Empowerment and relationships: A classroom model to enhance student motivation

Nichols, Joe D.
May 2006
Learning Environments Research;2006, Vol. 9 Issue 2, p149
Academic Journal
This project focused on the goal of establishing a classroom model of motivation in which the source of student motivation is based on internal mechanisms or structures, along with the establishment of greater self-regulatory opportunities for students, and which results in greater student empowerment and motivation. One-hundred current elementary and secondary teachers and 100 university preservice teacher education students completed a 40-item Likert-type questionnaire that focused on four classroom dimensions of affirmation, rejection, student empowerment and teacher control. The results of this project suggested that, although veteran and preservice teachers agreed on the need for teacher control in the classroom, there was less agreement about their perceptions of the need to create a classroom environment of positive affirmation and student empowerment. Implications for future research and the need for creating an affirming, empowering, motivational classroom environment are discussed in light of the limitations for teachers and schools to encourage these constructs associated with recent federal legislative policies.


Related Articles

  • Constructing a Personalized School Environment. McLaughlin, Milbrey W.; Albert, Joan; Kahne, Joseph; Powell, Judith // Phi Delta Kappan;Nov90, Vol. 72 Issue 3, p230 

    Suggests ways of constructing a personalized school environment. Relations among students and teachers in a personalized environment; Benefits offered by a personalized environment to teachers; Issues of organizational design that should be considered when constructing a personalized school...

  • Keeping Classroom Walls from Distracting Learners. Creekmore, W. N. // Education Digest;Oct1987, Vol. 53 Issue 2, p44 

    This article discusses some issues related to classroom environment. Educators must give attention to the classroom environment, for we may be attempting to teach children with special needs in classrooms that are distracting, nonfunctional, and counterproductive to the business of learning. The...

  • Classwide Interventions. Conroy, Maureen A.; Sutherland, Kevin S.; Snyder, Angela L.; Marsh, Samantha // Teaching Exceptional Children;Jul/Aug2008, Vol. 40 Issue 6, p24 

    The article discusses methods to create a positive classroom climate through the use of classwide interventions. Teachers who wish to implement positive behavior supports should use close supervision and monitoring of students, establish and teach clear classroom rules, increase contingent...

  • ON BEING RESPECTED OR LIKED: PRINCIPLE-CENTERED TEACHING. Merwin, Michelle Marks // College Student Journal;Dec2005, Vol. 39 Issue 4, p798 

    This paper explores the process of developing principles that fall into three main categories: Classroom management, maintaining a positive attitude in the classroom, and developing the big picture. The author explores the development of principles which emerge from the exploration of emotional...

  • A Study of Student Teachers' Reflections on Their Beliefs, Thoughts, and Practices. Mahlios, Marc; Engstrom, Dorothy; Soroka, Gary; Shaw, Donita Massengill // Action in Teacher Education;Spring2008, Vol. 30 Issue 1, p64 

    The purposes of this study were to identify critical events that student teachers encountered and to investigate how the interaction between the characteristics of student teachers and their school environment influences their role-assumption strategies. Twenty-seven student teachers (15...

  • Components of a General Instructional Theory. Cawelti, Gordon // Educational Leadership;Feb1974, Vol. 31 Issue 5, p427 

    The article discusses the components of a general instruction theory for introduction and testing in the classroom. The said components are the factors which make a child inclined to learn, knowledge structure consisting of power, productiveness and economy, optimum sequencing needed for...

  • Student Perceptions of Teacher Affinity-Seeking and Classroom Climate. Myers, Scott A. // Communication Research Reports;Fall1995, Vol. 12 Issue 2, p192 

    This study explored how teacher use of affinity-seeking strategies is related to student perceptions of classroom climate. Participants were 147 undergraduate students enrolled at a large midwestern university. Results indicate that a significant relationship exists between teachers' use of...

  • College Classroom Climate: The Professor's Pivotal Role. Sadlier, Heather // International Journal of the Humanities;2009, Vol. 6 Issue 9, p47 

    Each classroom's established attitudinal and behavioral parameters create climates of acceptance or rejection, where students will either be included or excluded because of or despite physical appearance, sexual orientation, academic ability, physical and/or mental disability, socioeconomic...

  • The Power of Personal Relationships. MAWHINNEY, THOMAS S.; SAGAN, LAURA L. // Phi Delta Kappan;Feb2007, Vol. 88 Issue 6, p460 

    This article focuses on the role of positive personal relationships between teachers and students on learning. The authors suggest that although there are drawbacks to such relationships, teachers should work to build a warm and welcome environment in which their students can learn. They...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics