- Scholarly Article/Book – Meyer, Debra K., and Julianne C. Turner. Discovering Emotion in Classroom Motivation Research. Educational Psychologist, vol. 37, no. 2, 2002, pp. 107-114.
- This particular article takes a look at motivation and what role emotion has in the classroom. Specifically, it takes a look at how emotion conveyed in instructional exchanges are able to increase or decrease motivation within students. A goal of the article is to call attention to the need for educators to acknowledge – and critique – the role emotion plays in learning. I believe this would be a valuable resource, as it enables us to reframe, and expand our current understanding of motivation – through the study of emotion.
- Professional Article/Book/Website – Macklem, Gayle L., SpringerLink (Online service), and SpringerLINK ebooks – Behavioral Science. Boredom in the Classroom Addressing Student Motivation, Self-Regulation, and Engagement in Learning. vol. 1, Springer International Publishing, Cham, 2015, doi:10.1007/978-3-319-13120-7.
- Encyclopedic-Style Reference Book or Current Overview or Lit Review Article – English, Fenwick W. “Encyclopedia of educational leadership and administration.” Encyclopedia of educational leadership and administration, Sage Publications, 2006.
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https://pixabay.com/en/blue-motivation-neon-lights-sign-1845901/
October 23, 2017
Tara Basran
October 24, 2017 — 7:20 pm
Hi Aaron!
I think that the resource you chose to expand on is really interesting- especially in connection with your question on how to motivate students with no desire to be in the classroom! Emotion is something we have covered in large lectures, but I feel like its specific role in the classroom is not often really thought of when planning lessons or thinking of classroom management-at least for me it isn’t. I think the main points you’ve summarized raise some good questions for us as educators. Is the role of emotion in motivation going to be the same for every classroom? How do you establish proper boundaries with your students in dealing with emotions?
I think this could be an incredibly valuable way of bringing students who have “checked out” of the class or lesson back into the conversation, as well as to keep students engaged from the beginning. Hopefully your short practicum will give some insight on how much emotion can impact a class’ or student’s overall motivation through emotion! Great question!
liam monaghan
October 24, 2017 — 8:18 pm
Hi Aaron! Your resources look like a great place to start in researching your topic. Your first citation made me think of a trendy area of study in the humanities, “affect theory,” which might be a useful new search term for some further inquiry (because who doesn’t love inquiring?) if you’re interested in the role emotion plays in the classroom.
kamilah thorpe
October 25, 2017 — 12:28 pm
Good resources! I would personally be interested in going into the relationship between emotion, self-regulation, and motivation–which looks like the topic of your second source listed there.
Being emotionally engaged in a topic lead would naturally lead to motivation. I wonder if self-regulation is something that naturally comes from motivation…or if one needs self-regulation in order to let motivation lead to real action.
Hope this comment gets some thoughts flowing…sorry it’s late.