scholarly journals ENHANCING MOTIVATION AND ENGAGEMENT IN ECONOMICS COURSES FOR ‘GENERATION M’ STUDENTS

2018 ◽  
Author(s):  
Rafat Alam ◽  
Shahidul Islam
Keyword(s):  
Motivation And Engagement ◽  
Generation M ◽  
Economics Courses

Motivation and Engagement in Middle School: The Role of Teacher and Student Support

2011 ◽  
Author(s):  
Cen Wang ◽  
Sungok Serena Shim ◽  
Mei Chang ◽  
Audra Cook ◽  
Sooyoung Kim
Keyword(s):  
Middle School ◽  
Student Support ◽  
Motivation And Engagement

Psychometric properties of measures of motivation and engagement after acquired brain injury.

2018 ◽  
Vol 63 (1) ◽  
pp. 92-103 ◽  
Author(s):  
Andrea Kusec ◽  
Carol DeMatteo ◽  
Diana Velikonja ◽  
Jocelyn E. Harris
Keyword(s):  
Brain Injury ◽  
Psychometric Properties ◽  
Acquired Brain Injury ◽  
Motivation And Engagement

Marshallian Cross: An Alternative Justification and Related Issues

2013 ◽  
pp. 108-120 ◽  
Author(s):  
L. Grebnev
Keyword(s):  
Alternative Treatment ◽  
Supply And Demand ◽  
Firm Level ◽  
Economics Courses ◽  
Introductory Economics

The paper provides a justification of the laws of supply and demand using the concept of a marginal firm (technology) for the case of perfect competition.The ideological factor of excessive attention to the analysis of marginal parameters at the firm level in the introductory economics courses is discussed. The author connects these issues to the ideas of J. B. Clark and gives an alternative treatment of exploitation.

The Impact of PowerPoint on Student Performance and Course Evaluations in Economics Courses: An Experiment at Six Institutions

2008 ◽  
Author(s):  
Lisa Daniels ◽  
John C. Kane ◽  
Brian P. Rosario ◽  
Thomas A. Creahan ◽  
Carlos F. Liard-Muriente ◽  
...  
Keyword(s):  
Student Performance ◽  
Course Evaluations ◽  
Economics Courses ◽  
The Impact

Graphic Syllabi for Economics Courses

2012 ◽  
Author(s):  
Katherine M. Sauer
Keyword(s):  
Economics Courses

Enhancing motivation and engagement within a PBIS framework

2021 ◽  
pp. 136548022110022
Author(s):  
Michael Petrasek ◽  
Anthony James ◽  
Amity Noltemeyer ◽  
Jennifer Green ◽  
Katelyn Palmer
Keyword(s):  
School Environment ◽  
Student Outcomes ◽  
Behavioral Interventions ◽  
School Setting ◽  
Positive Behavioral Interventions ◽  
Motivation And Engagement ◽  
Core Features

A motivating and engaging school environment has been associated with several positive student outcomes. Consequently, schools have an opportunity and responsibility to promote a culture that supports students in developing and maintaining their motivation, engagement, and self-improvement. Efforts to promote such a culture can be embedded within a Positive Behavioral Interventions and Supports (PBIS) framework. In this paper, we begin by describing motivation and engagement, and discussing the relevance of these concepts in schools. Next, we introduce the traditional PBIS framework, highlighting research and core features. Third, we propose how PBIS can be enhanced by incorporating a focus on relationships, engagement, and motivation in the school setting. Finally, we conclude with recommendations for school teams seeking to implement this approach.

scholarly journals Testing associations between global and specific levels of student academic motivation and engagement in the classroom

2021 ◽  
pp. 1-24
Author(s):  
Christophe Dierendonck ◽  
István Tóth-Király ◽  
Alexandre J. S. Morin ◽  
Sylvie Kerger ◽  
Paul Milmeister ◽  
...  
Keyword(s):  
Academic Motivation ◽  
Motivation And Engagement

Motivation Matters: Three Strategies to Support Motivation and Engagement in Mathematics

2021 ◽  
pp. 105345122199480
Author(s):  
Stephanie Morano ◽  
Andrew M. Markelz ◽  
Kathleen M. Randolph ◽  
Anna Moriah Myers ◽  
Naomi Church
Keyword(s):  
Academic Success ◽  
Students With Disabilities ◽  
Mathematics Classroom ◽  
Self Regulation ◽  
Token Economy ◽  
Self Monitoring ◽  
High Preference ◽  
Motivation And Engagement ◽  
Behavior Specific Praise ◽  
Attentive Behavior

Motivation and engagement in mathematics are important for academic success and are sometimes compromised in students with disabilities who have experienced a history of frustration and failure. This article explains how general and special education teachers can implement three research-supported strategies for boosting motivation and engagement for elementary students with or at risk of emotional and behavioral disorders (EBD) in the mathematics classroom. The strategies include (a) reinforcing engagement and motivation in mathematics using behavior-specific praise and token economy systems; (b) teaching self-monitoring and self-regulation strategies to promote attentive behavior and academic achievement; and (c) using the high-preference strategy to build behavioral momentum and support completion of nonpreferred tasks.

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