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000857407 0247_ $$a10.1007/978-981-287-883-0$$2doi
000857407 035__ $$aSP(OCoLC)on1011992010
000857407 035__ $$aSP(OCoLC)1011992010
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000857407 050_4 $$aLB2300-2799.3
000857407 08204 $$a378$$223
000857407 1001_ $$aKember, David,$$eauthor.
000857407 24510 $$aUnderstanding the Nature of Motivation and Motivating Students through Teaching and Learning in Higher Education /$$cby David Kember.
000857407 250__ $$a1st ed. 2016.
000857407 264_1 $$aSingapore :$$bSpringer Singapore :$$bImprint :$$bSpringer,$$c2016.
000857407 300__ $$a1 online resource (xiii, 153 pages) :$$billustrations.
000857407 336__ $$atext$$btxt$$2rdacontent
000857407 337__ $$acomputer$$bc$$2rdamedia
000857407 338__ $$aonline resource$$bcr$$2rdacarrier
000857407 347__ $$atext file$$bPDF$$2rda
000857407 5050_ $$aChapter 1 Studies -- Chapter 2 Motivation Framework -- Chapter 3 Relationship to other theories of motivation -- Chapter 4 Motivation to enrol -- Chapter 5 Motivation to study -- Chapter 6 Motivating students through teaching and learning -- Chapter 7 Motivating students through the curriculum -- Chapter 8 Systemic issues -- Chapter 9 Cultural and motivational issues concerning the performance of Chinese students -- Chapter 10 Reflections on motivation.
000857407 506__ $$aAccess limited to authorized users.
000857407 520__ $$aThis book is based upon three interrelated open naturalistic studies conducted to better characterise the motivational orientation of students in higher education. Open semi-structured individual interviews were conducted with undergraduates, students at community colleges and students in taught postgraduate courses in Hong Kong. The analysis used an exploratory grounded theory approach and resulted in a motivational orientation framework with six continua with positive and negative poles. On enrolment students had positions on the six facets of motivation, which shifted as they progressed through their degree according to their perceptions of the teaching and learning environment. The framework can, therefore, be used to explain both initial decisions to enrol and motivation to continue studying. The interviews included descriptions of teaching approaches and learning activities and their effects on motivation. This made it possible to describe a teaching and learning environment conducive to motivation, with eight supportive conditions. Each facet of the teaching and learning environment is illustrated with quotations from the three groups of students, resulting in a guide to configuring a teaching and learning environment conducive to motivating students. The emerging community-college sector in Hong Kong is used as a case study of the effects on student motivation of the expansion of the higher education sector through private colleges. Cultural issues are discussed, particularly the performance of Asian students relative to those in the West.
000857407 650_0 $$aEducation.
000857407 650_0 $$aAssessment.
000857407 650_0 $$aEducation, Higher.
000857407 852__ $$bebk
000857407 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-981-287-883-0$$zOnline Access$$91397441.1
000857407 909CO $$ooai:library.usi.edu:857407$$pGLOBAL_SET
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000857407 980__ $$aBIB
000857407 982__ $$aEbook
000857407 983__ $$aOnline
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