Supporting Students' Motivation, Engagement, and Learning During an Uninteresting Activity

By Hyungshim Jang. 2008

375 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e6a446694fb56b78ad277faf40a26f106d167f1b

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, background): “Yet, teachers of subjects that most students dislike. such as general subjects, may need more motivating interventions to foster students to engaged themselves within the lesson (Jang 2008; Reeve 2016).”
Longitudinal Test of Self-Determination Theory's Motivation Mediation Model in a Naturally Occurring Classroom Context (2012, neutral): “…satisfaction (Cheon, 2011; Gurland & Grolnick, 2003; Reeve, Jang, Hardré, & Omura, 2002; Reeve, Nix, & Hamm, 2003), engagement (Guay, Boggiano, & Vallerand, 2001; Jang, 2008; Reeve, Jang, Carrell, Jeon, & Barch, 2004), and learning/ achievement (Grolnick & Ryan, 1987; Vansteenkiste et al., 2005).”
Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand (2016, background): “According to Jang (2008), engagement in the academic activities that, by nature, are important but uninteresting, English learning included, will require students to realize how the learning task relates to their personal goal or interests, so they can regulate themselves to be on task (see also…”
How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications (2020, background): “This strategy effectively improves students’ perceived value of reading tasks, as found when prospective teachers read about statistics (Jang, 2008) and seventh graders read about science (Guthrie, MasonSingh, & Coddington, 2012).”
A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways (2016, background): “…Oyer, & Wynn, 2013); framing the lesson within a context of intrinsic goal pursuit (Vansteenkiste et al., 2004); providing explanatory rationales (Jang, 2008); uttering noncontrolling and informational language (Koestner, Ryan, Bernieri, & Holt, 1984); offering opportunities for self-direction…”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, background): “…are attuning, they foster students’ autonomy by taking the students’ frame of reference, nurturing their interests and curiosity and aligning learning tasks with what learners find personally relevant and meaningful in their own lives (Jang, 2008; Reeve & Jang, 2006; Vansteenkiste et al., 2018).”
Motivation and Autonomy in Counseling, Psychotherapy, and Behavior Change: A Look at Theory and Practice 1ψ7 (2011, background): “Beyond initial motivation, self-motivation or autonomy for change can become more critical over time as continued behavioral changes require overcoming obstacles (Ford, 1992; Jang, 2008; Sheldon & Elliot, 1998), persisting through rough spots, or sustaining action when the initial impetus and reinfo”
Promoting Student Engagement in the Classroom (2014, background): “Notably, this type of relevance suggests that even when particular content is not intrinsically interesting to a student (i.e., low in interest value), it can be engaging to the extent that it is perceived as otherwise important (Jang, 2008).”
Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization (2018, background): “Socializing agents such as teachers can communicate why the uninteresting activity or classroom rule is important and valuable to the students (Jang, 2008).”
The role of emotional engagement in lecturer-student interaction and the impact on academic outcomes of student achievement and learning (2012, background): “, using crossword puzzles to test understanding of subject content) (Raines, 2010) for instance, might be useful in creating a learning environment that promotes a positive attitude and openness towards learning (Jang, 2008) which in turn may facilitate cognitive (e.”
Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model (2016, neutral): “These processes are represented by SDT's motivation mediation model: Teachers' motivating style/ students' need satisfaction/ students' positive outcomes (Cheon et al., 2012; Deci et al., 2001; Jang, 2008; Jang et al., 2012; Jang, Reeve, Ryan, & Kim, 2009).”
Principals' leadership and teachers' motivation: Self‐determination theory analysis (2011, result): “…motivations is surprising, especially when compared to the rich literature concerning teaching styles and students’ motivations (Assor et al., 2002, 2005; Deci et al., 1981; Grolnick and Ryan, 1987; Jang, 2008; Reeve, 2002; Reeve et al., 1999, 2003; Roth et al., 2007; Roth and Bibi, 2010).”
The development of the five mini-theories of self-determination theory: an historical overview, emerging trends, and future directions (2010, background): “Recently, in a field study Jang (2008) examined the motivational power of one component of autonomy support – provision of a meaningful rationale.”
Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. (2009, background): “• Explicitly explain to students how the material is related to their interests, career goals, and/or the realworld (e.g., Jang, 2008).”
Student interest as a key driver of engagement for first year students. (2017, background): “As has been found in other studies (e.g. Jang, 2008), when students believe what they are doing is important, to their studies and future profession, they are more engaged in class.”
How K-12 teachers can put self-determination theory principles into practice (2009, background): “Doing so facilitates students’ appreciation, understanding, and internalization for why the otherwise uninteresting activity is actually a personally useful thing to do (Assor et al., 2002; Husman and Lens, 1999; Jang, 2008; Koestner et al., 1984; Reeve et al., 2002; Vansteenkiste et al., 2006).”