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Author: Ena Subnaik-Deyal
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 288
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Book Description
Author: Ena Subnaik-Deyal
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 288
Get Book Here
Book Description
Author: Cynthia Hudley
Publisher: Oxford University Press
ISBN: 0190208090
Category : Psychology
Languages : en
Pages : 336
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Book Description
Decades of research indicate the important connections among academic motivation and achievement, social relationships, and school culture. However, much of this research has been conducted in homogenous American schools serving middle class, average achieving, Anglo-student populations. This edited volume will argue that school culture is a reflection of the society in which the school is embedded and comprises various aspects, including individualism, competition, cultural stereotypes, and extrinsically guided values and rewards. They address three specific conceptual questions: How do differences in academic motivation for diverse groups of students change over time? How do students' social cognitions influence their motivational processes and outcomes in school? And what has been done to enhance academic motivation? To answer this last question, the contributors describe empirically validated intervention programs for improving academic motivation in students from elementary school through college.
Author: Cynthia Hudley
Publisher: OUP USA
ISBN: 0195326814
Category : Education
Languages : en
Pages : 337
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Book Description
Schools, as one form of complex organizational settings, are regulated by often invisible expectations, understandings, and values that comprise the culture of the institutions. This volume moves beyond important and well studied relational and personal variables to an examination of school culture and motivation.
Author: Ken Sang Lee
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 103
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Book Description
The purpose of this study was to examine the relationship between students' motivation and students' achievement in English Language Learning according to types of schools and gender. The findings from the current study mostly were not consistent with the literature reviewed in some of the previous studies of motivation and achievement. However, that only intrinsic motivation, was found to be substantially related to the female students' achievement in urban schools. In other words, there was significant relationship between intrinsic motivation and achievement of urban schools' female students.
Author: Robert J. Marzano
Publisher: ASCD
ISBN: 0871207176
Category : Education
Languages : en
Pages : 225
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Book Description
Schools can and do affect student achievement, and this book recommends specific-and attainable-action steps to implement successful strategies culled from the wealth of research data.
Author: Cathy M. Williams
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Research has shown the direct relations of student academic motivation and perceptions of school climate with academic achievement. However, most studies examine these relations separately. Research examining the mediating effects of motivation in the linking of school climate perceptions and achievement is limited. In order to address this limitation and contribute to the existing body of research in this area, the current study employed structural equation modeling to (a) examine a model that illustrates the role of motivation in the linking of student perceptions of school climate to academic achievement, and (b) test this model fit across student groups according to gender, ethnicity, and socioeconomic status. Analysis used data from the Educational Longitudinal Study of 2002 (ELS: 2002) that were gathered in a survey conducted by the National Center for Education Statistics and are representative of a national sample of 10th grade students. The results showed that the hypothesized model fit the data acceptably for the overall sample and across student groups. In the overall model, students' perceptions of school climate related significantly with both achievement outcomes. Additionally, perceptions of teacher/student relationship related significantly with all motivation variables. Most group differences were found across ethnicities. In regard to the role motivation might play in the linking of school climate with achievement, self-efficacy and intrinsic motivation appear to play roles in the linking of student perceptions of teacher/student relationship with achievement. It also appears that intrinsic motivation might play a role in the linking of students' perceptions of order/safety/discipline. Both self-efficacy and intrinsic motivation appear to play less of a role in the linking of students' perceptions of fairness/clarity of rules and achievement in reading and math. The study contributes to the research regarding school climate, motivation, and achievement by testing a complex model that examines the role of motivation as a link in the relations between school climate and achievement. Further, the results of the study not only confirm results of past studies and support the theoretical contentions of social cognitive and cognitive evaluation theories by illuminating the significant roles teachers play in supporting student motivation but also shed light on areas that require further study.
Author: Jere E. Brophy
Publisher: Psychology Press
ISBN: 0805847723
Category : Education
Languages : en
Pages : 434
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Book Description
Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn within the realities of a classroom learning community. Its focus on motivational principles rather than motivational theorists or theories leads naturally into discussions of specific classroom strategies. Throughout the book the author focuses on and expertly synthesizes that portion of the motivational literature that is most relevant to teachers. Key features of this expanded new edition include: *Focus on School and Classroom Realities--The selection and treatment of motivational principles and strategies is constantly tied to the realities of schools (e.g., curriculum goals) and classrooms (e.g., student differences, classroom dynamics). *Integrates Intrinsic and Extrinsic Principles--The author employs an eclectic approach to motivation that shows how to effectively integrate the use of intrinsic and extrinsic strategies. *Covers Expectancy and Value-Related Topics--Full coverage is given to both the expectancy aspects of motivation (attributions, efficacy perceptions, expectations, confidence, etc) and to value-related topics (relevance, meaningfulness, application potential) and to their associated teacher-student dynamics. *New Chapters--Two theories that have spurred much education-related motivational research in recent years (self-determination theory and achievement-goal theory) have been given their own chapters. *Focus on Individual Differences and Problem Learners--Guidelines are provided for adapting motivational principles to group and individual student differences and for doing "repair work" with students who have become discouraged or disaffected learners. *Expanded Topical Coverage--Expanded coverage has been given to several emerging topics, including self-identity concepts, cross-cultural comparisons, situational interest, stereotype threat, and the rediscovery of John Dewey's motivational ideas. *Improved Pedagogy--Chapter and section introductions and summaries provide an unusual degree of continuity across the book, and its second person writing style is more reader friendly than most textbooks. New to this edition are reflection questions at the end of each chapter. This book is appropriate for any course in the undergraduate or graduate teacher education curriculum that is devoted wholly or partly to the study of student motivation.
Author: Kathryn R. Wentzel
Publisher: Routledge
ISBN: 1136264159
Category : Education
Languages : en
Pages : 312
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Book Description
Written specifically for teachers, Motivating Students to Learn offers a wealth of research-based principles on the subject of student motivation for use by classroom teachers. Now in its fourth edition, this book discusses specific classroom strategies by tying these principles to the realities of contemporary schools, curriculum goals, and classroom dynamics. The authors lay out effective extrinsic and intrinsic strategies to guide teachers in their day-to-day practice, provide guidelines for adapting to group and individual differences, and discuss ways to reach students who have become discouraged or disaffected learners. This edition features new material on the roles that classroom goal setting, developing students’ interest, and teacher-student and peer relationships play in student motivation. It has been reorganized to address six key questions that combine to explain why students may or may not be motivated to learn. By focusing more closely on the teacher as the motivator, this text presents a wide range of motivational methods to help students see value in the curriculum and lessons taught in the classroom.
Author: Farideh Salili
Publisher: Springer Science & Business Media
ISBN: 1461512735
Category : Psychology
Languages : en
Pages : 450
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Book Description
This book presents the latest developments in the major theories of student motivation as well as up-to-date research on the contextual and cultural variables that influence learning motivation in educational settings. An international roster of experts provides ample illustration of the complexities that are revealed when the study of cultural and contextual interactions is combined with motivational and cognitive variables.
Author: Tonya Currie
Publisher:
ISBN:
Category :
Languages : en
Pages : 68
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Book Description
