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10 Cards in this Set
- Front
- Back
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Which two dimensions were monitored during this 16-week period? |
The motivation strategies used by 30 first-year elementary classroom teachers AND on-task behaviours of respective students |
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What were the four motivational strategies? |
1) getting attention 2)emphasising relevance 3)building confidence 4) imposing rewards and punishments |
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Which motivational strategy was employed most frequently? |
Reward and punishment |
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Data analysis indicate a significant positive correlation between which strategies and which behaviours? |
Positive correlation: relevance strategies and on-task behaviors |
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Data analysis indicated a negative correlation between which two variables? |
Negative correlation: on-task behaviours and reward/punishment strategies |
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A major portion of teacher effort were directly involved with which kind of issues? Possible explanation? |
Motivational issues. Age of students. |
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Data indicate that the teachers employed a _______ of strategies |
Variety of motivational strategies were used |
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Why might teachers primarily supply or restrict extrinsic satisfiers as motivational strategies? 2 reasons. |
1. Concrete nature ; tangible characteristics; more readily perceived by students 2. Efficient to implement; can be universally applied to all students |
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Which other strategy was used more often than relevance and confidence building? Possible explanation for prevalence? |
Attention-focusing strategies . Age of classroom subjects & perceived need for frequent changes in classroom activities |
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Provide 4 explanations for the small % of confidence-building and relevance strategies used. Hint...knowledge, difficulty |
a) limited knowledge teachers have regarding implementing such strategies b) difficulty building students' confidence/making material relevant c) motivation should be responsibility of student d) increased individualisation required for implementation |
