PR: EDRS Price MF01/PC05 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED455524
DEM: *Instructional-Effectiveness; *Student-Motivation; *Writing-Attitudes; *Writing-Improvement; *Writing-Instruction
DER: Action-Research; High-Schools; Learning-Disabilities; Primary-Education; Self-Concept; Student-Attitudes; Writing-Skills
AB: This report describes a program for increasing motivation in writing that will enhance students' skills at a variety of grade levels. The targeted population consisted of first, second, and third grade classes as well as ninth through twelfth grade Learning Disabled students in a Midwestern state. The evidence of lack of motivation was documented by parent surveys, student surveys, teacher surveys and observations. Probable cause data showed students are unmotivated to write due to low self confidence, lack of control over writing tasks, inadequate amount of time to expand on writing pieces, lack of emphasis on organizers, limited peer collaboration, and insufficient relevance to real life. Faculty reported lack of student motivation in writing tasks which hinder writing achievement. State data showed a decline in writing scores at the targeted sites. A review of solution strategies resulted in an action plan that included activities which incorporated student choices, relevance, moderately challenging tasks and collaboration with peers. Teacher instruction was guided by these points and included modeling, adequate time for completion of writing activities, use of graphic organizers, relevant writing tasks, pen pal correspondences and writing throughout the curriculum. The research concluded with a final survey to students and parents which showed an overall average increase in students' attitudes towards writing and an increase in students' organizational skills in writing tasks. Although the goal was to increase motivation, and the researchers feel this did occur, it is difficult to measure using data. For this reason, no substantial conclusions can be derived regarding the exact amount of motivational impact on each student. The paper contains 44 references and 10 figures of data. Appendixes contain parent, teacher, and student survey instruments; a pen pal activity reflection; and permission letters. (Author/RS)
AN: ED443559
AU: Janes,-Leslie-M.; Koutsopanagos,-Caryn-Lee; Mason,-Diane-S.; Villaranda,-Iris
TI: Improving Student Motivation through the Use of Engaged Learning, Cooperative Learning and Multiple Intelligences.
PY: 2000
NT: Master's Action Research Project, Saint Xavier University and SkyLight Field-Based Master's Program.
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED443559
DE: *Academic-Achievement; *Cooperative-Learning; *Elementary-School-Students; *Student-Motivation
DE: Action-Research; Elementary-Education; Multiple-Intelligences; Program-Evaluation; Reading-Achievement
AB: Noting that poor student motivation and problematic social skills may interfere with the academic growth of elementary school students, this action research project examined the impact of a multifaceted intervention on student motivation and achievement. Participating in the study were second and third graders from 3 schools. The 12-week intervention was comprised of 3 elements: (1) use of the theory of multiple intelligences in instruction; (2) the incorporation of cooperative learning; and (3) the provision of an engaged learning environment. Students worked in teacher-selected base groups weekly for 15 minutes for data collection and reflection and in randomly-assigned cooperative learning groups at least twice weekly for 30 to 45 minutes. Cooperative learning activities taught appropriate social skills. Multiple intelligence activities and a series of engaged learning activities were incorporated into classroom practices. Data were collected through student surveys and journals completed weekly, teacher observation checklists, attendance records, and unit reading test scores. The findings of the post-intervention data illustrated that implementing the theory of multiple intelligences had a positive effect on the targeted classrooms. There were decreases in missed reading assignments for two sites, and an increase for one site. Students revealed positive attitudes toward themselves and their school. Students' reading scores increased moderately from first to second quarter. Participating teachers concluded that cooperative learning and engaged learning were used together to successfully increase student motivation and achievement. (Eleven appendices include data collection instruments and sample lesson plans. Contains 23 references.) (KB)
AN: ED443550
AU: DeKeyrel,-Angela; Dernovish,-Julie; Epperly,-Annette; McKay,-Victoria
TI: Using Motivational Strategies To Improve Academic Achievement of Middle School Students.
