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Motivation at School and University

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Motivation and Action

Abstract

This chapter illustrates the significant influence of motivational variables on the learning behavior and performances of students. This influence is present before and during the learning process. The two most important proximal determinants of learning behavior are expectancy (of success) and value (of the task). Both depend on students’ beliefs about their academic self-concept, self-worth, and goals as well past experiences with achievement situations and their causal explanations and associated affect. The behavior of influential socializing others and students’ cultural background are important distal determinants. The chapter describes potential pedagogical recommendations for teachers on how to regulate their behavior in a way that can benefit their students.

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Authors and Affiliations

  1. Division of Psychology and Sports Science, Justus-Liebig-University, Giessen, Germany

    Joachim Stiensmeier-Pelster & Nantje Otterpohl

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  1. Joachim Stiensmeier-Pelster
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  2. Nantje Otterpohl
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Correspondence to Nantje Otterpohl .

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  1. Department of Psychology and Social Behavior, University of California, Irvine, California, USA

    Jutta Heckhausen

  2. Max Planck Institute for Psychological Research, Munich, Germany

    Heinz Heckhausen

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Stiensmeier-Pelster, J., Otterpohl, N. (2018). Motivation at School and University. In: Heckhausen, J., Heckhausen, H. (eds) Motivation and Action . Springer, Cham. https://doi.org/10.1007/978-3-319-65094-4_18

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