The Dialogue PageTeacher and Student Dialogues to Improve Learning Motivation (original) (raw)
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What Motivates Students to Learn? Applications for All Classroom Levels
2017
The Deans for Impact (DFI) (2015) report posed the question "What motivates students to learn?". This article examines strategies and interventions for each of the four cognitive principles presented in the report. Within this paper, applications of the cognitive principles will be discussed at the elementary, secondary and postsecondary levels. The techniques recommended in reference to belief about intelligence include collective goal writing, focus on ability to overcome setbacks, and reinforcing a growth mindset. Techniques for self-determined motivation reviewed include Project Based Learning, creating academic competition, and the use of letter grades in college courses. As teachers encourage students’ ability to monitor their own learning, this article reviews Socratic Seminar techniques, Question Answer Relationships, and reflective writing methods as possible strategies. Finally, this article includes interventions to reinforce belonging and acceptance throug...
Future Direction of Attribution Retraining for Students with Learning Difficulties: A Review
Is it possible to improve an individual’s ability without any direct practise of the topic? Examining the way in which students think about learning and what motivates them to engage in learning material is a fundamental step in the learning process. Consideration has to be given to the effect that low self-esteem can have on the motivation and interest of a child to learn (e.g., Moriarty, Douglas, Punch, & Hattie, 1995). Once a student encounters difficulties in a particular subject area they appear to disengage with academic material on that topic (Kunnen & Steenbeek, 1999). If a student holds the belief that they do not have the capability to achieve in a task, and this belief is continually reinforced by frequent failures, then it is to be expected that the student will reduce the amount of effort they apply to that topic and will reallocate it to a task where positive gains are observed. For example, if a student with reading difficulties concludes that their ability is the main reason limiting their progress in reading, it is likely that they will disengage when reading is the area of study. This is a mechanism to protect their self-esteem, and they will most likely re-direct their focus to an area which does not threaten their self-esteem, such as social interaction. This chapter provides a timely review of the literature on cognitive behavioural approaches and how this can affect students' attributions for success and failure in learning.
Creating a Motivating Classroom
2006
The purpose of this study was to investigate the motivational factors that lead to academic success for students with and without learning disabilities (LD) in high school inclusive content-area classrooms. Ninety-one students in regular education and 59 students with learning disabilities in grades nine through twelve were surveyed and responded to six open-ended questions to examine their attitudes and perceptions about factors that are motivating in school. Both qualitative and quantitative measures were used to analyze the data. Results indicated students with and without disabilities have common perceptions about motivational aspects in school, however, students with LD were perceived to more be extrinsically motivated by their teachers and more intrinsically motivated by their parents, while their counterparts without disabilities were found to be more intrinsic in motivational orientation. Finally, limitations of the study, implications for classroom instruction, and future r...
Fostering University Students’ Motivation through Dialogic Classroom Practices: A Conceptual Model
Journal of Curriculum and Teaching
This conceptual paper presents a model for engaging students and promoting motivation through dialogic classroom practices. The author argues that fostering dialogic teaching and learning in the classroom can positively impact student motivation and learning outcomes. The proposed model highlights the importance of creating a classroom environment where students feel comfortable sharing their ideas and engaging in meaningful discussions. This conceptual article is lensed within transformative paradigm, presenting dialogic pedagogy as a concept analysed using conceptual analysis. Dialogic pedagogy was presented, and the key assumptions, such as promoting classroom dialogue, valuing all voices, emphasising social knowledge construction, and instructors acting as facilitators of learning, were discussed vis-à-vis its correctional tendencies with student motivation and learning outcomes. The paper also highlights the potential benefits of dialogic classroom practices for diverse and bor...
2019
Everything in our lives is underlined with some sort of motivation. This includes our students and their motivation to learn. Motivation is essential for learning and represent a driving force for students to complete their tasks and to build their knowledge. There are many factors which could potentially influence motivation, which makes research on this topic as it relates to learning diverse and abundant. However, motivational considerations can be summed up as being either task or ego-oriented. For facilitating task-oriented learning is recommended that teachers evaluate student performance based on an absolute scale rather than on a scale that compares student performance against each other, emphasize student participation and self-improvement in learning and incorporate test questions that require explanations and justifications rather than memorized material. Students are motivated by knowing that what they are learning has a greater purpose. They want to know that what they ...
the Role of motivation in learning
2018
Motivation, as the name suggests, is what ‘moves’ us. It is the reason we do anything at all. For teachers, a lack of motivation has long been one of the most frustrating obstacles to student learning. While the concept of motivation may intuitively seem fairly simple, a rich research literature has developed as researchers have defined this concept in a number of ways. Social scientists and psychologists have approached the problem of motivation from a variety of different angles, and education researchers have adapted many of these ideas into the school context. While there is a great deal of overlap between motivation theories, researchers differ in their identification of the underlying belief systems leading to motivational variation. Some theorists emphasise belief in oneself and one’s competency, others prioritise goal orientation, and a third group argues that the difficulty of the task shapes individual motivation. This resource will provide an introduction to various theor...
Increasing motivation by adapting intelligent tutoring instruction to learner achievement goals
2011
determination. You both have been a source of strength and inspiration. I'd also like to thank the members of the VBT Development Team for all their hard work and collaboration. The implementation of the virtual coach design was made possible through the efforts of James, Avinash, Sid, and Sheetul. Many thanks to my advisor, Dr. Brian Magerko, who provided me with an intellectually challenging, yet satisfying opportunity, to work on the BNI Project. Thanks for your guidance, advice, and for funding my research. Thanks to Dr. Janet Murray, whose work was also a great source of inspiration. Special thanks for supporting my studies with a Research Assistantship for the past two years. Also, I'd like to thank the members of my thesis committee, Dr. Celia Pearce and Dr. Ashok Goel, whose feedback and direction have been invaluable to my research.
Motivational Strategies of Teachers in Relation To Learners’ Academic Performance
International Journal of Multidisciplinary Research and Analysis, 2022
Motivating learners is one of the most critical and challenging parts of teaching. As such, they differ in how they motivate students and their motivational strategies. This quantitative inquiry determined the motivational strategies of teachers and students’ academic performance according to age, civil status, teaching experience, highest educational attainment, and average monthly income. To answer the descriptive and inferential questions, a researcher-made questionnaire was utilized. It was revealed that the level of motivational strategies of teachers in the areas of (1) introduction of the lesson, (2) discussion of the lesson, and (3) assessment of lesson we're all on a high level. However, the results indicated that the respondents least prefer helping learners prepare for the discussion using a pre-formed questionnaire, informal classroom debates, and a strategy that allows learners to assess their peers and classmates' writing abilities and comprehension skills. Con...