PY: 2000
NT: Master's Action Research Project, Saint Xavier University and SkyLight Field-Based Masters Program.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED443550
DE: *Academic-Achievement; *Change-Strategies; *Learning-Motivation; *Middle-School-Students; *Student-Improvement; *Student-Motivation
DE: Action-Research; Classroom-Research; Cooperative-Learning; Intervention-; Middle-Schools; Multiple-Intelligences; Student-Participation
AB: This action research project sought to improve student motivation in order to increase academic performance among eighth graders in an urban community. Evidence of academic underachievement and lack of student participation was documented by means of teacher observations, incomplete and missing assignments, and student questionnaires. Student, parent, and teacher surveys were administered at the beginning of the 1999-2000 school year, and a modified version of the Motivated Strategies for Learning Questionnaire was also administered to measure students' motivation. Four major interventions were implemented: the requirement of an assignment notebook, increased parental awareness through academic progress reports, implementation of motivationally oriented content, and development of students' organizational and study skills. In addition, a variety of cooperative learning and social skill activities were incorporated. Post-intervention data indicated an overall improvement in many areas, including completion of homework, feelings about instructors, interest in class content, and academic achievement. The incorporation of cooperative learning and multiple intelligence lessons was found to strengthen student motivational levels and academic achievement. (Eight appendices include survey forms and a sample student progress report. Contains 25 references.) (EV)
AN: EJ607926
AU: Hemenway,-Merritt-V.
TI: What Effect Does Classroom Use of the Internet Have on the Teacher-Student Relationship?
PY: 2000
SO: NASSP-Bulletin; v84 n615 p114-19 Apr 2000
DE: *Influences-; *Internet-; *Teacher-Response; *Teacher-Role; *Teacher-Student-Relationship
DE: Computer-Uses-in-Education; Discovery-Learning; Discussion-Teaching-Technique; High-Schools; Interviews-; Student-Motivation; Technical-Writing
AB: A random survey (with 25 followup interviews) asked 150 California high-school teachers to describe differences in their classrooms since students began using the Internet. Students are excited about using computers and actively engaged in finding and discussing information and writing reports. Teachers serve as motivators and learning guides. (MLH)
AN: ED442751
AU: Burden,-Paul-R.
TI: Powerful Classroom Management Strategies: Motivating Students to Learn.
PY: 2000
AV: Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 ($21.95). Tel: 805-499-9774; e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: *Classroom-Techniques; *Student-Behavior; *Student-Motivation
DE: Academic-Achievement; Elementary-Secondary-Education; Student-Participation; Students-
AB: This book describes how to use effective motivation in the classroom in order to increase student learning and decrease classroom management problems for K-12 classrooms. This book bridges the gap between theory and practice with useful applications of motivation theory. It enables teachers to determine the type of motivation their students need and provides tools to respond to their needs. Highlights include specific strategies for motivating students (including hard-to-reach students), case studies and vignettes, suggested activities for another day, reflective chapter-end questions, and Web sites for additional resources. The seven chapters are: (1) "The Complex Nature of Motivation"; (2) "Motivating Students to Learn"; (3) "A Framework for Motivating Students"; (4) "Motivational Strategies Concerning Instruction"; (5) "Motivational Strategies Concerning Evaluation and Recognition"; (6) "Academic and Behavioral Expectations"; and (7) "Motivating Hard-to-Reach Students." (Contains 96 references.) (SM)
AN: EJ604774
AU: Prince,-Tamara-G.
TI: Using a "Living Lab" to Engage Students in the Foreign Language Classroom.
PY: 2000
SO: Clearing-House; v73 n5 p263-65 May-Jun 2000
DE: *Instructional-Innovation; *Second-Language-Instruction; *Student-Motivation; *Theater-Arts
DE: Playwriting-; Secondary-Education
AB: Describes how a group of foreign language teachers created and used a theatre set (called the "living lab") with changeable painted backdrops. Describes a number of ways to use the living lab in the language class; describes how one class wrote and produced an original 10-page drama in French; and describes the process of creating the living lab. (SR)
AN: EJ603123
AU: Hebb,-Judith-L.; Axiotis,-Vivian
TI: Toward a Learning Community of Teachers and Students.
PY: 2000
SO: English-Journal; v89 n4 p22-25 Mar 2000
NT: Theme: Reading and Writing Together.
DE: *High-School-Students; *Literature-Appreciation; *Reading-Attitudes; *Reading-Instruction; *Reading-Motivation; *Student-Attitudes
DE: Class-Activities; High-Schools; Reading-Aloud-to-Others; Reading-Improvement; Reading-Processes
AB: Offers practical suggestions for encouraging reluctant (and all) high school readers and writers. Advocates looking at student reluctance and motivation; understanding the process of reading; understanding that everyone learns differently; and that reading is a social act. Offers the response from a high school English teacher with a sampling with what she does to reach all readers in her classroom. (SR)
AN: ED443135
AU: Lumsden,-Linda
TI: Student Motivation: Cultivating a Love of Learning.
