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MOTIVATION & ENGAGEMENT - Coggle Diagram
MOTIVATION & ENGAGEMENT
THEORIES
INTEREST
STUDENT VALUE
IMPORTANCE
LEARNING
IMPROVED
HIGH ENGAGMENT
SELF-EFFICACY
CAPABLE
LEARNING
IMPROVED
STUDENT
COMPETENCE
ATTRIBUTION
CONNECTION
OUTCOME
EFFORT
LEARNING
IMPROVED
ASSOCIATE
SUCCESS/FAILURE
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GOAL ORIENTATION
UNDERSTANDING
LINKED
PERSONAL
OBJECTIVES/VALUES
LEARNING
IMPROVED
WANT
1 more item...
MOTIVATION
IMPORTANT
INDIVIDUAL SUCCESS
BELIEVE IN ABILITIES
EFFORT
PERSISTENCE
BEHAVIOUR
EXPECTATIONS
REAL
PERCIEVED
CONFIDENCE
COGNITIVE ENGAGEMENT
FEEDBACK
POSITIVE
ACCURATE AND REALIASTIC
SAKE OF
COUNTERPRODUCTIVE
DESIGNING LEARNING ENVIRONEMNTS
ADAPTIVE
SELF-EFFICACY
COMPETENCE BELIEFS
EXPECTED TO DO WELL
STUDENTS
PERSIST
PERFORM BETTER
TRY HARDER
TEACHING
FEEDBACK
CLEAR
ACCURATE
TASKS
CHALLENGE
OPPORTUNITIES FOR SUCCESS
LOW RISK
INTEREST AND INTRINSIC MOTIVATION
STUDENTS
COGNITIVE ENGAGEMENT
MEMORY
HIGHER LEVELS OF ACHIEVEMENT
MOTIVATION ENHANCED
INTEREST
PERSON
SITUATIONAL
TEACHERS
KNOW YOUR STUDENTS
PERSONAL CONNECTION
EMOTIONAL ENGAGEMENT
TASKS
STIMULATING
INTERESTING
SOME NOVELTY
PERSONAL MEANINGFUL
ADAPTIVE
ATTRIBUTIONS
CONTROL BELIEFS
WHAT
STUDENTS
CONTROL OVER
LEARNING
BEHAVIOUR
TEACHING
FEEDBACK
PROCESS OF LEARNING
IMPORTANCE OF
EFFORT
STRATEGIES
SELF CONTROL
OPPORTUNITIES
CHOICE
CONTROL
RELATIONSHIPS
SUPPORTIVE
CARING
VALUE
STUDENT
PERCEPTIONS OF VALUE
TEACHER
TASKS - MATERIALS - ACTIVITIES
RELEVANT
USEFUL
PERSONAL IDENTIFUCATION WITH SCHOOL
CLASSROOM DISCOURSE
CONTENT
IMPORTANCE
UTILITY
GOALS
STUDENT
SOCIAL
NO NECESSARILY DISTRACTING
ACADEMIC
LINKS
EMOTION
HIGHER ORDER COGNITIVE ENDEVOUR
TEACHER
MANAGEMENT STRUCTURES
RESPONSIBILITY
PERSONAL
SOCIAL
ENVIRONMENT
SAFE
COMFORTABLE
PREDICTABLE
GROUPS
COOPERATIVE
COLLABORATIVE
GOALS
SOCIAL
ACADEMIC
DISCOURSE
MASTERY
LEARNING
UNDERSTANDING
TASK EVALUATION
PROMOTE
MASTERY
LEARNING
EFFORT
PROGRESS
SELF-IMPROVEMENT STANDARDS
RELY LESS
SOCIAL COMPARISON
NORMAREFERENCE STANDARDS
FOSTERING
WHAT WILL YOU DO?
STUDENTS
BELIEVE
SOME CONTROL OVER LEARNING
SELF-WORTH
SEL-ESTEEM
PERCIEVE
LEARNING ENVIRONEMNT
SPACE FOR LEARNING
PART OF ALL ACTIVITIES
SECURE
SAFE
ORDERLY
COMFORTABLE
KNOW WHAT TO EXPECT
SELF-REFLECT
FEEL ACCEPTED
PLANNING
SCAFFOLDING
SUCCESSFUL
OUTCOMES
ACHIEVEABLE
FEEDBACK
INFORMATIVE
ONGOING
STRATEGIES
STUDENT
SUCCESS
APPROPRIATE
SPECIFIC
CHALENGE
DIFFICULTY
NO SIGNLE WAY
LINKED
INDIVIDUAL/SITUATIONAL
INTEREST
CULTURAL
FAMILY
CURRICULA
LEARNING