Name
Title | ||
|---|---|---|
Considering students' intrinsic motivations and positive emotions in course design: Are they ends, means, or threats? |
Abstract | ||
|---|---|---|
Instructors often cite student motivation as a critical component of successful learning experiences, or a key barrier to student engagement in the classroom. Given motivation's influence on identity and well-being, and the important relationships between motivation and learning outcomes such as creativity, critical thinking, self-regulation, and performance, it is reasonable to assign student motivation a place of relative prominence within the complex learning system. In this workshop, we explore our individual and collective mental models for student motivation in the classroom. Specifically, we explore two distinct perspectives on the value of motivation: motivation as a means to other learning outcomes, and motivation as a developmental end point. In addition, we consider how instructors' beliefs about and expectations for student motivations inform the design and implementation of learning experiences, and how different motivational orientations may create productive or destructive dissonance in the classroom, or threaten certain educational goals or outcomes. |
Year | Venue | Keywords |
|---|---|---|
2016 | Frontiers in Education Conference | motivation,engagement,student experience,academic culture,holistic learning,curriculum design,self-determination |
Field | DocType | ISSN |
Goal theory,Cognitive dissonance,Sociology,Knowledge management,Critical thinking,Student engagement,Cognitive evaluation theory,Educational psychology,Creativity,Self-determination theory | Conference | 0190-5848 |
Citations | PageRank | References |
0 | 0.34 | 0 |
Authors | ||
4 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Jonathan Stolk | 1 | 2 | 6.78 |
| Yevgeniya V. Zastavker | 2 | 2 | 6.52 |
| Dillon, A. | 3 | 0 | 1.69 |
| Michael D. Gross | 4 | 0 | 1.69 |