Higher education is a high stakes process involving engagement with curricula and often entails coping with the onslaught of assessments and examinations. This process creates a level of intensity that impacts on the student experience in higher education. It is, therefore, important to consider not only the motivational aspects of learning but also quality of life issues, as they have profound effects on students. Quality of life affects the way students interact with their formal education, and has wide-reaching effects on future careers and their ability to coordinate everyday events. Integrating these two concepts, student motivation and quality of life, brings together the explicit elements that underpin learning in the higher education context, creating links between the affective and social aspects of the student life. This synthesis is integral to improving student retention and quality of life and has important ramifications for educationalists, administrators, pastoral care and academic support service personnel, and students themselves. Some highlights of the book include: Applied Positive Psychology in Higher Education Internationalisation and Quality of Life: A Taiwanese Perspective The Computer Assisted Learning for the Mind (CALM) Website: Teaching Skills to Increase Resilience The Oxford University Peer Support Programme: Addressing the Wellbeing of Students Higher Education and Student Stress: Reclaiming Light, Liberty and Learning Improving academic quality of life through attribution- and motivation-focused counselling
To perform effectively, students need to maintain functional levels of quality of life.
1,2 Students, irrespective of the discipline, need to be motivated to learn in order
to successfully complete their study in higher education.3 Student motivation ...
Net-Generation Student Motivation to Attend Community College explores the factors that affect student retention rates in community college by presenting net-generation (or millennial) students with the opportunity to tell their stories and give insight into why they chose and completed their respective community college programs. The author views community colleges through the lens of second-chance organizations, where motivation plays a crucial role in determining whether these students will select and, more importantly, complete a two-year program at these institutions. Embedded in theories of intrinsic motivation (Identity Development Theory), the institution of education (Choice Theory), and college student persistence (the Theory of Self-Efficacy), this book utilizes a mixed method approach to address the unique challenges faced by community colleges in retaining net-generation students. The study also presents a conceptual framework deemed the “Akili model,” which emphasizes relationships, personal growth, and support systems to empower educational institutions with tools to keep students in college.
Extrinsic motivation using the prisoner example would be getting out of prison,
either waiting on a document that can ... Developing an understanding of the
cyclical nature of human development and not disregarding extrinsic motivation
by ...
This unique resource provides a wealth of theories and strategies for teachers to help spark students' motivations to learn and succeed beyond their formal schooling years.
Student motivation to learn is increased when students are allowed to think and
act for themselves. Independence of thinking leads to new investigations.
Learning how to set goals for themselves and reinforce their own independent
actions ...
Designed to present some of the current research on student motivation, cognition, and learning, this book serves as a festschrift for Wilbert J. McKeachie who has been a leading figure in college teaching and learning. The contributions to this volume were written by former students, colleagues and friends. A common focus on a general or social cognitive view of learning is shared throughout the volume, but there are significant differences in the perspectives the researchers bring to bear on the issues. They provide an excellent cross-section of current thinking and research on general cognitive topics such as students' knowledge structures, cognitive and self-regulated learning strategies, as well as reasoning, problem solving, and critical thinking. Social cognitive and motivational topics are also well represented, including self-worth theory and expectancy-value models. More importantly, an explicit attempt is made to link cognitive and motivational constructs theoretically and empirically. This area of research is one of the most important and promising areas of future research in educational psychology. Finally, most of the chapters address instructional implications, but several explicitly discuss instructional issues related to the improvement of college students' motivation and cognition.
determines the course and vigor of the actions, hence, situated motivation. This
bears closely on the fourth characteristic; situated motivation is necessarily
unstable. We do not think that goals remain the same for all individuals in all
settings ...
This book presents the latest developments in the major theories of student motivation as well as up-to-date research on the contextual and cultural variables that influence learning motivation in educational settings. An international roster of experts provides ample illustration of the complexities that are revealed when the study of cultural and contextual interactions is combined with motivational and cognitive variables.
The affective nodes ofcognitive structures, the affective consequences of
cognitive processes, the anticipated affect thatdirects theuse of cognitive
resources— all of the qualities subsumed under the terms, “motivation and
emotion” — theseare ...
Informed by new research on the brain’s plasticity and new insights on how culture relates to student motivation, this resource focuses on engaging even the most reluctant students!
Intrinsic motivation is dependent on our knowing the culture and what truly
motivates that student to learn. Before we can create a viable plan for activating
the systems of thinking in our students, it is important to understand the
differences ...
