Motivation and Classroom Learning

Anderman, Eric M.; Gray, DeLeon L.; Chang, Youngho

doi:10.1002/9781118133880.hop207005

Cited by 10 publications

(15 citation statements)

References 137 publications

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“…Students will be more likely to assign value to participating in the discussion or solving the hard problem, as well as risk failure in so doing, if they have a teacher who they like and trust assigning value to such efforts. They will be less likely to do so if they perceive there are negative consequences (e.g., a high emotional cost) of doing so (Anderman et al, 2012).…”

Section: The Classroom Learning Environmentmentioning

confidence: 99%

“…(CCSSI, 2010, p. 6), they draw on both cognitive and emotional resources that may be depleted in an unpredictable learning environment (CASEL, 2005;Durlak et al, 2011;. During a lesson characterized by a more orderly, but less supportive, learning environment, a student may still be able to engage in problem solving uninterrupted but may be unwilling to look for their own entry points into mathematical tasks or share their developing thinking with others, because they fear the social and emotional consequences of mathematical errors (Anderman et al, 2012;Turner & Meyer, 2004).…”

Section: The Classroom Learning Environmentmentioning

confidence: 99%

“…However, there may also be aspects of the emotional climate in the classroom that either inhibit or promote the rich mathematical discourse called for in newer standards. Though we have no empirical evidence of this, attribution theory would suggest students will not be motivated to share their developing mathematical thinking if they perceive a high cost to doing so (Anderman et al, 2012). Affective elements of a classroom may contribute to students feeling unsupported by their teacher or peers and, thus, limit their willingness to take academic risks, including sharing their ideas with others (Hawkins, 1997;D.…”

Section: Classroom Learning Environments and Standards-aligned Mathemmentioning

confidence: 99%

“…Research on motivation makes clear that a physically and emotionally safe, predictable classroom learning environment facilitates the development of social, emotional, and academic competencies, such as those intimated by the CCR standards (Hamre & Pianta, 2005; Zins & Elias, 2007). For example, self-determination theory posits that students demonstrate autonomous motivation when they internalize habits and regulatory processes rather than rely on external regulation and verification of self-worth (Anderman et al, 2012). Research has consistently shown autonomy-supportive teaching practices are associated with student behavior that aligns with the CCR conception of “productive struggle”—increased student effort, persistence, initiative, engagement, enjoyment, deep processing, and success during academic tasks (Anderman et al, 2012; Deci & Ryan, 1980; Jang et al, 2009; Senko et al, 2011; Vansteenkiste et al, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

“…For example, self-determination theory posits that students demonstrate autonomous motivation when they internalize habits and regulatory processes rather than rely on external regulation and verification of self-worth (Anderman et al, 2012). Research has consistently shown autonomy-supportive teaching practices are associated with student behavior that aligns with the CCR conception of “productive struggle”—increased student effort, persistence, initiative, engagement, enjoyment, deep processing, and success during academic tasks (Anderman et al, 2012; Deci & Ryan, 1980; Jang et al, 2009; Senko et al, 2011; Vansteenkiste et al, 2004). Autonomy-supportive teaching practices include allotting individual work time, welcoming and responding to student voice, emphasizing effort and growth over competence or skill, and supporting students (Reeve & Jang, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

See 4 more Smart Citations

The Convergence of Emotionally Supportive Learning Environments and College and Career Ready Mathematical Engagement in Upper Elementary Classrooms

Berlin

Cohen

2020

AERA Open

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Research focused on emotionally supportive teaching has typically run in parallel to the study of rigorous, standards-aligned mathematics teaching. However, recent work theorizes that positive and warm classroom environments may be necessary to help students meet the ambitious goals outlined in newer mathematics standards. We analyze the relationship between facets of classroom environments and the prevalence of standards-aligned mathematics instruction across more than 400 mathematics lessons in Washington, D.C., classrooms. We find no evidence of consistent standards-aligned mathematical engagement absent an engaging, emotionally supportive learning environment. These findings suggest that efforts to help teachers make the instructional shifts outlined in college and career ready standards might also need to support the provision of productive, warm, and nurturing learning environments.

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Section: The Classroom Learning Environmentmentioning

confidence: 99%

Section: The Classroom Learning Environmentmentioning

confidence: 99%

Section: Classroom Learning Environments and Standards-aligned Mathemmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

The Convergence of Emotionally Supportive Learning Environments and College and Career Ready Mathematical Engagement in Upper Elementary Classrooms

Berlin

Cohen

2020

AERA Open

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Connected learning: An approach for teaching nature of science aspects and argumentation components

Khishfe

2023

J Res Sci Teach

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The study investigated the influence of a connected learning approach for explicit nature of science (NOS) instruction and explicit argumentation instruction, in comparison with a non‐connected approach, on students' NOS conceptions and argumentation skills. Participants comprised 42 students enrolled in two sections of grade 10 that were randomly assigned (flip of a coin) into two groups: Connected (22 students) and non‐connected (20 students). Participants in both groups were taught by the same teacher. The duration for the treatment was 2 months and one unit about plants was addressed. Participants in one group received explicit NOS and explicit argumentation instruction and learned about NOS and argumentation components as connected and at the same time, while participants in the other group received explicit NOS instruction and explicit argumentation instruction as non‐connected and learned about them as separate. An open‐ended questionnaire, together with individual semi‐structured interviews, were administered at the beginning and conclusion of the study to assess participants' NOS conceptions and argumentation components in socioscientific contexts. The results showed that the connected group outperformed the non‐connected group in generating arguments and counterarguments. As for NOS, the results revealed that both the connected and non‐connected approaches showed a general enhancement of the conceptions of the NOS aspects. These results are interpreted in terms of the reflective judgment model, argumentation as a framework, an explicit approach, cognitive load theory, and curriculum coherence.

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