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| Autor/in | Young, Allison J. |
|---|---|
| Titel | The Challenge to Challenge: Shifting the Motivational Climate of the College Classroom for Enhanced Learning |
| Quelle | In: College Teaching, 51 (2003) 4, S.127-130 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-7555 |
| Schlagwörter | Teaching Methods; Epistemology; College Instruction; Student Motivation; Social Cognition; Classroom Techniques; Fundamental Concepts; Instructional Improvement; Motivation Techniques |
| Abstract | Student motivation for achievement is a particular concern in college teaching. The desire for students to learn for the sake of learning is strong, yet this often leads to "dumbing down" the curriculum. In this article, I present a case analysis of motivational dimensions of instructional practice in college classrooms using a social cognitive theory approach. Three dimensions are discussed: task, authority, and evaluation. Examples are provided to describe the role that challenge and support play in each of these dimensions. Implications for student motivation and learning are provided. (Author). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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