A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Encouraging student motivation
❘
35
examination time approaches they become increasingly extrinsically motivated and adopt
surface, rote-learning approaches. Similar findings have emerged in research by
Newstead and Findlay (1997), and a deep, strategic approach to studying appears to be
associated with high levels of academic achievement only when the assessment focuses
on and rewards personal understanding; in instances where this is not the case surface
approaches will likely be more effective (Entwistle, 2000). The assessment system should
be one that encourages conceptual understanding as opposed to rote learning. This might
be achieved through the increased use of problem solving, case studies and the like, where
knowledge has to be used rather than just learnt. What is more, such assessments could
take place under formal examination conditions, thus avoiding some of the problems
associated with continuous assessment (such as student cheating, which is where this
chapter began).
In a review of research into motivation in learning and teaching contexts, Pintrich (2003)
sums up concisely some of the actions we as teachers might take to support our students
that have been explored and hinted at above (see Table 3.3). Each of the motivational
generalisations cited in Table 3.3 should be considered in relation to both the academic
task (e.g. writing an essay) and topic/academic content of the task (e.g. theories of moral
development). It should be borne in mind that a student may be intrinsically interested
in theories of moral development but lack confidence in essay writing as well as
Motivational generalisation
Table 3.3 Motivational generalisations and design principles
Design principle
Adaptive self-efficacy and
competence beliefs motivate
students.
Adaptive attributions and
control beliefs motivate
students.
Higher levels of interest
and intrinsic motivation
motivate students.
• Provide clear and accurate feedback regarding
competence and self-efficacy, focusing on the
development of competence, expertise and skill.
• Design tasks that offer opportunities to be successful
but also challenge students.
• Provide feedback that stresses process nature of
learning, including importance of effort, strategies and
potential self-control of learning.
• Provide opportunities to exercise some choice and
control.
• Build supportive and caring personal relationships in
the community of learners.
• Provide stimulating and interesting tasks, activities,
and materials, including some novelty and variety in
tasks and activities.
• Provide content material and tasks that are personally
meaningful and interesting to students.
• Display and model interest and involvement in the
content and activities.
(Continued)