Student Motivation
An AskERIC Response
April 2003
Question
How can I help motivate my students?
Response
Hello,
In response to your request for information on student motivation, we conducted a sample search of the ERIC database. Below we have appended our search strategy, 13 citations with abstracts, and directions for accessing the full text. These citations may represent an introductory, rather than exhaustive, search for information on your topic.
If you would like to conduct your own free ERIC database searches via the Internet, please visit the ERIC Database Help pages for directions or go directly to http://www.eduref.org/Eric/adv_search.shtml to search.
I have also attached some related resources that may be helpful.
Thank you for using AskERIC! If you have any questions or would like further assistance, please do not hesitate to send another message.
AskERIC Staff
Internet Sites:
* How Can Teachers Develop Students' Motivation -- and Success?
An interview with Carol Dweck, professor of psychology at Columbia University, about the role of motivation in learning.
http://www.education-world.com/a_curr/curr197.shtml
* Motivating Today's Students: The Same Old Stuff Just Doesn't Work
"Two teachers and a principal offer their perspective on classroom practices that can enhance students' learning experiences and further the goal of keeping students motivated and engaged."
http://eric.uoregon.edu/publications/text/portraits1.2.html
* Tools for Teaching: Motivating Students
Identifies teaching strategies to promote learning and enhance student motivation.
http://teaching.berkeley.edu/bgd/motivate.html
* Increasing Student Engagement and Motivation
From Time-on-Task to Homework (October 2000)
This booklet offers practical strategies to help teachers promote student engagement in learning. Provided by the Northwest Regional Educational Laboratory.
http://www.nwrel.org/request/oct00/index.html
* Hard Work and High Expectations: Motivating Students to Learn (June 1992)
The conference on Hard Work and High Expectations brought together prominent researchers who addressed the topic of student motivation from different social, cultural, and instructional perspectives. Summaries of the critical elements of their findings and conclusions are incorporated in this booklet; summaries of selected papers are included at the end.
http://www.kidsource.com/kidsource/content3/work.expectations.k12.4.html
* ERIC Digest - Motivation and Middle School Students (1998)
http://www.ericfacility.net/ericdigests/ed421281.html
* ERIC Digest - Student Motivation To Learn (1994)
http://www.ericfacility.net/ericdigests/ed370200.html
* ERIC Digest - School Leadership and Student Motivation (1992)
http://www.ericfacility.net/ericdigests/ed346558.html
Below are several ERIC Citations that may be relevant to your question. For information on obtaining the full text of the materials cited below please refer to our document on how to obtain the full text of materials cited in ERIC at: http://www.eduref.org/Eric/Help/obtain.shtml
For more information about ERIC Citations, including an explanation of the abbreviations used for the field codes, please see: http://www.eduref.org/Virtual/Qa/archives/fields.shtml
ERIC Database Citations through 3/2003:
Search Strategy: student motivation (All Descriptors) AND motivation techniques (All Descriptors) and 1995-2003 (Publication Date)
Click here to run this search in the ERIC Database:
Record 1 of 13 - The ERIC Database
AN: ED448127
CHN: SP039639
AU: Ingram,-Michael-A.
TI: Extrinsic Motivators and Incentives: Challenge and Controversy.
PY: 2000
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED448127
DT: Information-Analyses-General (070)
CP: U.S.; Oregon
LA: English
PG: 23
DE: *Incentives-; *Rewards-; *Student-Motivation
DE: Academic-Achievement; Dropout-Prevention; Elementary-Secondary-Education; Public-Education; Self-Motivation
AB: This article reviews the literature and provides examples of extrinsic motivators and incentives being used in public schools to decrease dropout rates, increase attendance, and increase academic achievement. The use of incentives has grown in favor as a way to increase student achievement, intrinsic motivation, self-worth, and retention. Certain characteristics must be present in incentives to ensure success in motivating students. These include establishing definite patterns of change in behavior, melding with students' interests, and having consistent standards of implementation. Students will respond favorably to rewards if they feel there is a reasonable chance of success, they are convinced that the personal risks are not overwhelming, and they believe that the product or reward is worth the effort needed to succeed. Educators do not universally support incentives in education. Many believe that the use of extrinsic motivators undermines individuals' intrinsic motivation. Evidence clearly shows that extrinsic rewards can either enhance or reduce interest in an activity, depending on how they are used. Despite continued controversy, incentive programs can serve a valuable function in schools, providing an additional source of motivation and support for students. (Contains 45 references.) (SM)
LV: 1
CH: SP
FI: ED
DTC: 070
UD: 200105 (RIE)
Record 2 of 13 - The ERIC Database
AN: ED447360
CHN: CG028401
AU: Talbot,-Gilles-L.
