Motivation for effective learning
Spooner-Lane, Rebecca S. (2008) Motivation for effective learning. In Tangen, Donna J., Bland, Derek C., Spooner-Lane, Rebecca S., Sedgley, Teresa L., Mergler, Amanda G., Mercer, Louise, et al. (Eds.) Engaging diverse learners. Pearson Education Australia, Frenchs Forest, NSW, Australia, pp. 58-73.
In this chapter we will examine what drives and affects students’ motivation for learning. Motivation is the drive to expend effort to achieve a particular goal under a particular set of circumstances. It “energises, directs and sustains behaviour: it gets people moving, pointing them in a particular direction, and keeps them going” (McDevitt & Ormrod, 2004, p. 456). Many factors determine whether a student will be motivated or not motivated to learn: interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence. Furthermore, not all students are motivated by the same values, needs, desires, or wants. In this chapter we will consider various theoretical explanations of motivation. Theories of motivation help to explain, predict, and influence behaviour. If we can explain why individuals behave the way they do in achievement settings, we can work towards creating an engaging classroom environment and using appropriate teaching methods to enhance motivation for learning.
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|Item Type:||Book Chapter|
|Additional Information:||For more information about this book please refer to the publisher's website (see link) or contact the author.|
|Keywords:||Motivation, Student Learning, Engaging Learners|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2008 Pearson Education Australia|
|Deposited On:||20 Dec 2007|
|Last Modified:||29 Feb 2012 23:45|
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