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- W1974982046 abstract "Abstract Student motivation for achievement is a particular concern in college teaching. The desire for students to learn for the sake of learning is strong, yet this often leads to “dumbing down” the curriculum. In this article, I present a case analysis of motivational dimensions of instructional practice in college classrooms using a social cognitive theory approach. Three dimensions are discussed: task, authority, and evaluation. Examples are provided to describe the role that challenge and support play in each of these dimensions. Implications for student motivation and learning are provided." @default.
- W1974982046 created "2016-06-24" @default.
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- W1974982046 date "2003-10-01" @default.
- W1974982046 modified "2023-10-17" @default.
- W1974982046 title "The Challenge to Challenge: Shifting the Motivational Climate of the College Classroom for Enhanced Learning" @default.
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- W1974982046 doi "https://doi.org/10.1080/87567550309596427" @default.
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