Using Achievement Goal Theory to Create Motivating Learning Environments
Abstract
Instructors in higher education struggle with the dilemma of how to create an environment in which students not only gain content knowledge but also are motivated to be lifelong learners. The author suggests a way to resolve this dilemma by discussing how she used a framework for scholarly teaching to design and teach an educational psychology course. The framework's basis in the research on motivation and learning is described, and then findings are discussed as to how the framework can create a classroom personality focused both on covering content and motivating students for continued learning.
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