CS: ERIC Clearinghouse on Educational Management, Eugene, OR.
PY: 1999
AV: ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207; Tel: 541-346-5044; Fax: 541-346-2334; Web site: http://eric.uoregon.edu.
NT: Foreword by Catherine Lewis.
PR: EDRS Price MF01/PC06 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED443135
DE: *Classroom-Techniques; *Competition-; *Motivation-Techniques; *Teacher-Attitudes; *Teacher-Student-Relationship
DE: Curriculum-Development; Curriculum-Problems; Elementary-Secondary-Education; Learning-Strategies; Public-Schools; Self-Concept; Teacher-Expectations-of-Students
AB: Motivation is the ultimate product of many aspects of the school experience: significant relationships between teachers and students and among students; a meaningful, well-taught curriculum; teachers who maintain high expectations and look for ways to help each student connect to the curriculum; and opportunities for choice and self-evaluation that foster students' ownership of learning. This book posits that young children's natural motivation to learn will survive only in schools where the curriculum is worth learning; where students focus on learning (not on competition or grades); and where students feel valued, and, therefore, are disposed to care about the school's values, including learning. The job of schools is to help students develop a commitment to learning that sustains them even when a particular task seems too difficult or unappealing. They are most likely to develop this commitment in a school that meets their needs for belonging, contribution, and meaningful work. Research suggests that practitioners who shift away from systems of rewards and punishment and, instead, actively involve students in shaping classroom climate and learning promote both students' motivation to learn and their commitment to democratic values. (Contains 63 references.) (DFR)
AN: ED439782
AU: Belcher,-Gay; Macari,-Nancy
TI: Enhancing Student Motivation as Evidenced by Improved Academic Growth and Increased Work Completion.
PY: 1999
NT: Master's Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price MF01/PC05 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED439782
DE: *Academic-Achievement; *Learning-Motivation; *Program-Effectiveness; *Student-Attitudes; *Student-Improvement; *Student-Motivation
DE: Action-Research; Change-Strategies; Grade-5; Homework-; Intermediate-Grades; Intervention-; Learning-Activities; Peer-Acceptance; Program-Descriptions; School-Attitudes; Self-Esteem; Student-Interests; Student-Needs; Teacher-Student-Relationship
AB: This project evaluated a program for enhancing student motivation as evidenced by improved academic growth and increased work completion. The targeted population consisted of fifth graders in a small school in a medium-sized rural community in the Midwest. The problem of lack of achievement motivation and lack of student concern about academic growth was documented by means of spring staffing for special needs students, report cards, anecdotal records from prior teachers, teacher surveys and observations, records of homework completion, student and parent surveys, and teachers' gradebooks. Analysis of probable cause data revealed that lack of motivation stemmed from students' perceptions of non-acceptance and poor self-esteem. Incomplete assignments, partially due to poor organization and time management skills, contributed to the problem, along with the possibility that assignments were not meaningful or enjoyable to students. A review of solution strategies resulted in the selection of two major types of interventions. One was the creation of a homework monitoring program using assignment sheets and program incentives. The other was the use of classroom activities to stimulate and motivate student participation and interest that were supported by cooperative learning and multiple intelligence activities. Post-intervention data indicated increased student achievement motivation, as evidenced by improved academic achievement and a reduction in incomplete assignments. Ten appendices include survey forms and journal pages. (Contains 58 references.) (Author/TJQ)
AN: EJ600969
AU: Taylor,-Linda; Adelman,-Howard-S.
TI: Personalizing Classroom Instruction To Account for Motivational and Developmental Differences.
PY: 1999
SO: Reading-and-Writing-Quarterly:-Overcoming-Learning-Difficulties; v15 n4 p255-76 Oct-Dec 1999
NT: Theme: Addressing Barriers to Student Learning--Systemic Changes at All Levels.
DE: *Classroom-Techniques; *Individualized-Instruction; *Remedial-Instruction; *Student-Motivation
DE: Elementary-Secondary-Education; Instructional-Improvement; Intervention-
AB: Outlines an orientation to teaching that stresses the necessity of matching both motivation and capabilities and encompasses both regular instruction and remediation. Emphasizes improving regular instruction by enhancing teachers' abilities to personalize instruction. Notes the emphasis at all times is on use of the least intervention needed and maintaining a focus on motivation as a primary consideration. (RS)
AN: ED434775
AU: Grenchik,-Denise; O'Connor,-Elaine; Postelli,-Gina
TI: Effective Motivation through Meeting Student Needs.
