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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.

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: 24 Sep 2017 11:41
URI: https://strathprints.strath.ac.uk/id/eprint/6967
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