Cognitive Aspects of Motivation
A fairly obvious aspect of motivation that has recently begun to receive renewed attention is the interest of the instructional material3. Interesting information is learned more easily than uninteresting information (Hidi, 1990). This is true whether the interest springs from within the individual or arises because the information is presented in an interesting manner. However, surprisingly little is known about how to exploit interest, except by saying that teachers should make important ideas as interesting as possible. In general, texts become more interesting when they
These same elements are likely to increase the interest of non-text presentations.
It is worth noting, however, that making the material more interesting can actually backfire. Researchers have consistently found that the insertion of seductive details into the text or lecture can actually detract from learning about the main ideas of the presentation (Garner et al., 1989; Hidi & Baird, 1988; Garner et al, 1991; Wade et al., 1993). Therefore, it is important that when teachers increase the interest level of a presentation, this interest should be focused on the important ideas rather than peripheral elements of the presentation.
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Introduction
Motivation
Intrinsic
Motivation
Challenge
Curiosity
Control
Fantasy
Interpersonal
Motivation
Summary of Intrinsic
Motivation
Motivating Through Curriculum
Reinforcement and
Punishment
Affective Aspects of
Motivation
Physiological
Aspects of Motivation
Cognitive Aspects of
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Needs and Motivation
Self-Efficacy
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Motivation as a
Personality Characteristic
Teacher
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Social Aspects of
Motivation: Classroom Structure
What Teachers Can Do
About Motivation
What Parents Can Do
About Motivation
What Students Can Do
About Motivation
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