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- W2525954885 abstract "The problem of student motivation within business school classrooms is widely recognized and experienced by educators. Literature suggests that appropriately formulated instructional decisions and strategies for motivationally relevant classroom dimensions are likely to enhance students' academic motivation and achievement related behavior through fostering their motivational beliefs. Based on a review of several seminal student academic achievement motivation models as well as relevant literature, this paper identifies five major classroom dimensions or instructional contexts-academic tasks, authority/autonomy, evaluation and feedback, students' goals, and rewards, and presents specific instructional strategies for each. These instructional strategies, when appropriately utilized by business school faculty, are expected to maximize student motivation in college classrooms. Educators should apply these strategies in a concerted and complementary manner (because of the dimensions' interdependence), and utilize a contingency perspective rather than applying them indiscriminately, by tailoring strategies for the situation defined by four learning variables: process/methods used to provide learning, content, teacher, and the students." @default.
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- W2525954885 date "2005-02-01" @default.
- W2525954885 modified "2023-09-26" @default.
- W2525954885 title "Instructional Strategies for Motivating Business School Students" @default.
- W2525954885 doi "https://doi.org/10.6126/apmr.2005.10.1.07" @default.
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