Motivation for Achievement: Possibilities for Teaching and Learning

By M. Kay Alderman | Go to book overview
Save to active project

Promoting Optimal
Motivation and Engagement:
Social Context

One of the greatest tasks of teachers is to help students learn how to be recipients of care. Those who have not learned to do this by the time they have entered school are at great risk and their risk is not just academic.

—Noddings (1992, p. 108)

Classroom learning and motivation are inherently embedded in a social context (Corno & Rohrkemper, 1985). Classrooms are composed of a teacher and individual students who are likely to be diverse in many ways (e.g., ethnicity, gender, ability, SES, skills of self-regulation, goals, interests, and special needs). Instructional groups are of varying sizes: whole group, small groups ranging from informal to well-planned cooperative learning groups, partners on the computer, and teams on the playground. Additionally, informal interactions such as students talking to each other, teasing, name calling, and comparing work are ongoing. In all cases, teachers are continually interacting both with individuals and groups of students. What is the relationship between social context and optimal student motivation and engagement?Social interactions influence motivation in a number of ways, both positive and negative. Social context has been found to influence classroom engagement, academic effort, and subsequent success and failure at all levels of schooling. Social context was identified as a factor in the following situations:
reduction of drop-out rate in secondary schools (Wehlage, Rutter, Smith, Lesko, & Fernandez, 1989),


Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Cite this page

Cited page

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited page

Bookmark this page
Motivation for Achievement: Possibilities for Teaching and Learning


Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen
/ 336

matching results for page

Cited passage

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?