Page 123 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 123
Intrinsic motivation and pupil participation are greater in classes where 123
tasks are authentic, allowing students to recognise them as ‘their own’, so they
can co-operate, and exhibit different types of competencies and talents, where
tasks allow (Linenbrink-Garcia and Fredricks, 2008). Tasks that involve innova-
tions, doubt, imagination and elements of uncertainty increase intrinsic moti-
vation (Stipek, 1993). Tasks that stimulate students’attention, and are of help to
them in giving meaning to personal suitability, encourage situation-based in-
terest, which steers the development of personal interest in the long run (Hidi
et al., 2004). Teachers can invoke a situation-related context among students
through humour, addition of imaginary elements and task diversity, the use of
puzzles and games; they can take students’ wishes for socialising into consid-
eration by applying team work; they choose contents that are appealing for
most of the students in a class (Urdan and Turner, 2007). Tasks should be mod-
erately difficult and contextualised in relation to students’ personal lives and
interests.
The structure of authority and autonomy in the classroom is of critical im-
portance to learning motivation, both in terms of value as well as goal orien-
tation (Linenbrink-Garcia and Fredricks, 2008). If students are presented with
a choice and a smaller level of extrinsic control, this encourages their need for
self-determination, whereby intrinsic motivation is promoted (Deci and Ryan,
1985). Contrary to this, the perception of a high level of control (and of low au-
tonomy) – expressed by means of deadlines, compliance and extrinsic rewards
– decreased intrinsic motivation. When teachers allow students more control
in the classroom, this tells students that the importance and value of learning
lies in participating in an activity, and not in compliance towards the teacher,
and exhibiting competencies. Some forms of autonomous support are more
appropriate than others: support of cognitive autonomy – students assume
control over their learning through practice, such as encouraging multiple
problem-solving strategies or accepting different solutions – leads to higher
levels of motivation and participation than support of the autonomy in rela-
tion to the organisation of the classroom or practices used – when children
take part in making decisions about the forms and methods of work done in
school lessons (Stefanou et al., 2004).
Within the context of the classroom, some studies (Grolnick and Ryan,
1987; Reeve and Jang, 2006) have revealed that teachers who give their stu-
dents more independence end up with students who are more curious, more
intrinsically motivated, challenge-oriented and more efficient at solving prob-
lems. Students whose teacher was more controlling of the learning process,
displayed less self-initiative and had more problems with tasks that called for
divergent solutions. Based on the effect of students’ inclusion, the feeling of
connection with social partners has an indirect impact on learning outcomes;
connection with others results in a greater interest, enthusiasm and willing-
attitude to knowledge and adolescent´s learning achievement
tasks are authentic, allowing students to recognise them as ‘their own’, so they
can co-operate, and exhibit different types of competencies and talents, where
tasks allow (Linenbrink-Garcia and Fredricks, 2008). Tasks that involve innova-
tions, doubt, imagination and elements of uncertainty increase intrinsic moti-
vation (Stipek, 1993). Tasks that stimulate students’attention, and are of help to
them in giving meaning to personal suitability, encourage situation-based in-
terest, which steers the development of personal interest in the long run (Hidi
et al., 2004). Teachers can invoke a situation-related context among students
through humour, addition of imaginary elements and task diversity, the use of
puzzles and games; they can take students’ wishes for socialising into consid-
eration by applying team work; they choose contents that are appealing for
most of the students in a class (Urdan and Turner, 2007). Tasks should be mod-
erately difficult and contextualised in relation to students’ personal lives and
interests.
The structure of authority and autonomy in the classroom is of critical im-
portance to learning motivation, both in terms of value as well as goal orien-
tation (Linenbrink-Garcia and Fredricks, 2008). If students are presented with
a choice and a smaller level of extrinsic control, this encourages their need for
self-determination, whereby intrinsic motivation is promoted (Deci and Ryan,
1985). Contrary to this, the perception of a high level of control (and of low au-
tonomy) – expressed by means of deadlines, compliance and extrinsic rewards
– decreased intrinsic motivation. When teachers allow students more control
in the classroom, this tells students that the importance and value of learning
lies in participating in an activity, and not in compliance towards the teacher,
and exhibiting competencies. Some forms of autonomous support are more
appropriate than others: support of cognitive autonomy – students assume
control over their learning through practice, such as encouraging multiple
problem-solving strategies or accepting different solutions – leads to higher
levels of motivation and participation than support of the autonomy in rela-
tion to the organisation of the classroom or practices used – when children
take part in making decisions about the forms and methods of work done in
school lessons (Stefanou et al., 2004).
Within the context of the classroom, some studies (Grolnick and Ryan,
1987; Reeve and Jang, 2006) have revealed that teachers who give their stu-
dents more independence end up with students who are more curious, more
intrinsically motivated, challenge-oriented and more efficient at solving prob-
lems. Students whose teacher was more controlling of the learning process,
displayed less self-initiative and had more problems with tasks that called for
divergent solutions. Based on the effect of students’ inclusion, the feeling of
connection with social partners has an indirect impact on learning outcomes;
connection with others results in a greater interest, enthusiasm and willing-
attitude to knowledge and adolescent´s learning achievement
