Creating Motivating Learning Environments: Teachers Matter

Daniels, Erika

doi:10.1080/00940771.2011.11461799

Cited by 16 publications

(11 citation statements)

References 4 publications

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“…Those students are more likely to be inherently motivated because they feel in control of their environment (McCombs, 2002). Middle grades students are more likely to work diligently if they see that their voices are valued and incorporated into what happens during the school day, because they do not feel as if things are being done to them (Daniels, 2010)-an idea that is the crux of the reading program at the school in this case study. Wigfield and Eccles (2002) found that young adolescents' rapidly developing cognitive skills lead them to crave decision-making opportunities.…”

Section: Autonomy As An Influence On Intrinsic Motivationmentioning

confidence: 99%

“…This study focused on the position that motivation is internally generated but influenced by external factors (Csikszentmihlayi, 1990). In other words, the context of middle school plays a role in the academic choices of young adolescents (Daniels, 2010;Gee, 1999).…”

Section: Motivation In Middle Schoolmentioning

confidence: 99%

“…Although there are many factors that contribute to student motivation (Daniels, 2010), the school in this case study chose to focus on building student interest in school through reading. To understand why the school made the decisions it did; an understanding of the motivation research is essential.…”

Section: Introductionmentioning

confidence: 99%

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Examining the Effects of a School-wide Reading Culture on the Engagement of Middle School Students

Daniels

Steres

2011

RMLE Online

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Section: Autonomy As An Influence On Intrinsic Motivationmentioning

confidence: 99%

Section: Motivation In Middle Schoolmentioning

confidence: 99%

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Examining the Effects of a School-wide Reading Culture on the Engagement of Middle School Students

Daniels

Steres

2011

RMLE Online

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“…In its Latin form, the term motivation means "moved to act" (Ryan & Deci, 2000), and the factors that move individuals to act are heavily influenced by the contexts in which they function (Daniels, 2010). Sociocultural theory (Brown, Collins, & Duguid, 1989;Gee, 2004;Vygotsky, 1978) offers explanations as to why this occurs and provides a useful frame to explore the research questions discussed in this study.…”

Section: Sociocultural Theorymentioning

confidence: 99%

Curricular Factors in Middle School Teachers’ Motivation to Become and Remain Effective

Daniels

2017

RMLE Online

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Research in education and psychology contributes to an understanding of how educators create contexts for learning that encourage intrinsic motivation and increase academic achievement. In this article, the researcher investigated how middle level teachers define effectiveness and identified what factors influence their motivation, both positively and negatively. The purpose of this study was to explore what factors teachers selfidentified as both supporting and hindering their professional motivation. An understanding of what motivates teachers to maintain effectiveness and what contributes to a loss of motivation may help administrators and other leaders make professional development, personnel, and curricular decisions that support teacher motivation. Data analysis revealed that teacher motivation was influenced by curricular, relational, and logistical factors. Curricular elements that encouraged teachers to improve their practice, as well as those factors that contributed to apathy or disinterest, are discussed. Findings revealed that competence in terms of one's ability to effectively teach required content increased professional motivation. Feelings of autonomy also increased participating teachers' desire to further develop their skills and improve their competence. Administrators, professional development providers, and teacher educators may find these results useful as they work to create environments that positively influence teacher motivation.

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“…Adolescents crave the constructs of autonomy, competence, and relatedness. Youth in several studies reported that when teachers create learning environments that support autonomy and competence (Kroeger et al, 2004;Mitra, 2004) or relatedness (Daniels, 2011;Daniels & Arapostathis, 2005;Kroeger et al, 2004), they feel more motivated to complete work and tasks that they would not otherwise be intrinsically motivated to complete.…”

Section: Student Voice and Sdtmentioning

confidence: 99%

Examining Montessori Middle School through a Self-Determination Theory Lens: A Mixed Methods Study of the Lived Experiences of Adolescents

Johnston

2016

JoMR

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Abstract. This study examined the influence of enrollment in a Montessori adolescent program on the development of self-determination. The study focused on seventh-grade students. Student feelings of self-determination were recorded through three cycles of interviews throughout the year to capture the change, if any, in feelings of self-determination. Bounded by selfdetermination and student-voice theory, this research was designed to give voice to students, add to the discourse on middle-school reform, and provide the perspective of the student.Based on the analysis of narratives, the major themes indicated the feelings of autonomy, competence, and relatedness that were most prevalent. The study suggests ways in which Montessori adolescent programs support students and in which other middle-level schools can support students. Literature ReviewThe design of the Montessori adolescent program was based on the notes and transcripts from a lecture series in which Maria Montessori coined the term erdkinder-child of the land. She used the term to describe the child in the third plane of development defined as ages 12 to 18. She also used erdkinder to refer to the adolescent learning environment (Montessori, 1967). She believed that the upheaval of this stage was a special time during which the spiritual embryo of the child could awaken. The adolescent program was a place to nurture older children's intellectual, psychological, and emotional development, where children could be liberated through education within a community of caring adults and peers (Montessori, 1967). Choice, working toward mastery, and building community-all hallmarks of Montessori philosophy and methodology-are the foundation upon which autonomy, competence, and relatedness are developed.Autonomy, competence, and relatedness are the three constructs of self-determination theory (SDT), a subtheory of human motivation developed in 1985 by Deci and Ryan. This work defined selfdetermination as the feeling of control over one's destiny. International studies showed that when the needs to develop autonomy, competence, and relatedness were supported, individuals felt in control of their destiny, motivating them to achieve their goals.Supports for these needs are embedded in the adolescent program as described by Montessori (Montessori, 1964(Montessori, , 1972b(Montessori, , 1973. The present study sought to capture the experiences of seventh-grade

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Creating Motivating Learning Environments: Teachers Matter

Cited by 16 publications

References 4 publications

Examining the Effects of a School-wide Reading Culture on the Engagement of Middle School Students

Examining the Effects of a School-wide Reading Culture on the Engagement of Middle School Students

Curricular Factors in Middle School Teachers’ Motivation to Become and Remain Effective

Examining Montessori Middle School through a Self-Determination Theory Lens: A Mixed Methods Study of the Lived Experiences of Adolescents

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