TI: Motivational Design of Instruction To Mediate Student Motivation.
PY: 1998
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED447360
DT: Opinion-Papers (120); Reports-Descriptive (141)
CP: Canada; Quebec
LA: English
PG: 48
DE: *Student-Motivation
DE: Academic-Achievement; Classroom-Techniques; Curriculum-; Elementary-Secondary-Education; Modeling-Psychology; Student-Behavior; Students-; Teachers-; Training-
ID: Commitment-; Mediation-
AB: This report presents information concerning a model of instruction that was designed to mediate student motivation. The text's purpose is five-fold: to explain what it means to mediate student motivation; to convince the reader that changes in instructional design can motivate both students and teachers; to demonstrate how to make changes to instructional design while respecting the established curriculum, teaching styles, and individual differences; to explain faulty student attribution and how it effects persistence and achievement; and to illustrate how teachers may encourage students to "work smarter and not harder." The text opens with the statement that persons need training in being students. The first lesson explains how to get and hold students' attention. The focus then shifts to modeling as a way of securing the commitment of teachers and students. It examines student behavior and students' time and effort spent on assignments. Some suggestions as to how to correct faulty attributional thinking are offered, followed by tips on how to be a professional student. The author describes good versus bad strategies, explaining that it is important to think through specific behaviors and sequences of behaviors. Some of the efforts that other institutions have made involving intervention plans are summarized. The third section presents actual examples of problems faced by the author. (Includes seven appendices and a glossary of terms.) (MKA)
LV: 1
CH: CG
FI: ED
DTC: 120; 141
UD: 200105 (RIE)
Record 3 of 13 - The ERIC Database
AN: ED446819
CHN: PS028886
AU: Kariotakis,-Constantine; Kelly-Moutvic,-Karen; Roberts,-Cathy
TI: Teaching Strategies To Improve Student Motivation.
PY: 2000
NT: Master's Action Research Project, Saint Xavier University and Skylight Professional Development Field-Based Masters Program.
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED446819
DT: Dissertations-or-Theses-Undetermined (040)
CP: U.S.; Illinois
LA: English
PG: 76
DE: *Change-Strategies; *Motivation-Techniques; *Student-Improvement; *Student-Motivation; *Teaching-Methods
DE: Classroom-Environment; Classroom-Research; Cooperative-Learning; Elementary-Secondary-Education; Intervention-; Multiple-Intelligences; Performance-Based-Assessment
AB: This action research project evaluated a program to improve student motivation. The targeted population consisted of sixth- and eleventh-grade students in grammar/literature, physical education, and social studies classes in suburban Chicago. Three interventions were selected: incorporation of multiple intelligence strategies, implementation of cooperative learning, and use of authentic assessment. A post-intervention student survey and checklist indicated that student motivation was improved by the intervention. (Eleven appendices include parent letter, student surveys, and lesson materials. Contains 27 references.) (Author/EV)
LV: 1
CH: PS
FI: ED
DTC: 040
UD: 200104 (RIE)
Record 4 of 13 - The ERIC Database
AN: ED444087
CHN: CG030237
AU: Komarchuk,-Nick; Swenson,-Audra; Warkocki,-Lynn
TI: Improving Secondary Student Academic Success through the Implementation of Motivational Strategies.
PY: 2000
NT: Master of Arts Action Research Project, St. Xavier University and Skylight Professional Development.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED444087
DT: Dissertations-or-Theses-Undetermined (040); Tests-or-Questionnaires (160)
CP: U.S.; Illinois
LA: English
PG: 44
DE: *Academic-Achievement; *Educational-Improvement; *High-School-Students
DE: Change-Strategies; Cooperative-Learning; High-Schools; Motivation-Techniques; Multiple-Intelligences; Student-Motivation; Teacher-Student-Relationship
ID: *Illinois-(Chicago-Suburbs)
AB: This paper reports on a project created to improve high school students' academic success. Students in three schools in the suburbs south of Chicago were targeted. Lack of student success was attributed to several probable causes: teacher-student relationships, curriculum relevance and choice, family issues, teacher expectations, lack of incentives, past academic performance, risk taking, and teaching to just a few of the multiple intelligences. Interventions were based on motivational strategies, such as strengthening the student/teacher relationship, employing the use of activities that targeted the multiple intelligences, and providing students with academic choices. Following the interventions, almost half of the target population indicated that their motivation increased. Cooperative learning and activities that built the student/teacher relationship proved to be the most successful strategies in improving academic success of the target population. This paper includes Appendix A, "Parent Letter," Appendix B, "Teacher Observation Checklist," Appendix C, "Student Survey," and Appendix D, "Student Questionnaire." (Contains 25 references.) (Author/JDM)
LV: 1
CH: CG
FI: ED
DTC: 040; 160
UD: 200102 (RIE)
Record 5 of 13 - The ERIC Database
AN: ED418785
CHN: PS026362
AU: Tuckman,-Bruce-W.; Trimble,-Susan
TI: Using Tests as a Performance Incentive To Motivate Eighth-Graders To Study.
