When it comes
to art, Anya is highly motivated. We can reasonably draw this
conclusion based on her close attention in class, her eagerness to draw
whenever she can, and her career goal. Motivation is something that
energizes, directs, and sustains behavior; it gets students moving,
points them in a particular direction, and keeps them going. We often
see students’ motivation reflected in personal development and in cognitive, inspiration quotes, and behavioral engagement in school activities (Fredricks, Blumenfeld, & Paris, 2004; Maehr & Meyer, 2004; Reeve, 2006).
Virtually all students are motivated in one way or another. One student may be keenly interested in classroom subject matter and seek out challenging course work, participate actively in class discussions, and earn high marks on assigned projects. Another student may be more concerned with the social side of school, interacting with classmates frequently, attending extracurricular activities almost every day, and perhaps running for a student government office. Still another may be focused on athletics, excelling in physical education classes, playing or watching sports most afternoons and weekends, and faithfully following a physical fitness regimen. Yet another student—perhaps because of an undetected learning disability, a shy temperament, or a seemingly uncoordinated body—may be motivated to avoid academics, social situations, or athletic activities.
When Anya comes to school each day, she brings her strong interest in art with her. But motivation quotes is not necessarily something that learners bring to school; it can also arise from environmental conditions at school. When we talk about how the environment can enhance a learner’s motivation to learn particular things or behave in particular ways, we are talking about situated motivation (Paris & Turner, 1994; Rueda & Moll, 1994). In the pages to come, we’ll find that as teachers, we can do many things to motivate students to learn and behave in ways that promote their long-term success and productivity.
Virtually all students are motivated in one way or another. One student may be keenly interested in classroom subject matter and seek out challenging course work, participate actively in class discussions, and earn high marks on assigned projects. Another student may be more concerned with the social side of school, interacting with classmates frequently, attending extracurricular activities almost every day, and perhaps running for a student government office. Still another may be focused on athletics, excelling in physical education classes, playing or watching sports most afternoons and weekends, and faithfully following a physical fitness regimen. Yet another student—perhaps because of an undetected learning disability, a shy temperament, or a seemingly uncoordinated body—may be motivated to avoid academics, social situations, or athletic activities.
When Anya comes to school each day, she brings her strong interest in art with her. But motivation quotes is not necessarily something that learners bring to school; it can also arise from environmental conditions at school. When we talk about how the environment can enhance a learner’s motivation to learn particular things or behave in particular ways, we are talking about situated motivation (Paris & Turner, 1994; Rueda & Moll, 1994). In the pages to come, we’ll find that as teachers, we can do many things to motivate students to learn and behave in ways that promote their long-term success and productivity.
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