Motivation to learn: Conceptualisations and practicalities

Entwistle, Noël

doi:10.1080/00071005.1987.9973757

Cited by 22 publications

(5 citation statements)

References 7 publications

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“…"Intrinsic" motivation, by contrast, refers to doing something because it is inherently interesting or enjoyable. This type of motivation, as evidenced by students who study because of the pleasure and sense of satisfaction gained from completion of the task itself, has been most strongly (and positively) correlated with a deep approach to learning (Entwistle, 1987).…”

Section: Ijem 254mentioning

confidence: 99%

The personal dimension in teaching: why students value feedback

Rowe

2011

International Journal of Educational Management

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Purpose -Feedback is a central element of the learning experience yet, until recently, few studies have focused directly on what students think about feedback. This paper seeks to address this issue. Design/methodology/approach -Data collected as part of a larger study investigating reasons for consistently low ratings of feedback across the higher education sector are reported. The larger study includes Rowe and Wood's Student Feedback Questionnaire (SFQ), which gathers quantitative data on student perceptions and preferences for feedback, but also includes two open-ended questions inviting students to give written comments on why they believe feedback is important, and how the feedback they are getting could be improved. Findings -Focusing on responses to the first open-ended question and viewing comments in the context of the larger study and its findings, an analysis is offered of the students' responses, extracting seven different student conceptions of the function of feedback. Research limitations/implications -Feedback serves a wide variety of functions in the lives of students, not limited to the implication of feedback for learning. Students are most likely to succeed in an environment where their broader social needs are met. Originality/value -The findings reported in this paper contribute to an area of educational research previously neglected, drawing attention to: the importance which students attach to feedback as a teacher's personal response to them as individuals; and the need to take into account students' perceptions -both positive and negative -of the emotional aspects of feedback.

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Section: Ijem 254mentioning

confidence: 99%

The personal dimension in teaching: why students value feedback

Rowe

2011

International Journal of Educational Management

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“…Omitted from internal context in the original Foster model, motivation occurs as a significant factor in studies of comprehension patterns of information need (Entwistle, 1987;Toms, 1998;Urquhart and Rowley, 2007). Motivation was included as part of the implicit normal framework for the subjects of the original study.…”

Section: Intrinsic Contextmentioning

confidence: 99%

Modelling nonlinear information behaviour: transferability and progression

Foster

Urquhart

2012

Journal of Documentation

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Purpose -This paper aims to report on a project aimed at moving Foster's nonlinear model of information seeking behaviour forwards from an empirically based model focused on one setting and towards one that is robustly transferable and enables testing of the model in other information-seeking situations. Design/methodology/approach -The method utilised recoding of the original dataset, comparison of code decisions, and testing of the code book on a second dataset. Findings -The results of the coding confirm the structure and interactions in version one of the model. The dynamic and nonlinear nature of information seeking is confirmed, as are the core processes and contextual dimensions of the original model with some extension and refinement of coding. Practical implications -Changes to the model include new scales of extent and intensity, refinement of code descriptions, and extension of some elements to include multidisciplinary theories. Collectively these changes enable testing of the model in other information situations and opportunities for further research. Originality/value -The results incorporate a number of enhancements that have been developed since the original Foster model was created; cognitive dimensions relating to personality and learning are enhanced and the codes essential to the revised Foster model are described along with a code book. The paper concludes by highlighting areas for further research. IntroductionInformation behaviour is ubiquitous within the discipline of information science and there are many texts reviewing this area (Fisher et al., 2005;Case, 2007). Studies include behaviour within specific contexts (e.g. knitting circles, nursing) and many that focus on external factors such as environment, personality factors such as individual differences, and yet more that build complex models that relate search behaviour to information retrieval (for example Ingwersen, 1996). Major differences tend to originate at the epistemological level and permeate throughout these studies from the types of data collected and use of specialised terminology. It is notable that the end user "readership" also triggers language differences such that discussions of information behaviour often have a focus on information users, information needs, or information sources, and beyond this of information foraging and information handling. Dervin and Reinhard (2006) usefully discussed this aspect with regard to user and audience

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“…Of central importance is the ability of students to be metacognitive about their learning. Through the application of metacognition, students may develop a deeper approach to learning and enhanced motivation to learn (Entwistle, 1987), resulting in greater academic success in courses (such as medicine) in which knowledge must be integrated and applied (Entwistle, 2000).…”

Section: Introductionmentioning

confidence: 99%

Effects of a Metacognitive Intervention on Students’ Approaches to Learning and Self-Efficacy in a First Year Medical Course

Papinczak

Young

Groves

et al. 2006

Adv in Health Sci Educ

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Over the course of first-year medical studies, students lose self-efficacy and move away from deep-strategic learning approaches towards more surface approaches. The program of metacognitive activities failed to reverse this trend. The substantial swing towards surface learning raises questions about the perceived capacity of PBL curricula to promote deep approaches to learning in dense curricula, and reinforces the importance of personal and contextual factors, such as study habits, workload and assessment, in determining individual approaches and idiosyncratic responses to learning situations.

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Motivation to learn: Conceptualisations and practicalities

Cited by 22 publications

References 7 publications

The personal dimension in teaching: why students value feedback

The personal dimension in teaching: why students value feedback

Modelling nonlinear information behaviour: transferability and progression

Effects of a Metacognitive Intervention on Students’ Approaches to Learning and Self-Efficacy in a First Year Medical Course

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