The Implications for Effective Education of Understanding Pupil Motivation in Schools as a Multi-Dimensional Model

Burroughs, Sue

doi:10.1080/02673843.1991.9747684

Cited by 1 publication

(1 citation statement)

References 38 publications

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“…In contrast, students who are driven by 'hope for success' expect to succeed and have been allocated to an 'achievement motivation' type; for example, Ramsden's (1983, p. 6) definition of high achievement motivation is 'competitive and self-confident students, driven by hope for success'. This is a characteristic of individuals in McClelland's 'high achieving societies' and is often referred to as 'competence motivation' (Burroughs, 1991). These theories emphasise the student's expectancies of success or failure as determinants of the extent to which motivation is positive or negative, in contrast to the social learning theory emphasis on intrinsic and extrinsic sources of positive and negative motivation.…”

Section: Student Motivation To Learnmentioning

confidence: 99%

Academic research and student motivation

Breen

Lindsay

1999

Studies in Higher Education

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This article reports an investigation into the relationship between student perceptions of lecturer research and motivation to study at university. A 71-item, Likert-type questionnaire was completed by 100 Oxford Brookes University final year undergraduates. The pattern of correlation between variables together with the results of a factor analysis, suggests that a relationship exists between type of student motivation and attitude to faculty research. It is proposed that Intrinsic Motivation, and a specific form of Course Competence are associated with positive attitudes to departmental research activity while Extrinsic-, Social-and Achievement-oriented students appear to be indifferent, or to have negative attitudes towards research. In the light of the present findings, it is suggested that previously reported negative evaluations of research-active teachers may come from a subpopulation of students who are extrinsically motivated and uninterested in communication with lecturers. Students in this group may avoid interaction with lecturers, while such interaction is sought by intrinsically-motivated, course-competent students. In these circumstances, lecturer views on the value of research for teaching might well be biased by feedback from those students who perceive it positively. It is noted that the present findings may explain how positive forms of student motivation can be enhanced.

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Section: Student Motivation To Learnmentioning

confidence: 99%