PY: 1997
NT: Paper presented at the Annual Meeting of the American Psychological Association (105th, Chicago, IL, August 15-19, 1997).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED418785
DT: Reports-Research (143); Speeches-or-Meeting-Papers (150)
CP: U.S.; Florida
LA: English
PG: 14
DE: *Homework-; *Incentives-; *Motivation-Techniques; *Performance-Factors; *Test-Use
DE: Classroom-Techniques; Comparative-Analysis; Educational-Strategies; Grade-8; Junior-High-Schools; Middle-Schools; Motivation-; Science-Education; Self-Motivation; Student-Evaluation; Student-Motivation; Testing-Problems
ID: *Middle-School-Students; *Testing-Effects
AB: Forty-one middle school students in two eighth-grade classes were taught half of their science chapters in the conventional manner with homework assignments, and half of their chapters by having short classroom quizzes on each unit. Quizzes were expected to stimulate incentive motivation as a mediator between a goal object, mastery, and the responses necessary to attain that objective, effective studying. Quizzes had already proven effective with college students. Chapter mastery was measured by multiple-choice tests accompanying the textbook. Students completed the first five chapters doing homework and the second five doing quizzes, with chapter pairs matched for difficulty across condition in an equivalent time samples design. Results indicated that on the first pair of chapters, students given homework outperformed students given quizzes; on the second and third pairs, there were no differences between conditions; on the fourth and fifth pairs, quizzed students significantly outperformed homework students, the final difference reaching an effect size of almost .50. Based on the findings, it was concluded that regularly-occurring quizzes can become a motivator to study or a stimulator of self-regulatory behavior, even though initially they may not have that effect. (Contains 20 references.) (Author/SD)
LV: 1
CH: PS
FI: ED
DTC: 143; 150
UD: 199809 (RIE)
Record 6 of 13 - The ERIC Database
AN: ED412010
CHN: PS025870
AU: Eisele,-Todd
TI: Improving the Motivation of Middle School Students through the Use of Curricular and Instructional Adaptations.
PY: 1996
NT: Master's Action Research Project, Saint Xavier University and IRI/Skylight Field-Based Master's Program.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED412010
DT: Dissertations-or-Theses-Masters-Theses (042); Reports-Evaluative (142)
CP: U.S.; Illinois
LA: English
PG: 66
DE: *Change-Strategies; *Instructional-Innovation; *Student-Improvement; *Student-Motivation
DE: Classroom-Techniques; Cooperative-Learning; Grade-7; Instructional-Effectiveness; Junior-High-Schools; Learning-Strategies; Middle-Schools; Motivation-Techniques; Self-Motivation; Student-Empowerment; Student-Participation; Teaching-Methods
ID: *Middle-School-Students
AB: This action research project evaluated a program to improve student motivation, attendance rate, percent of homework returned, and student academic growth. The targeted population was a seventh-grade class in a middle school in north central Illinois. The problem of inadequate student motivation was documented by means of attendance rates, students' time-on-task, class participation, and teacher journals recording classroom behavior and academic achievement. Analysis of probable cause research revealed that students' inadequate motivation is related to their poor self-esteem, unchallenging and repetitive assignments, emotionally stressful classroom environments, and extensive use of extrinsic rewards. A review of solution strategies resulted in the selection of three major categories of intervention: cooperative learning, students choice in activities and assignments, and lessons designed to reflect students' learning preferences. Post-intervention data indicated an increase in intrinsic motivation. Behaviors believed to be extrinsically motivated, such as attendance and homework completion, showed smaller increases. (Five appendixes include observation checklists and sample instructional materials. Contains 36 references.) (Author/EV)
LV: 1
CH: PS
FI: ED
DTC: 042; 142
UD: 199802 (RIE)
Record 7 of 13 - The ERIC Database
AN: ED407128
CHN: PS025358
AU: Conrad,-Linda-Marie
TI: Student Motivation and Cooperative Learning.
