Life beyond Grades

Designing College Courses to Promote Intrinsic Motivation

Nonfiction, Reference & Language, Education & Teaching, Health & Well Being, Psychology, Social & Cultural Studies, Social Science
Cover of the book Life beyond Grades by Martin V. Covington, Linda M. von Hoene, Dominic J. Voge, Cambridge University Press
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Author: Martin V. Covington, Linda M. von Hoene, Dominic J. Voge ISBN: 9781108228084
Publisher: Cambridge University Press Publication: July 25, 2017
Imprint: Cambridge University Press Language: English
Author: Martin V. Covington, Linda M. von Hoene, Dominic J. Voge
ISBN: 9781108228084
Publisher: Cambridge University Press
Publication: July 25, 2017
Imprint: Cambridge University Press
Language: English

This book raises the question of whether or not educators can promote intrinsic motivation among college students when they seem overwhelmingly focused on grades. Indeed, can there be life beyond grades? The answer is 'Yes'. A love of learning can coexist, even thrive, in the face of competing pressures from grades. Drawing on recent, ground-breaking classroom research, the authors articulate a new understanding of the causes of the stalemate between intrinsic and external motivation, so that a reconciliation between them can be achieved. Then the authors apply a powerful set of motivational and pedagogical principles to lay out a step-by-step blueprint for designing and teaching college courses that promote intrinsic motivation as a primary educational goal in its own right, above and beyond knowledge and skill acquisition. This practical blueprint draws on authentic case study examples from a variety of subject-matter disciplines.

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This book raises the question of whether or not educators can promote intrinsic motivation among college students when they seem overwhelmingly focused on grades. Indeed, can there be life beyond grades? The answer is 'Yes'. A love of learning can coexist, even thrive, in the face of competing pressures from grades. Drawing on recent, ground-breaking classroom research, the authors articulate a new understanding of the causes of the stalemate between intrinsic and external motivation, so that a reconciliation between them can be achieved. Then the authors apply a powerful set of motivational and pedagogical principles to lay out a step-by-step blueprint for designing and teaching college courses that promote intrinsic motivation as a primary educational goal in its own right, above and beyond knowledge and skill acquisition. This practical blueprint draws on authentic case study examples from a variety of subject-matter disciplines.

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