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EDF6116 - Motivation, engagement, and learning

12 points, SCA Band 0 (NATIONAL PRIORITY), 0.250 EFTSL

Postgraduate Faculty of Education

Leader(s): Dr H Watt

Offered

Clayton Second semester 2009 (Evening)

Synopsis

Recent research emphasises the interrelatedness of motivational, emotional and cognitive aspects in learning situations. In this unit, we focus on different theories and models of motivation and emotion; and how learner characteristics and the environment shape learning outcomes: including performance, participation, engagement and persistence. We examine how learner characteristics such as age, gender, social class, and ethnicity might produce individual variations in motivation over time. We also examine how different contextual factors (e.g., teacher / educator behaviour, class and school characteristics / workplace characteristics) facilitate or constrain motivation.

Objectives

  1. Describe and critically discuss major motivation-related theories introduced in the unit, and relate these to learning outcomes.

  1. Read relevant theoretical and empirical studies with discernment, and evaluate the utility of relevant research given the internal and external validity of the research design.

  1. Understand and critically assess the contextual influences of learning environment, family and peer contexts, task features, gender, ethnicity and developmental stage on learner motivations and emotions.

  1. Demonstrate understanding of the pedagogical relevance and benefits of the psychological theories by applying key concepts to develop facilitative learning settings.

Assessment

The sum of 8000 words written work or the equivalent will be required across the assignments listed below:

1. Class presentations and summaries

2. Final Paper

Contact hours

3 hours per week

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