Challenging Educators' Mental Models about Motivating Students

Autor/in	Coppess, Brian
Titel	Challenging Educators' Mental Models about Motivating Students
Quelle	In: Educational Research: Theory and Practice, 33 (2022) 1, S.61-67 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-8965
Schlagwörter	Cognitive Processes; Student Motivation; Motivation Techniques; Principals; Student Behavior; High Schools + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schulische Motivation; Motivationsförderung; Principal; Schulleiter; Student behaviour; Schülerverhalten; High school; Oberschule
Abstract	Largely because of its behaviorist roots and despite several progressive education movements, external control has been the primary motivation technique used by educators since the dawn of formal schooling in the United States. Decades of recent research, however, has led to a paradigm shift of sorts, suggesting that by challenging their mental models about the causes of student behavior, educators might learn to motivate students differently and more effectively, thus, enhancing students' opportunities for social and emotional growth. Based on the theory and research regarding the relations between motivation and behavior management and my own experience as a high school principal, I argue that educators can better facilitate learning by abandoning external control as a behavior management technique and employ more productive motivational strategies like compassion and behavioral freedom. (As Provided).
Anmerkungen	Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01