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Cited by 365

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Conceptualizing student motivation

Brophy, Jere·1983·Educational Psychologist
DOI 10.1080/00461528309529274
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Abstract

Because classrooms are work settings in which students are engaged in compulsory activities and because the work involved is largely intellectual rather than physical, concepts and measures developed for studying motivation in free choice play situations have limited application to the study of student motivation for engaging in academic activities. More attention is needed to the cognitive aspects of motivation (not just its affective aspects) and to the value that students place on academic activity (not just their performance expectations and attributions). This article discusses these issues and offers suggestions about how teachers might become more successful than they are now in socializing their students to become motivated to learn. Motivation to learn in school means seeking to acquire the knowledge or skill that an academic activity is designed to develop, not merely getting the activity finished or doing the minimum necessary to meet requirements.

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Metadata

Authors
Brophy, J.
Venue
Educational Psychologist
Publisher
Informa UK Limited
Published
1983-09
Volume
18
Issue
3
Pages
200-215
ISSN
  • 0046-1520 (ISSN-L)
  • 1532-6985
DOI
10.1080/00461528309529274
OpenAlex
W2071543416
Cited by
365
References
2
FWCI
5.40
Type
journal article
Language
en
Open access
closed

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

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