Should Economists Listen to Educational Psychologists? Some Economics of Student Motivation

Jocelyn Donze (donze@unistra.fr) and Trude Gunnes

No 11-247, TSE Working Papers from Toulouse School of Economics (TSE)

Abstract: This paper sheds light on the role of student motivation in the success of schooling. We develop a model in which a teacher engages in the management of student moti- vation through the choice of the classroom environment. We show that the teacher is able to motivate high-ability students, at least in the short run, by designing a com- petitive environment. For students with low ability, risk aversion, or when engaged in a long-term relationship, the teacher designs a classroom environment that is more focused on mastery and self-referenced standards. In doing so, the teacher helps to develop the intrinsic motivation of students and their capacity to overcome failures.

Keywords: Education; Student achievement; Intrinsic and extrinsic motivation (search for similar items in EconPapers)
JEL-codes: D03 I21 (search for similar items in EconPapers)
Date: 2011-05
New Economics Papers: this item is included in nep-cbe, nep-edu, nep-hrm, nep-lab and nep-ure
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Related works:
Working Paper: Should Economists Listen to Educational Psychologists? Some Economics of Student Motivation (2011)
Working Paper: Should Economists Listen to Educational Psychologists?: Some Economics of Student Motivation (2011)
Working Paper: Should economists listen to educational psychologists? Some economics of student motivation (2011)
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Persistent link: https://EconPapers.repec.org/RePEc:tse:wpaper:24739

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