PY: 1994
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED407128
DT: Opinion-Papers (120)
CP: U.S.; Ohio
LA: English
PG: 57
DE: *Cooperative-Learning; *Motivation-Techniques; *Student-Motivation
DE: Classroom-Environment; Classroom-Techniques; Elementary-Secondary-Education; Group-Activities; Informal-Assessment; Learning-Activities; Student-Evaluation; Teacher-Student-Relationship; Teaching-Methods
AB: This paper describes one teacher's use of cooperative learning techniques to increase motivation in her students. After briefly describing the problem of student motivation, reviewing the literature that addresses the topic, and noting the characteristics of the class and students, the paper provides a detailed discussion of the teaching methods used to facilitate cooperative learning, including (1) its goal of ensuring that every student feel success, (2) the assignment of task objectives but not specific duties, (3) a component for individual assessment, and (4) the teacher's role as "guide on the side." The paper also describes evaluation methods and group-building exercises. The paper concludes by noting that cooperative learning is a powerful method of increasing student motivation. Teaching and evaluation materials and lesson plans are appended. Contains nine references. (EV)
LV: 1
CH: PS
FI: ED
DTC: 120
UD: 199709 (RIE)
Record 8 of 13 - The ERIC Database
AN: ED407056
CHN: PS023738
AU: Phillips,-Linda; Steinkamp,-Michelle
TI: Improving Academic Motivation.
PY: 1995
NT: M.A. Action Research Project, Saint Xavier University.
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED407056
DT: Dissertations-or-Theses-Undetermined (040)
CP: U.S.; Illinois
LA: English
PG: 97
DE: *Academic-Achievement; *Academic-Aspiration; *Learning-Motivation; *Motivation-Techniques; *Student-Motivation
DE: Cooperative-Learning; Educational-Strategies; Grade-4; Grade-5; Intermediate-Grades; Low-Achievement; Motivation-; Portfolio-Assessment; Portfolios-Background-Materials; Self-Motivation; Student-Educational-Objectives; Underachievement-
ID: *Achievement-Motivation-Training
ID: Motivational-Design; Rockford-School-District-205-IL
AB: This practicum project implemented a program designed to improve the motivation to learn among fourth- and fifth-graders in a fast growing, industrial community surrounded by prosperous farms in northern Illinois. The problem of low motivation was documented by systematic classroom observations, teacher interviews, and student surveys. Analysis of probable cause data revealed that students had little or no ownership in their learning, demonstrated little confidence and low self-esteem, and exhibited an inability to transfer learning. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of four major categories of intervention: implementation of cooperative learning strategies, development of a portfolio assessment plan, application of a tool to foster organizational skills, and institution of goal-setting techniques. The four-part intervention had a positive influence on the students' academic motivation. Evidence of academic motivation included an increase in the number of extra academic activities completed, the positive feedback on the portfolio assessment and assignment notebook, the relationship between the goals set and then accomplished, and the positive classroom atmosphere created by the use of cooperative learning strategies. (Contains 20 references and 23 appendices including sample forms, progress data, portfolio information, and other samples generated from the study.) (Author/SD)
LV: 1
CH: PS
FI: ED
DTC: 040
UD: 199709 (RIE)
Record 9 of 13 - The ERIC Database
AN: ED405321
CHN: SP037200
AU: Schnackenberg,-Heidi-L.
TI: Practical Motivational Techniques for Preservice Teachers and Instructional Design Strategies.
PY: 1997
NT: Paper presented at the Annual Meeting of the Association for Educational Communications and Technology (Albuquerque, NM, February 1997).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED405321
DT: Tests-or-Questionnaires (160); Speeches-or-Meeting-Papers (150); Reports-Descriptive (141)
CP: U.S.; Arizona
LA: English
PG: 10
DE: *Classroom-Techniques; *Motivation-Techniques; *Preservice-Teacher-Education; *Student-Motivation
DE: Elementary-Secondary-Education; Higher-Education; Program-Effectiveness; Questionnaires-; Student-Attitudes; Student-Teachers; Teacher-Attitudes
ID: Preservice-Teachers
AB: This paper describes educational units for preservice teachers that pertain to specific practical motivational techniques for the preservice teachers to use in their classrooms (grades K-12). The units are designed so that students will be able to name four motivational techniques, select the strategy that exemplifies a motivational technique, and describe how to implement specific motivational techniques in given classroom scenarios. Program materials include: the instructor guide, the student guide, overhead transparencies, and a pretest and posttest for each student. The program was field tested with 24 undergraduate education majors; analysis of the data indicated that the program was successful. Two appendices provide: the student reaction sheet, with responses detailed for 24 students; and the instructor reaction questionnaire with responses. (ND)
LV: 1
CH: SP
FI: ED
DTC: 160; 150; 141
UD: 199707 (RIE)
Record 10 of 13 - The ERIC Database
AN: EJ530128
CHN: SP525362
AU: Towns,-William-C.
