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ERIC Number: EJ959519
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0009-8655
Student Motivation and the Alignment of Teacher Beliefs
Wiesman, Jeff
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v85 n3 p102-108 2012
Given that many high school students come to school unmotivated to learn, the purpose of this article is to examine various motivational constructs and to determine if educators are incorporating the most effective motivational strategies. In fact, adolescents vary from adults physically, cognitively, emotionally, and physiologically and, therefore, they generally differ in their perceptions on the effectiveness of a variety of motivational practices. Students are more likely to attribute their own motivation to their intrinsic desire to learn or as a result of the goals they adopt. Teachers, on the other hand, believe students are more likely to be motivated as a result of the teachers' actions. Teachers do not always recognize which motivational constructs are the most effective, demonstrating the value of pre-service and in-service programs that stress student motivation. If educators wish to maximize student academic achievement, they must understand how to motivate students successfully. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A