Literaturnachweis - Detailanzeige
| Autor/inn/en | Bomia, Lisa; Beluzo, Lynne; Demeester, Debra; Elander, Keli; Johnson, Mary; Sheldon, Betty |
|---|---|
| Titel | The Impact of Teaching Strategies on Intrinsic Motivation. |
| Quelle | (1997), (28 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Elementary Secondary Education; Learner Controlled Instruction; Self Motivation; Student Motivation; Student Participation; Teacher Influence; Teacher Responsibility; Teaching Methods |
| Abstract | This paper examines intrinsic motivation by reviewing various motivational theories and models and discussing whether research supports the hypothesis that teaching strategies can influence intrinsic motivation. Intrinsic motivation, also known as self-motivation, refers to influences that originate from within a person which cause a person to act or learn. This includes self-concept, self-esteem, self-satisfaction, personal values, and personal/emotional needs and drives. The paper focuses on the theories and models of Biddle, Goudas, and Underwood (1995); Hancock (1995); Keller (1979); Bohlin, Milheim, and Viechnicki (1993); and Bandura (1986) and Pajares (1996), noting the various concepts developed to explain their theories and models. Teaching strategies to support the various concepts are suggested as ways to impact intrinsic motivation in the learner. Various components or concepts of intrinsic motivation revealed through the research include autonomy, expectancy, instrumentality, effort, interest, satisfaction, valence, relevance, and self-efficacy. In examining these concepts and the teaching strategies associated with them, it was determined that specific teaching strategies can have a positive effect on the various concepts related to intrinsic motivation. Teachers must be aware of strategies that will positively affect motivation, using an approach that reinforces student willingness and enthusiasm. (Contains 21 references.) (Author/SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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