Teaching Practices and the Management of Student Motivation, Effort and Achievement

Trude Gunnes and Jocelyn Donze ()

MPRA Paper from University Library of Munich, Germany

Abstract: Student motivation is primordial for educational success. We develop a theoretical model in which a teacher manages student motivation through the choice of teaching practices. We show that only high-ability students can be motivated by extrinsically-oriented teaching practices. For low-ability or myopic students, intrinsically-oriented teaching practices are more effective in fostering student achievement. Furthermore, the choice of teaching practices depends on their relative costs, the teacher's objective function (utilitarian or Rawlsian), and the teacher's time preferences. We draw important policy implications regarding teacher effectiveness, the harmfulness of not tailoring teaching practices to student types, and how to limit student dropouts.

Keywords: Teaching practices; cognitive and non-cognitive skills; student achievement; utilitarian and Rawlsian maximizers; achievement goal theory (search for similar items in EconPapers)
JEL-codes: A12 C70 D03 I24 (search for similar items in EconPapers)
Date: 2016
New Economics Papers: this item is included in nep-cbe, nep-edu and nep-ure
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Persistent link: https://EconPapers.repec.org/RePEc:pra:mprapa:69954

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