Melissa Ferland, Claudia F Molinaro, Jeff J Kosovich, Jessica K Flake
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引用次数: 0
Abstract
Introduction: Student motivation is a critical predictor of academic achievement, engagement, and success in higher education. Motivating students is a crucial aspect of effective teaching.
Statement of the problem: Although there is a wealth of research on student motivation, practical guidance for putting theory into practice in challenging teaching environments (i.e., large-format introductory courses) is lacking. We discuss a first step toward motivating students: understanding how motivated they are and using that information to inform teaching.
Literature review: Anxiety, impeded motivation, and high student-to-teacher ratio are all challenges associated with teaching foundational introductory courses, such as statistics. The Expectancy-Value-Cost model of motivation provides theoretical background to assist with these courses. We discuss the implementation and use of motivation assessments as a teaching tool.
Teaching implications: Motivation assessments are feasible and useful while teaching large-format introductory courses. Instructor reflections lend insights as to how to use these assessments to improve pedagogy.
期刊介绍:
Basic and introductory psychology courses are the most popular electives on college campuses and a rapidly growing addition to high school curriculums. As such, Teaching of Psychology is indispensable as a source book for teaching methods and as a forum for new ideas. Dedicated to improving the learning and teaching process at all educational levels, this journal has established itself as a leading source of information and inspiration for all who teach psychology. Coverage includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching.