Motivating Students to Learn: Fifth Edition
Abstract
Written specifically for teachers in training, Motivating Students to Learn offers a wealth of research-based principles on student motivation for use in the classroom. Positioning the teacher as the decisive motivator, the book is grounded in the realities of contemporary schools, curriculum goals, and peer dynamics. Twelve rich chapters offer extrinsic and intrinsic approaches to guide daily practice, guidelines for adapting to group and individual differences, and ways to reach discouraged or disaffected students. This revised fifth edition features new instructional strategies, summaries of effective interventions, chapters on family/cultural diversity and teacher motivation, and more.
Integrity signals
Registry
Cites
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Claims the paper makes
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
There is an important reciprocal relationship between motivation and learning.
“Given the important reciprocal relationship between motivation and learning, 1 exemplars of multimodal innovations in pedagogical strategy, afforded by advancements in information and communication technology (ICT), have surfaced to increase motivation, while supporting students' understanding of chemistry concepts. 2”
From Fostering Motivation toward Chemistry through Augmented Reality Educational Escape Activities. A Self-Determination Theory Approach (2022) · cites this paper as [1]
Cited by
Sorted by citations
Elford, D., Lancaster, S. J., & Jones, G. A. (2022) · Journal of Chemical Education · doi:10.1021/acs.jchemed.2c00428 · Cited by 49 · see citing works
- Authors
- Wentzel, K. R.
- Affiliations
- University of Maryland, College Park (US)
- Corresponding author
- Wentzel, Kathryn R.
- ORCID
- Wentzel, Kathryn R.
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 2020-09-23
- OpenAlex
- W3048383839
- Cited by
- 128
- References
- 0
- Citations by year
- 2026: 6 · 2025: 5 · 2024: 9 · 2023: 88 · 2022: 11 · 2021: 4 · 2020: 3 · 2019: 1 · 2015: 1
- FWCI
- 25.04
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Routledge eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Keywords
- student motivation, teacher as motivator, extrinsic motivation, intrinsic motivation, disaffected students, peer dynamics, teaching methods, teacher motivation, teaching practice
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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