The DOI matches its Crossref record; 16 of the 16 references it cites were found in a registry or an index.
Developing Students' Appreciation for What Is Taught in School
Abstract
This article elaborates a presentation made upon reception of the E. L. Thorndike Career Achievement Award in Educational Psychology from Division 15 of the American Psychological Association. It considers how value aspects of motivation apply to efforts to develop students' appreciation for school learning. Currently, we have only limited knowledge about situations that afford opportunities for learning school content with appreciation of its value, how to exploit those affordances, or even their benefits to learners. We need to develop our theorizing about the benefits that students may derive from learning in school and determine what curriculum makers and teachers might do to foster students' appreciation for these benefits. Teaching for appreciation requires ensuring that what is taught is worth learning, explaining the value of this content and modeling its applications, and scaffolding learning by engaging students in activities that allow them to experience its valued affordances.
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Cites
Expectancy-value theory of achievement motivation
Wigfield, A., & Eccles, J. S. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1015 · Cited by 7,383
(1999) · Cited by 6,308
The four-phase model of interest development
Hidi, S., & Renninger, K. A. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_4 · Cited by 4,702
Advances in Motivation and Achievement
(2014) · Motivational Interventions · doi:10.1108/s0749-742320140000018017 · Cited by 1,536
Brophy, J. (2004) · Routledge eBooks · doi:10.4324/9781410610218 · Cited by 1,285
Self-citationVansteenkiste, M., Lens, W., & Deci, E. L. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4101_4 · Cited by 1,044
Expectations and Actions: Expectancy-Value Models in Psychology
Feather, N. T. (2021) · Routledge eBooks · doi:10.4324/9781003150879 · Cited by 693
Toward a model of the value aspects of motivation in education: Developing appreciation for..
Brophy, J. (1999) · Educational Psychologist · doi:10.1207/s15326985ep3402_1 · Cited by 395
Self-citationIncreasing Situational Interest in the Classroom
Schraw, G., Flowerday, T., & Lehman, S. (2001) · Educational Psychology Review · doi:10.1023/a:1016619705184 · Cited by 393 · cited 1×
“Interest theorists ( Hidi & Renninger, 2006 ; Schraw, Flowerday, & Lehman, 2001 ) noted that individuals tend to engage more productively in activities they find more interesting.”
BackgroundMotivating students to learn, 2nd ed.
Brophy, J. (2004) · Cited by 197
Self-citation
Cited by
REEVE, J. (2009) · Educational Psychologist · doi:10.1080/00461520903028990 · Cited by 1,728
Interest Matters: The Importance of Promoting Interest in Education
Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732216655542 · Cited by 695
Boring but important: A self-transcendent purpose for learning fosters academic self-regulation.
Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., D'Mello, S., Spitzer, B. J., & Duckworth, A. L. (2014) · Journal of Personality and Social Psychology · doi:10.1037/a0037637 · Cited by 530
A Framework for Designing Scaffolds That Improve Motivation and Cognition
Belland, B. R., Kim, C., & Hannafin, M. J. (2013) · Educational Psychologist · doi:10.1080/00461520.2013.838920 · Cited by 306
Froiland, J. M., & Oros, E. (2014) · Educational Psychology · doi:10.1080/01443410.2013.822964 · Cited by 255
Metadata
- Authors
- BROPHY, J.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2008-07-29
- Volume
- 43
- Issue
- 3
- Pages
- 132-141
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2161247698
- Cited by
- 309
- References
- 16
- FWCI
- 16.07
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
