Abstract
The purpose of this qualitative study was to understand the collective perspective of what motivates students to exert effort and energy towards learning tasks in a classroom setting. To reach this goal, the researcher utilized a qualitative methodology, the Insider Perspective Approach, to take a deep look inside the classroom experience and examine the broad view of the students’ collective perspective. A model for situational motivation is presented suggesting factors that educators can manipulate to enhance students’ intrinsic motivation to learn: control, competence, active involvement, variety, curiosity, challenge, a sense of belonging, and honored voices. When teachers integrate these constructs as they plan activities and assignments, students’ intrinsic motivation to learn will be enhanced.
Recommended Citation
Wilson, J. T. (2010). Students’ Perspective on Intrinsic Motivation to Learn: A Model to Guide Educators. International Christian Community of Teacher Educators Journal, 6(1).