ERIC Number: ED256232
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
Breaking the Finishing Habit.
Wlodkowski, Raymond J.
AAHE Bulletin, p3-6 Apr 1985
Factors that influence college students' motivation for learning are discussed. When difficult assignments seem unconnected to any highly regarded outcome, students view them as another hurdle to be jumped to receive a good grade. Three influences that enhance intrinsic motivation are choice, optimum challenge, and positive feedback. In general, the more students see their learning as self-determined, the more likely they are to develop intrinsic motivation for what they are learning. For adult students, college programs should make explicit the connection between what adults are learning and why it is important to their lives and aspirations. Today's college students' massive experience with high-tech stimulation makes the average college lecturer much less effective. Too many college instructors are like students in wanting to get the class finished. Motivation is an interactive process: what the student brings to the classroom is affected by what the teacher offers. Today, college students are probably less motivated to participate in abstract learning than ever before. Faculty should address such questions as how to help students develop a positive attitude toward what is taught and how to make the subject matter stimulating. (SW)
Descriptors: Adult Students, College Instruction, College Students, Feedback, Higher Education, Learning Motivation, Motivation Techniques, Student Attitudes, Student Educational Objectives, Student Motivation, Teacher Effectiveness, Teacher Student Relationship
Publications Department, American Association for Higher Education, One Dupont Circle, Suite 600, Washington, DC 20036.
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: American Association for Higher Education, Washington, DC.