文章基本信息

标题：Motivation for Learning: An Implicit Decision-Making Process
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作者：David Palmer
期刊名称：Creative Education
印刷版ISSN：2151-4755
电子版ISSN：2151-4771
出版年度：2016
卷号：07
期号：16
页码：2380-2388
DOI：10.4236/ce.2016.716229
语种：English
出版社：Scientific Research Publishing
摘要：Motivation for learning is concerned with the activation of learning behaviors. It has previously been proposed that decision-making models might offer an explanation for how learning behaviors do become activated. The aim of this position paper was to investigate this proposal. The three main decision-making models were described and analyzed. There were problematic aspects common to all the models, so it was argued that some modifications were necessary, in the following way. It was proposed that there are many factors that can influence learning behaviors, and some of these would have a positive influence (e.g., high self-efficacy, high individual interest, supportive peers) whereas others would have a negative influence (e.g., very low self- efficacy, lack of individual interest, disruptive peers, hunger and fatigue). In one particular lesson, a student could experience a combination of positive and negative factors, so this implies that a decision-making event would be necessary in order to determine whether or not learning behaviors become activated. For several reasons, it was concluded that at least part of the process of comparing the factors and making a decision could occur at a subconscious level.
关键词：Motivation;Self-Efficacy;Individual Interest