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ERIC Number: EJ799662
Record Type: Journal
Publication Date: 2008-Aug
Pages: 11
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1356-2517
The Significance of Motivation in Student-Centred Learning: A Reflective Case Study
Maclellan, Effie
Teaching in Higher Education, v13 n4 p411-421 Aug 2008
The theoretical underpinnings of student-centred learning suggest motivation to be an integral component. However, lack of clarification of what is involved in motivation in education often results in unchallenged assumptions that fail to recognise that what motivates some students may alienate others. This case study, using socio-cognitive motivational theory to analyse previously collected data, derives three fuzzy propositions which, collectively, suggest that motivation interacts with the whole cycle of episodes in the teaching-learning process. It argues that the development of the higher-level cognitive competencies that are implied by the term, student-centred learning, must integrate motivational constructs such as goal orientation, volition, interest and attributions into pedagogical practices.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)