Motivation and Engagement Article

1. Motivation and Individual Beliefs

1.1. Students who believe intelligence is not able to be changed are less motivated.

1.2. Reinforce trying and perseverance, not intellegence

2. Sub dimensions of School Engagement

2.1. Academic Engagement: time on task, problems completed, etc.

2.2. Behavioral Engagement: attendance, class participation, et.

2.3. Cognitive engagement: self-regulation, learning goals

2.4. Psychological Engagement: feeling of belonging

3. Teaching Students to Self-Regulate

3.1. Observation

3.2. Emulation

3.3. Self-regulation

3.4. Self-control

4. The Power of Student Voice

4.1. Students are more motivated when they feel like they had a say in the learning process.

4.2. Students collaborate with, but do not lead, adults

4.3. Teachers open the door for feedback and input from their students

4.4. Student-centered and student-based teaching

5. The Dynamic Relationship

5.1. Students need motivation for engagement.

5.2. Students need engagement for learning.

5.3. Motivation, engagement, and learning are all tied together and necessary for each other.

6. Motivation and Social Context

6.1. Students come from all different backgrounds, some ready to learn and some not.

6.2. Critical that teachers learn what is motivating a student for success or failure

6.3. Motivation is malleable

7. Motivation and Expectations of Success

7.1. Teacher encouragement can greatly impact expectations of success.

7.2. Expectation is more belief than performance

7.3. Different ethic groups expected to perform differently

8. Self-Regulation Leads to Engagement

8.1. Self-learners are self-starters, more focused and attentive, ask for help

8.2. Monitor their own learning needs and evaluate effectiveness of learning style

8.3. Group work an effective motivator: monitor their group progress for the collective grade

8.4. Student-centered strategy: students are less motivated when they think they can't do something