Objectives And Theoretical Framework Of High School Student Motivation

1995 Words Oct 14th, 2014 null Page
Objectives and Theoretical Framework
Current trends suggest that high school student motivation is at an all-time low (Statistics Canada, 2002) and empirical work reports that teachers feel underprepared to deal with this crisis (Turner, Christensen, & Meyer, 2010). At the same time there is increasing pressure for schools and teachers to produce intrinsically motivated learners who display creativity and innovation, skills linked to success in the knowledge economy (Kalantzis et al., 2003). Why do students appear so unmotivated? Research from the area of achievement motivation suggests a host of intuitive school-based reasons why students’ motivation may decline over time including, but certainly not limited to difficult or easy schoolwork, overly demanding teachers, more compelling non-academic activities, or simply a lack of interest (Hidi & Harackiewicz, 2000). Some of these factors have received much empirical investigation (e.g., interest) and others remain primarily speculative. Wanting to look at the opinions of those who interact with students regularly, we sought to investigate pre-service and in-service teachers’ perceptions of threats to student motivation.
Numerous ways to think about motivation exist; on a macro level, one could consider Maslow 's Hierarchy of Needs (1943) as a global approach to motivation. He suggests that there are four Basic Needs: Physiological Needs, Safety Needs, Love Needs, and Esteem Needs. Maslow maintains that people naturally move…

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