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

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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.
    Original languageEnglish
    Pages (from-to)411-421
    Number of pages11
    JournalTeaching in Higher Education
    Volume13
    Issue number4
    Early online date26 Jun 2008
    DOIs
    Publication statusPublished - 2008

    Keywords

    • student-centred learning
    • motivation
    • goal orientation
    • volition
    • interest
    • attributions
    • pedagogical practice

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