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Motivation in the Classroom: Creating Effective Learning Environments

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This article examines different approaches to motivation and effective motivational strategies to engage students to learn. It discusses major perspectives on motivation and classroom applications. It analyses the teacher’s role in creating motivational atmosphere. It suggests various motivational strategies for creating effective learning environments. It is argued that whatever the source of motivation for the student to perform in the classroom, whether intrinsic or extrinsic motivation, it is immensely important to influence and motivate students, so they will eventually become intrinsically, rather than extrinsically motivated to learn. Furthermore, performing students need to set for themselves personally challenging goals and focus more on the task itself rather than the grade. In addition, it is essential to engage, empower, motivate and educate students so they can adapt and improve in academic achievement, and become lifelong learners. Therefore, motivated students should strive to become independent learners, and take responsibility of their own learning to reach their full potential.
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Keywords: achievement motivation; anxiety; attribution; extrinsic motivation; intrinsic motivation; motivational atmosphere

Document Type: Research Article

Publication date: 01 December 2018

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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