Brophy (1987) Synthesis of research on strategies for motivating students to learn .
40-48 [101-109 van de reader]
Students are more likely to want to learn when they appreciate the value of classroom activities and
when they believe they will succeed if they apply reasonable effort.
Student motivation to learn:
- General trait
- Situation-specific state
If activated in particular learning situations, motivation to learn functions as a scheme or script that
includes affective elements + cognitive elements.
Teachers are not merely reactors, but rather are active socialization agents (capable of
stimulating the general development of student motivation to learn)
Distinction learning vs. performance
- Learning = information-processing, sense-making, and comprehension or mastery advances
that occur during the acquisition of knowledge or skill.
- Performance = demonstration of knowledge or skill after it has been acquired
- So, Motivation to learn =
o Motivation that drives later performance
o Motivation underlying the covert processes that occur during learning.
Expectancy x value theory = the effort people will expend on a task is a product of (1) the degree to
which they expect to be ably to perform the task successfully if they apply themselves, and (2) the
degree to which they value participation in the task itself for the benefits or rewards that successful
task completion will bring to them.
Essential preconditions (strategies)
1. Supportive environment (veiligheid)
2. Appropriate level of challenge/difficulty
3. Meaningful learning objects
4. Moderation/optimal use – niet teveel proberen te motiveren
Motivating by maintaining success expectations
- Achievement motivation – effort and persistence are greater in individuals who set goals,
seriously commit themselves to pursuing these goals, concentrate on success
- Efficacy perceptions – effort and persistence are greater in individuals who believe that
they have the efficacy (competence) needed to succeed
40-48 [101-109 van de reader]
Students are more likely to want to learn when they appreciate the value of classroom activities and
when they believe they will succeed if they apply reasonable effort.
Student motivation to learn:
- General trait
- Situation-specific state
If activated in particular learning situations, motivation to learn functions as a scheme or script that
includes affective elements + cognitive elements.
Teachers are not merely reactors, but rather are active socialization agents (capable of
stimulating the general development of student motivation to learn)
Distinction learning vs. performance
- Learning = information-processing, sense-making, and comprehension or mastery advances
that occur during the acquisition of knowledge or skill.
- Performance = demonstration of knowledge or skill after it has been acquired
- So, Motivation to learn =
o Motivation that drives later performance
o Motivation underlying the covert processes that occur during learning.
Expectancy x value theory = the effort people will expend on a task is a product of (1) the degree to
which they expect to be ably to perform the task successfully if they apply themselves, and (2) the
degree to which they value participation in the task itself for the benefits or rewards that successful
task completion will bring to them.
Essential preconditions (strategies)
1. Supportive environment (veiligheid)
2. Appropriate level of challenge/difficulty
3. Meaningful learning objects
4. Moderation/optimal use – niet teveel proberen te motiveren
Motivating by maintaining success expectations
- Achievement motivation – effort and persistence are greater in individuals who set goals,
seriously commit themselves to pursuing these goals, concentrate on success
- Efficacy perceptions – effort and persistence are greater in individuals who believe that
they have the efficacy (competence) needed to succeed
