NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED286882
Record Type: RIE
Publication Date: 1987-Sep
Pages: 121
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Motivating Students to Learn: An Experiment in Junior High Social Studies Classes. Research Series No. 183.
Brophy, Jere; Merrick, Mari
Teachers participating in an experiment were asked to teach their control sections of junior high social studies classes as they had been planning to teach them anyway, but to adjust or enhance these plans so as to teach their experimental sections in ways that incorporated one or more of 24 motivational strategies featured in a training workshop. Implementation of these motivational guidelines (and thus differentiation of instruction between the two class sections) was variable but sufficient to produce significant improvement (from the first half to the second half of the semester) in student achievement. The treatment did not produce the expected pre-post improvement in student motivation questionnaire responses, however, and teachers who stressed strategies for capitalizing on students' existing intrinsic motivation got better motivational results than teachers who stressed strategies for motivating students to learn. These results suggest that student motivation to learn is even more different from (specifically, even more cognitive and less affective than) intrinsic motivation than previously suspected, so that systematic teacher implementation of strategies for motivating students to learn may produce improvements primarily in measures of student achievement rather than in measures of student motivation (especially if these are conventional measures that stress affective rather than the cognitive aspects of motivation). (Author)
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($10.50).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.