TI: The Reconciliation of W. Edwards Deming and John Dewey: An Exploration of Similarities in Motivation Theory.
PY: 1996
SO: Educational-Foundations; v10 n2 p73-87 Spr 1996
ISSN: 1047-8248
DT: Opinion-Papers (120); Journal-Articles (080)
LA: English
DE: *Motivation-Techniques; *Rewards-; *Self-Motivation; *Student-Motivation
DE: Discipline-; Educational-Philosophy; Elementary-School-Students; Elementary-Secondary-Education; Secondary-School-Students; Teacher-Expectations-of-Students; Total-Quality-Management
ID: *Deming-(W-Edwards); *Dewey-(John)
AB: Interrogates similarities and misconceptions common to W. Edwards Deming and John Dewey, examining a reconciliation of the two within the context of motivation theory and concluding that Deming and Dewey are very similar in general outlook and the shared belief in the integrity of the individual within the social system. (SM)
CH: SP
FI: EJ
DTC: 120; 080
UD: 199701 (CIJE)
Record 11 of 13 - The ERIC Database
AN: ED378167
CHN: SP035685
AU: McCombs,-Barbara-L.; Pope,-James-E.
TI: Motivating Hard To Reach Students. Psychology in the Classroom: A Series on Applied Educational Psychology.
CS: American Psychological Association, Washington, DC.
PY: 1994
ISBN: 1557982201
AV: APA Order Department, P.O. Box 2710, Hyattsville, MD 20784.
PR: Document Not Available from EDRS.
DT: Guides-Classroom-Teacher (052)
CP: U.S.; District-of-Columbia
TA: Teachers; Practitioners
LA: English
PG: 123
DE: *Class-Activities; *High-Risk-Students; *Learning-Motivation; *Motivation-Techniques; *Student-Motivation; *Teacher-Role
DE: Classroom-Techniques; Educational-Environment; Educational-Psychology; Elementary-School-Students; Elementary-School-Teachers; Elementary-Secondary-Education; High-School-Students; Higher-Education; Incentives-; Individual-Development; Instructional-Effectiveness; Secondary-School-Teachers; Self-Concept; Self-Motivation; Student-Adjustment; Teacher-Education; Teacher-Effectiveness
AB: This book explores ways that teachers can work to motivate elementary, middle, or high school students who have lost interest in learning by explaining motivation and providing suggestions for student and teacher empowerment. It opens with two case illustrations of difficult to reach students and invites the reader to offer their response. The following four sections each address one of the book's four goals: (1) explaining motivation and how to enhance it by reviewing current theories of motivation, discussing what that research implies about effective practice, and looking at research findings specifically about motivating hard to reach students; (2) exploring what impact the nature of motivation may have on teacher role through different notions of teacher roles and what it means to motivate students; (3) providing strategies for helping individual students draw on their natural motivation to learn, particularly by helping them to understand and value themselves; and (4) providing strategies for establishing a classroom climate that fosters and sustains motivation through opportunities for growth and self-determination, encouraging academic risk taking, and creating a positive learning climate. Final sections return to the opening case illustrations for further discussion, and review the major points of previous sections. Includes a glossary. (JB)
LV: 3
CH: SP
FI: ED
DTC: 052
UD: 199505 (RIE)
Record 12 of 13 - The ERIC Database
AN: ED369773
CHN: SP035224
AU: Stipek,-Deborah-J.
TI: Motivation To Learn: From Theory to Practice. Second Edition.
PY: 1993
ISBN: 020514697
AV: Allyn and Bacon, A Division of Simon & Schuster, Inc., 160 Gould Street, Needham Heights, MA 02194.
PR: Document Not Available from EDRS.
DT: Information-Analyses-General (070); Guides-Classroom-Teacher (052); Books (010)
CP: U.S.; Massachusetts
TA: Teachers; Practitioners
LA: English
PG: 292
DE: *Diagnostic-Teaching; *Motivation-Techniques; *Positive-Reinforcement; *Self-Motivation; *Student-Motivation
DE: Achievement-Need; Educational-Research; Elementary-Secondary-Education; Epistemology-; Fear-of-Success; Higher-Education; Learning-Motivation; Literature-Reviews; Social-Cognition; Student-Behavior; Teacher-Education; Teacher-Expectations-of-Students; Teacher-Student-Relationship; Theories-; Theory-Practice-Relationship
AB: This book integrates theory, research, and practical issues related to achievement motivation, and provides an overview of current theories in the field, including reinforcement theory, intrinsic motivation, and cognitive theories. The text gives concrete examples and practical guidance for diagnosing and improving students' motivation, focuses on motivation in academic situations, and gives examples from athletic and other achievement contexts. Charts, checklists, and diagnostic tools are provided to help practicing teachers diagnose motivational problems and assess the motivational effects of their own behaviors and teaching strategies. Following a preface, the volume is organized into the following 12 chapters: (1) "Profiles of Motivational Problems" (introduces five children with motivational problems); (2) "Defining Achievement Motivation"; (3) "Reinforcement Theory"; (4) "Social Cognitive Theory"; (5) "Intrinsic Motivation"; (6) "Maximizing Intrinsic Motivation in the Classroom"; (7) "From Reinforcement to Cognition"; (8) "Perception of Ability"; (9) "Achievement Anxiety"; (10) "Maintaining Positive Achievement-Related Beliefs"; (11) "Communicating Expectations"; and (12) "Real Students" (considers possible remedies for the problems of the children introduced in chapter 1). Appendices provide forms and instructions for identifying motivation problems, external reinforcement (teacher self reports), observations of teachers' use of praise, ratings of the intrinsic value of tasks, and teacher ratings of student helplessness. (Contains approximately 500 references.) (LL)
LV: 3
CH: SP
FI: ED
DTC: 070; 052; 010
UD: 199409 (RIE)
Record 13 of 13 - The ERIC Database
AN: ED362952
CHN: EA025312
AU: Raffini,-James-P.
TI: Winners without Losers: Structures and Strategies for Increasing Student Motivation To Learn.
PY: 1993
ISBN: 0205140084
AV: Allyn & Bacon, 160 Gould Street, Needham Heights, MA 02194.
PR: Document Not Available from EDRS.
DT: Books (010); Guides-Classroom-Teacher (052)
CP: U.S.; Massachusetts
LA: English
PG: 286
DE: *Motivation-Techniques; *Reinforcement-; *Student-Motivation; *Teacher-Motivation
DE: Apathy-; Classroom-Environment; Elementary-School-Students; Elementary-Secondary-Education; Rewards-; Secondary-School-Students; Self-Esteem
AB: This book has two major purposes. The first is to help teachers gain a firm understanding of the theory and research that identifies the factors that have made it difficult for many students to meet their psychological and academic needs within traditional classrooms. Second, the book provides teachers with over a hundred suggestions for structural changes and motivational strategies designed to help satisfy these needs and thereby increase student motivation to learn. The first of 10 chapters, "Introduction," includes the goals for education and the book's approach--research based recommendations and strategies for motivation. Chapter 2, "Psychological Needs of Students," includes Maslow's Hierarchy of Needs and the needs of self-worth, autonomy, and competence. Chapter 3, "Student Apathy in the Classroom," includes the topics of apathy, academic ability, and failure-avoiding behavior. Chapter 4, "Fostering and Undermining Intrinsic Motivation," includes the characteristics of intrinsically motivating behavior, how rewards effect motivation, and minimally sufficient control. Chapter 5, "Developing a Motivating Classroom Personality," includes the topics of organizational patterns, goal orientation, and target structures. Chapter 6, "Enhancing Student Self-Esteem"; chapter 7, "Enhancing Student Autonomy"; chapter 8, "Enhancing Competence in All Students"; chapter 9, "Facilitating Students' Need for Relatedness"; and chapter 10, "Stimulating Student Involvement and Enjoyment of Learning" give recommendations and strategies concerning the respective topic of each chapter. An appendix details motivational strategies classified by target areas and grade level. (Contains 174 references.) (RR)
LV: 3
CH: EA
FI: ED
DTC: 010; 052
UD: 199403 (RIE)