PY: 1999
NT: Master's Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED434775
DE: *Classroom-Environment; *Cooperative-Learning; *High-School-Students; *Student-Motivation; *Student-Needs
DE: Action-Research; Adolescents-; Change-Strategies; Educational-Environment; high-Schools; Journal-Writing; Portfolio-Assessment; Program-Effectiveness; Student-Evaluation
AB: High school students' lack of personal responsibility and academic ownership, negative or indifferent attitude, and lack of initiative and general motivation are often of concern to teachers and parents. This action research project evaluated an intervention to increase high school students' motivation, responsibility, and initiative. Students were enrolled in a freshman English or Spanish class and one art class comprised of students from all grade levels in a parochial high school located near Chicago. The needs of parents, students, and faculty with regard to the educational process were identified by means of surveys; students' needs were identified as being distinct from those of the other two groups. The one-semester intervention used cooperative learning, authentic assessment, journal writing, and portfolio development to meet students' needs for belonging, power, freedom, and fun within the classroom environment. In order to assess the effects of the intervention, the initial survey determining student needs provided baseline data. Observational checklists were completed throughout the study to assess progress in student participation and motivation. Self-assessments and portfolios were also used to assess student responsibility for learning and motivation. The needs survey was re-administered to identify needs not met by the intervention. The findings indicated a positive correlation between the teacher's intervention to meet student needs and the level of student motivation. (Twenty-six appendices include data collection instruments and sample instructional materials. Contains 20 references.) (KB)
AN: EJ588119
AU: Panitz,-Theodore
TI: The Motivational Benefits of Cooperative Learning.
PY: 1999
SO: New-Directions-for-Teaching-and-Learning; n78 p59-67 Sum 1999
NT: Theme issue: "Motivation from Within: Approaches for Encouraging Faculty and Students To Excel."
DE: *Cooperative-Learning; *Learning-Motivation; *Learning-Processes; *Relevance-Education; *Student-Motivation; *Values-
DE: Classroom-Techniques; Higher-Education; Instructional-Effectiveness; Student-Attitudes
AB: Cooperative learning improves students' learning motivation in a diverse college student population by creating a favorable disposition toward the learning experience through personal relevance and choice; creating an understanding that learners are effective in learning something they value; and creating challenging, thoughtful learning experiences that include learners' values and perspectives and contribute to an equitable society. (MSE)
AN: EJ588117
AU: Keller,-John-M.
TI: Using the ARCS Motivational Process in Computer-Based Instruction and Distance Education.
PY: 1999
SO: New-Directions-for-Teaching-and-Learning; n78 p39-47 Sum 1999
NT: Theme issue: "Motivation from Within: Approaches for Encouraging Faculty and Students To Excel."
DE: *Attention-; *Computer-Assisted-Instruction; *Distance-Education; *Learning-Motivation; *Relevance-Education; *Self-Esteem
DE: Classroom-Techniques; Higher-Education; Models-; Participant-Satisfaction; Student-Attitudes; Student-Motivation; Teaching-Methods
AB: The ARCS (attention/relevance/confidence/satisfaction) model of motivational design provides a systematic seven-step approach to incorporating motivational tactics into instruction. Application of the ARCS model to computer-based instruction and distance education is examined, identifying specific design factors that address needs in each of the four ARCS areas. (MSE)
AN: EJ588114
AU: Wlodkowski,-Raymond-J.
TI: Motivation and Diversity: A Framework for Teaching.
PY: 1999
SO: New-Directions-for-Teaching-and-Learning; n78 p7-16 Sum 1999
NT: Theme issue: "Motivation from Within: Approaches for Encouraging Faculty and Students To Excel."
DE: *Classroom-Environment; *College-Instruction; *Cultural-Influences; *Diversity-Student; *Learning-Motivation; *Student-Motivation
DE: Cultural-Differences; Cultural-Pluralism; Higher-Education; Sociocultural-Patterns
AB: Discussion of learning motivation and the influence of culture on it reviews recent literature, explores differences between intrinsic and extrinsic motivation, gives an overview of the motivational framework, and makes suggestions for planning lessons to elicit intrinsic motivation among culturally diverse students. The model's purpose is to respectfully evoke, support, and enhance learning motivation that all students possess. (Author/MSE)
AN: ED421281
AU: Anderman,-Lynley-Hicks; Midgley,-Carol
TI: Motivation and Middle School Students. ERIC Digest.
