hh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The value of motivational theory in education
Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).ORCID iD: 0000-0003-4608-7300
2019 (English)In: The IAFOR Conference series 2019: Independence & Interdependence, Programme & Abstract Book, 2019, p. 58-58Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Motivation is the driving force behind all behaviors, from posting cat pictures on Facebook to finishing an exam on time - and motivation determines how much, how often and how passionately we do it. Besides providing expertise and knowledge, teachers can create good opportunities for commitment, learning and development among their learners – or the opposite – by influencing the motivational climate.  Self-determination theory (SDT) describes how teachers’ communication style can affect motivation, which in turn affects learning, achievement, development and commitment among learners. SDT also provides reliable methods based on the significance of basic psychological needs considered essential for motivation and self-regulation in all humans; autonomy, competence and relatedness. The need for autonomy involves volition and self-determination, the need for competence is about feeling effective and capable, and the need for relatedness is about feeling affiliated to other people. Social contexts that satisfy these needs nourish personal involvement, sustainable motivation and wellbeing. When the needs contrarily are thwarted, e.g. by using punishments, force or guilt, learners will feel controlled, incapable and excluded, which is related to cheating, nonattendance and boredom. To inspire interest and dedication teachers could therefore benefit from applying SDT in the classroom to stimulate a favorable motivational environment where learners have the opportunity to grow and thrive, not only within the specific subject, but also as a person. Such a social climate will also loop back and influence the teacher’s own experience, basic need satisfaction and motivation; constituting the dependence and interdependence of classroom dynamics. 

Place, publisher, year, edition, pages
2019. p. 58-58
National Category
Learning
Identifiers
URN: urn:nbn:se:hh:diva-39296OAI: oai:DiVA.org:hh-39296DiVA, id: diva2:1308001
Conference
The IAFOR Conference series 2019 – Independence & Interdependence, Honolulu, Hawaii, USA, January 3-5, 2019
Available from: 2019-04-30 Created: 2019-04-30 Last updated: 2019-05-09Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Programme & Abstract Book

Authority records BETA

Weman Josefsson, Karin

Search in DiVA

By author/editor
Weman Josefsson, Karin
By organisation
Centre of Research on Welfare, Health and Sport (CVHI)
Learning

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 37 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf