The significance of motivation in student-centred learning : a reflective case study

Maclellan, Effie (2008) The significance of motivation in student-centred learning : a reflective case study. Teaching in Higher Education, 13 (4). pp. 411-421. ISSN 1356-2517

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    Abstract

    The theoretical underpinnings of student-centred learning suggest motivation to be an integral component. However, lack of clarification of what is involved in motivation in education often results in unchallenged assumptions that fail to recognise that what motivates some students may alienate others. This case study, using socio-cognitive motivational theory to analyse previously collected data, derives three fuzzy propositions which, collectively, suggest that motivation interacts with the whole cycle of episodes in the teachinglearning process. It argues that the development of the higherlevel cognitive competencies that are implied by the term, student-centred learning, must integrate motivational constructs such as goal orientation, volition, interest and attributions into pedagogical practices.

    Creators(s): Maclellan, Effie ORCID logoORCID: https://orcid.org/0000-0002-5171-0921;
    Item type:Article
    ID code:6967
    Keywords:student-centred learning, motivation, goal orientation, volition, interest, attributions, pedagogical practice, Theory and practice of education, Higher Education, Education
    Subjects:Education > Theory and practice of education
    Education > Theory and practice of education > Higher Education
    Department:Faculty of Education > Educational and Professional Studies
    Depositing user: Prof Effie Maclellan
    Date deposited:15 Sep 2008
    Last modified:02 Mar 2021 01:02
    URI:https://strathprints.strath.ac.uk/id/eprint/6967
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