Motivating students is one of the major challenges teachers face on a daily basis. Conceptualized as students’ energy and drive to engage, learn, work effectively, and achieve their potential at school, motivation and engagement play a large role in students’ interest and enjoyment of school (Martin, 2006). Understandably, both also play huge roles in academic achievement (Martin, 2001; Martin & Marsh, 2003). Consequently, those students who are motivated by and engaged in learning tend to perform considerably higher academically and are better behaved than unmotivated and un-engaged peers (Fredricks, Bulumenfeld, & Paris, 2004).
While much motivation is intrinsic to the student, teachers also play a vital role in the motivation and engagement of their students. A significant portion of student engagement and achievement has been explained by teacher- and classroom-level variables (Hill & Rowe, 1996). Therefore, the purpose of this article is to briefly discuss the importance of motivation and engagement on student learning and behavior, the role teachers play in motivating and engaging students, and suggestions for doing so.
Student engagement, described as the tendency to be behaviorally, emotionally, and cognitively involved in academic activities, is a key construct in motivation research (Thijs & Verkuyten, 2009). Consequently, compared to less engaged peers, engaged students demonstrate more effort, experience more positive emotions and pay more attention in the classroom (Fredricks, Blumenfeld, & Paris, 2004). Further, engagement has also been associated with positive student outcomes, including higher grades and decreased dropouts (Connell, Spencer, & Aber, 1994).
Teachers play a vital role in their students’ engagement and motivation (Hill & Rowe, 1996). Although much is intrinsic to the student, research has found that teacher’s play a vital role on their students’ motivation and engagement. Specifically, Martin (2006) found that a teacher’s enjoyment and confidence in teaching, pedagogical efficacy, and affective orientations in the classroom have a positive impact on student engagement and motivation.
According to Bandura (1997), confidence is akin to self-efficacy. Those teachers who are confident, or self-efficient have demonstrated: a) the ability to generate and test alternative courses of action when initial success is not met; b) enhanced functioning through elevated levels of effort and persistence; and c) enhanced ability to deal with a problem situation by influencing cognitive and emotional processes related to the situation (Martin, 2006). Conversely, according to Bandura (1997) teachers with low confidence tend to dwell on their deficiencies and view situations as more difficult than they really are.
Inadvertently, teachers high in confidence (self-efficacy) are more likely to engage in pedagogy that is characterized by positive, proactive, and solution-focused orientations, resulting in increased student motivation and engagement. Teachers’ enjoyment of and confidence in teaching have been shown to positively impact their affective orientation towards their students (e.g., positive student-teacher relationships); resulting in increased student motivation and engagement. Teven and McCroskey (1997) found that students who believe their teacher is caring also believe they learn more. Further, positive relationships with teachers predict enhanced social, cognitive, and language development in younger children (Kontos & Wilcox-Herzog, 1997). According to Flink, Boggiano, and Barrett (1990) those teachers who support a student’s autonomy tend to facilitate greater motivation, curiosity, and desire to be challenged. Finally, positive relationships with teachers are associated with emotional, cognitive, and behavioral engagement in the class (Connell & Wellborn, 1991).
The following tips are provided in an effort to provide teachers with suggestions on how they might proactively begin the school year in an effort to improve and cultivate student motivation and engagement.
Motivating students and encouraging engagement is not an easy feat for teachers. While much of the motivation is intrinsic to the student, teachers play a vital role and can be proactive in cultivating student engagement. Increased student engagement and motivation is key to academic and behavioral success.
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