A Guide to Motivational Procedures for Instruction.

Autor/inn/en	Rubadeau, Duane O.; und weitere
Institution	College of New Caledonia, Prince George (British Columbia). Centre for Improved Teaching.
Titel	A Guide to Motivational Procedures for Instruction.
Quelle	(1984), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Techniques; Educational Psychology; Foreign Countries; Higher Education; Incentives; Learning Motivation; Models; Self Motivation; Student Motivation; Teacher Effectiveness; Teacher Influence; Teacher Student Relationship; Teaching Guides; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Erziehungspsychologie; Pädagogische Psychologie; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Anreiz; Motivation for studies; Lernmotivation; Analogiemodell; Schulische Motivation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerhandbuch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Designed to provide community college instructors with an understanding of how to improve the motivational level of their students, this four-part guidebook reviews theoretical concepts and offers practical advice concerning student motivation and frustration. Section I provides an overview of both intrinsic and extrinsic motivation and of conditions that may lead to frustration. Section II lays out Abraham Maslow's theory of motivation, emphasizing his hierarchy of needs. Following a brief introduction to motivation and instruction, the concept of psychological and physiological arousal, including its sources, its relationship to motivation and to learning are explored. The relationship between learning and anxiety is also examined. Then, a summary is provided of the educational implications of the theories and concepts included in this section. Next, section III describes the techniques employed by instructors to promote extrinsic motivation, including the use of verbal reinforcement, the element of surprise, familiar examples, games and simulations, test results and grades, and the transfer of learning. This section also offers guidance on dealing with competing motives, and reducing negative factors in the instructional setting. Finally, section IV explores the influence of social conditions on motivation, including social factors affecting both students and instructors, and the social atmosphere of courses and programs. (JMC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01