How Can Motivation To Learn Be Fost

How Can Motivation To Learn Be Fostered In The School Setting?

Although students' motivational histories accompany them into each new classroom setting, it is essential for teachers to view themselves as "ACTIVE SOCIALIZATION AGENTS capable of stimulating...student motivation to learn" (Brophy 1987).

Classroom climate is important. If students experience the classroom as a caring, supportive place where there is a sense of belonging and everyone is valued and respected, they will tend to participate more fully in the process of learning.

Various task dimensions can also foster motivation to learn. Ideally, tasks should be challenging but achievable. Relevance also promotes motivation, as does "contextualizing" learning, that is, helping students to see how skills can be applied in the real world (Lepper). Tasks that involve "a moderate amount of discrepancy or incongruity" are beneficial because they stimulate students' curiosity, an intrinsic motivator (Lepper).

In addition, defining tasks in terms of specific, short-term goals can assist students to associate effort with success (Stipek). Verbally noting the purposes of specific tasks when introducing them to students is also beneficial (Brophy 1986).

Extrinsic rewards, on the other hand, should be used with caution, for they have the potential for decreasing existing intrinsic motivation.

What takes place in the classroom is critical, but "the classroom is not an island" (Martin Maehr and Carol Midgley 1991). Depending on their degree of congruence with classroom goals and practices, schoolwide goals either dilute or enhance classroom efforts. To support motivation to learn, school-level policies and practices should stress "learning, task mastery, and effort" (Maehr and Midgley) rather than relative performance and competition.

Kết quả (Anh) 1:

Motivation Can Learn How To Be Fostered In The School Setting? Although students' Motivational Histories accompany them into each new classroom setting, it is essential for teachers to view themselves as "ACTIVE AGENTS SOCIALIZATION capable of stimulating student motivation to learn ..." ( Brophy, 1987). Classroom climate is important. If students experience in the classroom as a caring, supportive place where everyone is there is a sense of Belonging and Valued and respected, they'll Tend to Participate more fully in the process of learning. Various task dimensions can also foster motivation to learn. Ideally, should be challenging but ACHIEVABLE tasks. Relevance is also Promotes motivation, as does "contextualizing" learning, that is, helping students to see how skills can be applied in the real world (Lepper). Tasks that involve "a moderate amount of discrepancy or incongruity" are beneficial because they Stimulate students' Curiosity, an intrinsic motivator (Lepper). In addition, in terms of tasks Defining specific, short-term goals can assist the student to associate success with effort (Stipek). Introducing them verbally when Noting the purposes of specific tasks is also beneficial to students (Brophy, 1986). Extrinsic rewards, on the other hand, should be used with caution, for they have the potential for decreasing Existing intrinsic motivation. What takes place in the classroom is critical, but "the classroom is not an island" (Martin Maehr and Carol Midgley 1991). Depending on their degree of congruence with classroom goals and practices, schoolwide goals either enhance or dilute efforts classroom. To support motivation to learn, school-level policies and practices should stress "learning, task Mastery, and effort" (Maehr and Midgley) rather than relative performance and competition.