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ERIC Number: EJ1136236
Record Type: Journal
Publication Date: 2010-Jul
Pages: 4
Abstractor: ERIC
ISSN: EISSN-1931-4744
Reader's Response: Motivating Graduate Students
Bodur, Yasar
International Journal for the Scholarship of Teaching and Learning, v4 n2 Article 27 Jul 2010
This article is a response to "Applying Graduate Student Perceptions of Task Engagement to Enhance Learning Conditions" by Jay Caulfield (2010). Caulfield's study on graduate students' perceptions of task engagement was an important one for people who are involved in graduate level teaching. The issues of motivation can easily be overlooked with graduate students because one can easily, perhaps rightfully, make the assumption that graduate students come to graduate programs knowing what they want in their education; therefore, they are readily motivated. As Caulfield indicated, not all learning tasks are engaging even for graduate students. The study presented the issue of task engagement in relation to student motivation and cognitive, behavioral, and affective variables. The purpose of this response is to respond to the way Caulfield defined student motivation and to add to the practical implication of his research using John Keller's (1987) Attention, Relevance, Confidence, and Satisfaction (ARCS) model. [For "Applying Graduate Student Perceptions of Task Engagement to Enhance Learning Conditions," see EJ1136131.]
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A