Journal Article10.1007/BF02904345
Motivation and instructional design: A theoretical perspective
TL;DR: A theoretical approach to understanding motivation in relation to other factors that influence learning and the design of instruction is presented and several illustrative research studies are reviewed along with an introduction to a systematic process of influencing motivation.
read more
Abstract: We have not given adequate systematic attention to the problem of motivation in instructional theory and technology, to the understanding of motivation in individual learners, or to the development of a technology for influencing motivation (Cooley & Lohnes, 1976; Cronbach & Snow, 1976). We know, as a rule of thumb, that we should introduce novelty, uncertainty, or a sense of mystery at the beginning of a program to elicit attention and, it is hoped, enthusiasm, and we know that we should use reinforcement to help sustain desirable changes in behavior, but neither of these principles constitutes an adequate understanding of motivation. The purpose of this paper is to present a theoretical approach to understanding motivation in relation to other factors that influence learning and the design of instruction. In this context, several illustrative research studies are reviewed along with an introduction to a systematic process of influencing motivation. This presentation is not exhaustive, but serves as an introduction to the approach, and as a basis for subsequent elaborations of the issues and tech-
read more
Chat with Paper
AI Agents for this Paper
Find similar papers on Google Scholar, PubMed and Arxiv
Write a critical review of this paper
Analyze citations of this paper to find unaddressed research gaps
Citations
Toward a Cohesive Curriculum of Communicative Language Instruction at Muroran Institute of Technology
Brian Gaynor,Ewa Grave,Eric Hagley,Michael Johnson +3 more
- 01 Mar 2011
TL;DR: Four areas of reasoning behind the materials the authors use; how they assess materials; creation of an e-learning system; and the Common European Framework of are looked at.
6
‘Getting involved in research’: a co-created, co-delivered and co-analysed course for those with lived experience of health and social care services
Carol Blair,Paul Best,Patricia Burns,Anne Campbell,Gavin Davidson,Joe Duffy,Anne Johnston,Berni Kelly,Campbell Killick,Denise Mac Dermott,Alan Maddock,Claire McCartan,Paula McFadden,Anne McGlade,Lorna Montgomery,Sonia Patton,Dirk Schubotz,Brian J Taylor,Fiona Templeton,Paul I Webb,C. White,Jade Yap +21 more
TL;DR: For instance, the "Getting Involved in Research" course as discussed by the authors was designed to provide an understandable introduction to research for those people with lived experience of health and social care services.
A Study on the Structural Equation Model for Students' Satisfaction in the Blended Leaning Environment
Gyun Heo
- 01 Jan 2009
TL;DR: In this article, the authors explore factors that affect the satisfaction of students' experiences in an education course, with the educational method and educational technology designed with a blended learning strategy, by using Factor Analysis and the Structural Equation Model.
6
References
Self-efficacy: toward a unifying theory of behavioral change.
TL;DR: An integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment is presented and findings are reported from microanalyses of enactive, vicarious, and emotive mode of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes.
40.8K
•Journal Article
Self-efficacy : Toward a unifying theory of behavioral change
TL;DR: In this article, the authors present an integrative theoretical framework to explain and predict psychological changes achieved by different modes of treatment, including enactive, vicarious, exhortative, and emotive sources.
32.1K
Generalized expectancies for internal versus external control of reinforcement.
TL;DR: In this paper, the effects of reward or reinforcement on preceding behavior depend in part on whether the person perceives the reward as contingent on his own behavior or independent of it, and individuals may also differ in generalized expectancies for internal versus external control of reinforcement.
23.7K
•Book
A Theory of Cognitive Dissonance
Leon Festinger
- 01 Jan 1957
TL;DR: Cognitive dissonance theory links actions and attitudes as discussed by the authors, which holds that dissonance is experienced whenever one cognition that a person holds follows from the opposite of at least one other cognition that the person holds.
22.7K
•Book
Motivation and Personality
Abraham H. Maslow
- 01 Jan 1954
TL;DR: Perspectives on Sexuality Sex Research - an Overview Part 1.
22.4K