Reader's Response: Motivating Graduate Students

Autor/in	Bodur, Yasar
Titel	Reader's Response: Motivating Graduate Students
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 4 (2010) 2, Artikel 27 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Stellungnahme; Graduate Students; Learning Motivation; Learner Engagement; Definitions; Models; Attention; Relevance (Education); Self Esteem; Student Satisfaction; Predictor Variables; Expectation; Instructional Design + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Motivation for studies; Lernmotivation; Begriffsbestimmung; Analogiemodell; Aufmerksamkeit; Relevance; Relevanz; Self-esteem; Selbstaufmerksamkeit; Prädiktor; Expectancy; Erwartung; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	This article is a response to "Applying Graduate Student Perceptions of Task Engagement to Enhance Learning Conditions" by Jay Caulfield (2010). Caulfield's study on graduate students' perceptions of task engagement was an important one for people who are involved in graduate level teaching. The issues of motivation can easily be overlooked with graduate students because one can easily, perhaps rightfully, make the assumption that graduate students come to graduate programs knowing what they want in their education; therefore, they are readily motivated. As Caulfield indicated, not all learning tasks are engaging even for graduate students. The study presented the issue of task engagement in relation to student motivation and cognitive, behavioral, and affective variables. The purpose of this response is to respond to the way Caulfield defined student motivation and to add to the practical implication of his research using John Keller's (1987) Attention, Relevance, Confidence, and Satisfaction (ARCS) model. [For "Applying Graduate Student Perceptions of Task Engagement to Enhance Learning Conditions," see EJ1136131.] (ERIC).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01