Motivating students to learn

By Cher Ping. British Journal of Educational Technology, 2005

918 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/550aa116f48f76ea636a20bde5bf3ef2e9812fd9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

A Study of the Relationship between Motivation, Self-concept and Academic Achievement of Students at a University in Limpopo Province, South Africa (2014, background): “Brown et al. (1998) point out that the challenge in higher education has always been to stimulate, engender and enhance the motivation of those students whose enthusiasm for learning is dubious. Pintrich and Schunk (2002) regard motivation as an integral part of learning.”
Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging (2015, background): “Teacher expectations play a significant role in fostering motivation and achievement (Brophy, 2004) and are considered best practice especially for students in high needs, urban school settings (Corbett, Wilson, & Williams, 2002).”
The development of a questionnaire to measure students' motivation towards science learning (2005, background): “An individual’s goal toward tasks refers to students’ attending the learning tasks for performance goal or achievement goal (Brophy 1998).”
Specific Praise Improves On‐task Behaviour and Numeracy Enjoyment: A study of year four pupils engaged in the numeracy hour (2004, background): “Brophy (1998) differentiates between learning and performance goals; pupils with learning goals (also called mastery or task involvement goals) treat tasks as an opportunity to learn; in contrast, pupils with performance (or ego-involvement) goals treat tasks as a test of their ability to perform…”
THE ROLE OF SELF-EFFICACY BELIEFS INSTUDENT ENGAGEMENT AND LEARNING INTHECLASSROOM (2003, background): “It is beyond the scope of this article to summarize all of them, but there are several good textbook sources for those interested in other models of motivation (see Brophy, 1998; Pintrich & Schunk, 1996; Stipek, 1998).”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “The key to stable motivation to learn depends on a student’s capacity to deploy self-regulatory strategies which strengthen their engagement with tasks that they may not find intrinsically interesting (Brophy 2004).”
A Model of Future-Oriented Motivation and Self-Regulation (2004, background): “A frequently cited charge for educators today is to help students become motivated and self-regulated learners (e.g., Alderman, 1999; Ames, 1992; Brophy, 1998; Covington, 1992; Nicholls, 1989).”
Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school science (2008, methodology): “Research has found that students sustain their attention more continuously and process information at deeper levels when they have a personal interest or investment in the domain (Brophy, 1998).”
Motivation and Identity: The Relations of Action and Development in Educational Contexts—An Introduction to the Special Issue (2009, background): “Finally, Jere Brophy, a vocal advocate of the “bigger picture” perspective on the goals of education (Brophy, 1999) and a critic of motivational theories and their application to educational settings (Brophy, 2004), provides a commentary on the special issue.”
Back to Basics (2009, neutral): “It is especially important that teachers point out to the student the benefit of engaging in more acceptable behavior (e.g., remain part of classroom activity, proceed to cafeteria with classmates; Brophy, 1998).”
Gamification and student motivation (2016, background): “It is used to explain the attention and effort students dedicate to particular learning activities (Brophy, 2013).”
Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement. (2008, background): “Surely, those steps will accomplish two important goals—improved student self-efficacy and confidence to learn—as well as high scores on accountability tests.”
Academic Motivation and Achievement Among Urban Adolescents (2007, background): “…with a learning goal orientation “encounter difficulties, they are likely to seek help or if necessary to persist with their own self-regulated learning efforts, buoyed by the belief that these efforts are worthwhile and the confidence that they will pay off eventually” (Brophy, 2004, p. 90).”
Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent (2011, background): “Identified regulation is considered particularly important from a practical viewpoint because the perceived relevance and worthwhileness of learning activities can be influenced by the choices made by teachers and course designers (Brophy, 2010).”
Children's Motivation for Reading: Domain Specificity and Instructional Influences (2004, background): “It is unreasonable that educators expect that children always will be intrinsically motivated to read or to perform different activities in school (Brophy, 1998).”
Factors affecting the motivation of Turkish primary students for science learning (2011, background): “…intrinsic and extrinsic aspects, factors include self-perceptions of ability, effort, task value, self-efficacy, test anxiety, selfregulated learning, task orientation and learning strategies (Brophy, 1998; Garcia 1995, Garcia & Pintrich, 1995; Nolen & Haladyna, 1989; Pintrich & Schunk, 1996).”
Goal Theorists Should Move on From Performance Goals (2005, background): “For details and references relating to these developments, see Brophy (2004), Harackiewicz, Barron,Pintrich,Elliot,andThrash(2002),orWolters (2004).”