Literature Review Ginger Jordan EDU372 Educational Psycholog

Literature Review Ginger Jordan EDU372 Educational Psychology Dr. Julie Ann Adkins October 12, 2015

Discussing how effective strategies incorporated into daily instruction can influence student motivation and achievement, this literature review explores various research findings on motivation's role in student success. It emphasizes the importance of understanding intrinsic and extrinsic motivators, the influence of teaching styles, classroom environment, and the necessity for tailored instruction to foster higher academic performance. The review highlights practical implications for educators aiming to enhance motivation through relationship building, appropriate challenge levels, and engaging instructional methods, ultimately contributing to improved learning outcomes.

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Motivation is a critical factor in student success, directly affecting engagement, persistence, and academic achievement (Williams & Williams, 2011). In educational psychology, the understanding and application of motivational strategies are essential for teachers aiming to foster effective learning environments. This review synthesizes key research studies that explore how motivation influences student learning and how educators can strategically enhance motivation through various instructional approaches.

Williams and Williams (2011) emphasize that motivation fundamentally underpins the learning process. They identify five key components vital to improving student motivation: the environment, the student, the teacher, the content, and the instructional method. Their research advocates for teachers to self-reflect by recording lessons and analyzing their teaching styles, which can reveal areas needing improvement. For instance, body language, verbal cues, and classroom tone all impact student arousal and engagement. The authors argue that the teacher's role in creating a conducive environment and delivering content in an engaging way is paramount in motivating learners.

Several theories inform our understanding of motivation. While no single theory explains all human motivation, approaches such as Self-Determination Theory (Deci & Ryan, 1985) provide insights into fostering internal motivation, which aligns with increased academic achievement. Williams and Williams (2011) note that intrinsic motivators—such as curiosity, challenge, active participation, and social interaction—are more effective in promoting long-term engagement than extrinsic motivators like recognition and competition. Their findings suggest that students motivated intrinsically tend to perform better academically, underscoring the importance for educators to design learning experiences that stimulate internal desires to learn.

Intrinsic motivation aligns with students' needs for autonomy, competence, and relatedness (Deci & Ryan, 2000). When these needs are met, students are more likely to develop a genuine interest in learning. Conversely, extrinsic motivators, while useful for short-term engagement, often do not sustain motivation over time. For example, Saeed and Zyngier (2012) demonstrate that students intrinsically motivated to learn show higher achievement levels and engagement compared to those motivated solely by external rewards. These findings reinforce the importance of fostering internal motivation through challenging, relevant, and interactive lessons that tap into students’ innate curiosity and desire to master skills.

The role of the teacher is central to cultivating motivation. Drost, Levine, and Oneonta (2015) identified that effective lesson planning, incorporating hands-on activities, collaboration, and varied assessment methods, significantly enhances student motivation. They advocate for teachers' professional development in designing standards-based lesson plans that reflect learners' needs and interests. Formative assessments, such as journaling, think-pair-share, and modeling, provide real-time feedback, making learning dynamic and responsive. Teachers who understand how to align instruction with students' readiness and interests are more successful in motivating learners (Drost et al., 2015).

In addition to content and instructional methods, classroom environment influences motivation. Barberos, Gozalo, and Padayogdog (2014) explore how teachers’ styles affect student motivation. Their findings suggest that positive reinforcement, culturally responsive teaching, and relationship building are effective strategies to motivate diverse learners. Recognizing that motivation varies according to gender, ethnicity, and culture, teachers should employ personalized approaches. For example, boys may be more motivated by attitude and competition, while girls might be driven by the desire to please authority figures or achieve personal goals (Barberos et al., 2014).

Teacher beliefs and attitudes also impact motivation. Weisman (2012) highlights that educators often believe they understand what motivates students, but their perceptions may not align with students' actual drivers. His research underscores the importance of teachers identifying individual motivational factors and adjusting their strategies accordingly. As students mature, particularly during adolescence, their motivation tends to decline due to boredom or disinterest. Teachers must adapt by incorporating relevant, challenging, and goal-oriented tasks to rejuvenate motivation in secondary students (Weisman, 2012).

The importance of matching instructional style to student needs is further supported by the research of Saeed and Zyngier (2012), who advocate for differentiated instruction. Recognizing that students have diverse cultural backgrounds and learning preferences, effective teachers tailor their methods to accommodate these differences. Additionally, providing positive feedback and recognizing student strengths enhances motivation (Barberos et al., 2014). Such personalized strategies promote a sense of competence and belonging, which are essential for sustained motivation (Maslow, 1943).

In conclusion, the reviewed literature makes a compelling case that teacher awareness of motivation theories and targeted application of motivational strategies can substantially improve student learning outcomes. The synergy of intrinsic motivators—curiosity, challenge, social interaction—with supportive teaching practices creates an environment where students feel valued, competent, and driven to learn. Practical implications for educators include building strong teacher-student relationships, designing relevant and challenging lessons, and employing formative assessments to adapt instruction dynamically. Continuous professional development focused on motivation techniques can equip teachers with the tools necessary to foster an engaging, motivating classroom climate.

References

• Barberos, M., Garzalo, A., & Padayogdog, E. (2014). The Effect of the Teacher’s Teaching Style on Students’ Motivation. Action Research. NYU Steinhardt.
• Deci, E., & Ryan, R. (1985). Self-Determination Theory. Psychological Inquiry, 11(4), 227-268.
• Deci, E., & Ryan, R. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Drost, B., Levine, A., & Oneonta, S. (2015). An Analysis of Strategies for Teaching Standards-Based Lesson Plan Alignment. Journal of Education, 195(2), 11p.
• LeFrançois, G. (2011). Psychology for Teaching (11th ed.). Bridgepoint Education, Inc.
• Saeed, S., & Zyngier, D. (2012). How Motivation Influences Student Engagement: A Qualitative Case Study. Journal of Education and Learning, 1(2), 252. doi:10.5539/jel.v1n2p252
• Williams, K., & Williams, C. (2011). Five Key Ingredients for Improving Student Motivation. Research in Higher Education Journal.
• Weisman, J. (2012). Student Motivation and the Alignment of Teacher Beliefs. Clearing House, 85. doi:10.1080/.2011.653016