狂热语言
发表于 2025-3-23 11:01:45
otivate through teaching and learning.Describes a multi-faceThis book is based upon three interrelated open naturalistic studies conducted to better characterise the motivational orientation of students in higher education. Open semi-structured individual interviews were conducted with undergraduate
Coronary
发表于 2025-3-23 14:52:26
The Studies,elated to their careers. Interviewees in each of the three groups were asked, through semi-structured interviews, about: • their motivation to enrol in higher education and in the particular course they had selected; • what motivated them to study; and • the curriculum and teaching and learning strategies which motivated them.
frozen-shoulder
发表于 2025-3-23 18:15:20
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kidney
发表于 2025-3-24 01:53:02
Motivation to Study,mic and relational nature of the model. The community college data were taken from the final interviews. By this time contextual influences, such as lack of success, the realisation that they could not articulate to university and the poor college environment, had shifted motivation to the negative ends of the continua.
FIS
发表于 2025-3-24 05:59:24
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uveitis
发表于 2025-3-24 08:41:34
Motivating Students through the Curriculum,nts enrolled for these awards are mature professionals studying a subject relevant to their professional needs. They, therefore, had very clear ideas as to the content and nature of the curriculum which was appropriate.
Saline
发表于 2025-3-24 12:18:51
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UTTER
发表于 2025-3-24 17:41:51
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LEVER
发表于 2025-3-24 22:28:14
Motivation Framework,of students, on: motivation to enrol in higher education; motives for selecting a particular course; and motivation to study. There is clearly a major advantage to having a holistic framework which can be used to examine, interpret and predict wide-ranging aspects of motivation and applicable to all
farewell
发表于 2025-3-25 01:08:33
Relationship to Other Theories of Motivation,with social-cognitive models of motivation in that motivation is represented as a multi-faceted phenomenon which is dynamic and influenced by the context. The nature of teaching, curriculum design and teacher-student and student–student relationships plays a part in the degree and nature of motivati