CS: ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL.
PY: 1998
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED421281
DE: *Academic-Achievement; *Early-Adolescents; *Middle-Schools; *Student-Motivation
DE: Attribution-Theory; Classroom-Environment; Goal-Orientation; Intermediate-Grades; Junior-High-Schools; Motivation-Techniques; Personal-Autonomy; Self-Determination; Student-Attitudes; Teacher-Expectations-of-Students; Teacher-Student-Relationship; Teaching-Methods; Theories-
AB: Research has shown a decline in motivation and performance for many children as they move from elementary school into middle school; however, research has also shown that the nature of motivational change on entry to middle school depends on characteristics of the learning environment in which students find themselves. This Digest outlines some suggestions for middle school teachers and administrators for enhancing student motivation and discusses three theories that are currently prominent and that have particular relevance for young adolescent students and their teachers. Attribution theory emphasizes that students' perceptions of their educational experiences generally influence their motivation more than the objective reality of those experiences. Through instructional practices, teachers can unknowingly communicate a range of attitudes about whether ability is fixed or modifiable and convey their expectations for individual students. Goal theory focuses on the reasons students perceive for achieving: a task goal orientation represents the belief that the purpose of achieving is personal improvement and understanding; an ability goal orientation represents the belief that the purpose of achieving is the demonstration of ability. Studies find that the adoption of task goals is associated with more adaptive patterns of learning than is the adoption of ability goals. A third motivational theory of importance for middle school educators is self-determination theory. This theory describes students as having three categories of needs: needing a sense of competence, of relatedness to others, and of autonomy. Most of the research focuses on the last of these three needs. Within the classroom, autonomy needs could be addressed through allowing student choice and input on classroom decision making. It is important to recognize that supporting student autonomy does not require major upheaval in the classroom or that teachers relinquish the management of students' behavior. Even small opportunities for choice can increase students' sense of self-determination. Contains 13 references. (LPP)
AN: ED423824
AU: Bohlin,-Roy-M.
TI: The Affective Domain: A Model of Learner-Instruction Interactions.
PY: 1998
NT: In: Proceedings of Selected Research and Development Presentations at the National Convention of the Association for Educational Communications and Technology (AECT) Sponsored by the Research and Theory Division (20th, St. Louis, MO, February 18-22, 1998); see IR 019 040.
PR: EDRS Price MF01/PC01 Plus Postage.
DE: *Affective-Behavior; *Cognitive-Processes; *Student-Attitudes; *Student-Motivation
DE: Classification-; Educational-Objectives; Epistemology-; Instructional-Design; Interaction-; Models-; Theory-Practice-Relationship
AB: This paper presents a model for those interested in the design and/or research of instruction in the affective domain. This model is an integration of current theories and models in the affective domain. It is a broad and comprehensive model which represents the hierarchical structures and interactions of affective and related cognitive factors, including attitudes, beliefs, values, anxiety, motivation, attributions, confidence, and interests. The first section of the paper provides a theoretical framework of research in the affective domain; three figures depict taxonomies of the affective domain. Constructs of interest to those who work in the affective domain are defined in the second section. The third section describes the Model of
Learner-Instruction Interactions in the Affective Domain; a diagram shows the interactive relationship of instructionally important factors (e.g., attributions, confidence, attitudes, motivation, and values). Applications and limitations of the model are discussed. Implications of this model and ways that researchers and designers can contribute to the model are also considered. Contains 12 references. (DLS)
AN: ED419460
AU: Brown,-Sally, ed.; Armstrong,-Steve, ed.; Thompson,-Gail, ed.
TI: Motivating Students. Staff and Educational Development Series.
CS: Staff and Educational Development Association, Birmingham (England).
PY: 1998
AV: Kogan Page, 120 Pentonville Road, London N1 9JN, England, United Kingdom (18.99 British pounds).
PR: Document Not Available from EDRS.
DE: *College-Students; *Student-Motivation; *Teaching-Methods
DE: Classroom-Techniques; Diversity-(Student); Foreign-Countries; Higher-Education; Student-Development; Student-Evaluation; Student-School-Relationship; Teacher-Student-Relationship; Undergraduate-Study
AB: Twenty papers on motivating college students are grouped into four sections: (1) the impact of teaching on student motivation; (2) motivating diverse students; (3) the impact of university practices on motivation; and (4) the impact of assessment on motivation. After an introductory selection by Sally Brown, Steve Armstrong, and Gail Thompson, the papers are: "Interactivity as an Extrinsic Motivating Force in Learning" (Philip Barker); "Motivation and Approaches to Learning: Motivating and Conceptions of Teaching" (Noel Entwistle); "Intervention and Motivation: What Affects What?" (Ian Solomonides); "Understanding Motives in Learning: Mature Students and Learner Responsibility" (Ron Iphofen); "Teaching: Creating a Thirst for Learning?" (Phil Race); "Perspectives on Motivation: The Implications for Effective Learning in Higher Education" (Della Fazey and John Fazey); "Students' Motivation in Higher Education Contexts" (Kim Isroff and Teresa del Soldato); "Age, Gender and Course Differences in Approaches to Studying in First-Year Undergraduate Students" (Rhona Magee et al.); "Learner Autonomy Beyond the Curriculum: Students' Mtivations and Institutional Community" (Gillian Winfield and Selena Bolingbroke); "Does Gender Affect Students' Aproaches to Learning?" (Kay Greasley); "Layers of Motivation: Individual Orientations and Contextual Influences" (Linda France and Liz Beaty); "The Effect of Stressors on Student Motivation: A Report of Work in Progress at Sunderland Business School" (Gail Thompson); "Undergraduate Research Projects: Motivation and Skills Development" (Martin Luck); "Multidisciplinary Student Teams Motivated by Industrial Experience" (Paul Wellington); "Motivational Perspectives and Work-Based Learning" (Debbie Keeling et al.); "Learning as an Aesthetic Practice: Motivation through Beauty in Higher Education" (Alan Bleakley); "Motivating Student Learning through Facilitating Independence: Self and Peer Assessment of Reflective Practice--An Action Research Project" (Julie Mortimer); "Individual Differences in Student Motivation" (Stephen Newstead); and "Motivation in Assessment" (Linda Leach et al.). (Individual chapters contain references.) (DB)
AN: EJ563880
AU: Rinne,-Carl-H.
TI: Motivating Students Is a Percentage Game.
PY: 1998
SO: Phi-Delta-Kappan; v79 n8 p620-24,26,28 Apr 1998
DE: *Classroom-Techniques; *Learning-Motivation; *Lesson-Plans; *Self-Motivation; *Student-Motivation
DE: Secondary-Education; Teacher-Role; Teaching-Methods
AB: About half of regular secondary students make no consistent effort to learn. Intrinsic appeals are applicable to any lesson in any subject at any level. These include novelty, anticipation, security, challenge, completion (of logically connected project segments), application of learned skills, feedback, identification (via possession, belonging, achievement, and projection), and competition. The goal is involvement, rather than enjoyment. (MLH)
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Other Resources (available either for sale or via interlibrary loan)
Title: Best practice in motivation and management in the classroom.
Authors: Wiseman, Dennis.; Hunt, Gilbert.
Year: 2001
Publisher: Charles C. Thomas.
Title: Tools for teaching : discipline, instruction, motivation.
Authors: Jones, Fredric H.; Jones, Patrick.; Jones, Jo Lynne Talbott.
Year: 2000
Publisher: Jones & Associates.
Title: Helping kids achieve their best : understanding and using motivation in the classroom.
Author: McInerney, D. M.
Year: 2000
Publisher: Allen & Unwin.
Title: Engaging young readers : promoting achievement and motivation.
Authors: Baker, Linda.; Dreher, Mariam Jean.
Year: 2000
Publisher: Guilford Press.
Title: Healthy classroom management : motivation, communication, and discipline.
Author: Nakamura, Raymond M.
Year: 2000
Publisher: Wadsworth.
Title: Teaching tips : 105 ways to increase motivation & learning.
Author: Rogers, Spence.
Year: 1999
Publisher: Peak Learning Systems.
Title: The impact of motivation in your classroom.
Authors: Woolbright, Nona.; Williams, Robin.
Year: 1998
Publisher: University of Georgia.
Title: 150 Ways to Increase Intrinsic Motivation in the Classroom
Author: James P. Raffini, University of Wisconsin, Whitewater
Year: 1996
ISBN: 0-205-16567-2
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