Literaturnachweis - Detailanzeige
| Autor/in | Carr, Sam |
|---|---|
| Titel | Dampened Motivation as a Side Effect of Contemporary Educational Policy: A Self-Determination Theory Perspective |
| Quelle | In: Oxford Review of Education, 46 (2020) 3, S.331-345 (15 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-4985 |
| DOI | 10.1080/03054985.2019.1682537 |
| Schlagwörter | Educational Policy; Self Determination; Student Motivation; Teaching Methods; Learning Processes; Social Justice; Learning Theories; Self Efficacy; Equal Education; Academic Achievement; High Stakes Tests; Psychological Needs; Elementary Secondary Education |
| Abstract | It has been suggested that features of contemporary educational policy create and encourage teaching and learning practices that dampen human motivation. This paper sought to analyse and extend this discussion through the lens of self-determination theory (SDT). Key questions are discussed such as (1) what is human motivation from a self-determination theory perspective, and (2) how and why is it dampened by features of contemporary educational policy? The discussion is then extended to explore the extent to which dampened human motivation from an SDT perspective might be considered unjust if they systematically dampen motivation. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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