Donze, Jocelyn and Gunnes, Trude (2011): Should Economists Listen to Educational Psychologists? : Some Economics of Student Motivation.
Download (543Kb) | Preview
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 motivation 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 competitive 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.
|Item Type:||MPRA Paper|
|Original Title:||Should Economists Listen to Educational Psychologists? : Some Economics of Student Motivation|
|Keywords:||Education; Student Achievement; Intrinsic and Extrinsic Motivation; Effort; Goal Theory.|
|Subjects:||D - Microeconomics > D0 - General > D03 - Behavioral Economics; Underlying Principles
I - Health, Education, and Welfare > I2 - Education and Research Insititutions > I21 - Analysis of Education
|Depositing User:||Jocelyn Donze|
|Date Deposited:||22. May 2011 23:13|
|Last Modified:||16. Feb 2013 00:31|
Akerlof, George A. and Rachel E. Kranton (2002), Identity and Schooling: Some Lessons for the Economics of Education. American Economic Association, 40, 4, 1167-1201.
Ames, C (1992), Classrooms: Goals, Structures and Student Motivation. Journal of Educational Psychology. 84,3, 261-271.
Anderman, E. M. and C. Wolters (2006), Goals, Values, and Affect: Influences on Student Motivation in Handbook of Educational Psychology. Edited by Patricia A. Alexander and Philip H. Winne. Lawrence Erlbaum Associates. 2nd edition.
Bandura, M. and Dweck C. (1985), The Relationship of Conceptions of Intelligence and Achievement Goals to Achievement-related Cognition, Affect and Behavior, Working Paper, Harvard University.
Barron, K. E. and Harackiewicz, J.M. (2001), Achievement Goals and Optimal Motivation: Testing Multiple Goal Models, Journal of Personality and Social Psychology, 80, 5, 706-722.
Bénabou, R. and Tirole J. (2003), Intrinsic and extrinsic motivation, Review of Economic Studies, 70, 489-520.
Betts, J. R. (1998), The Impact of Educational Standards on the Level and Distribution of Earnings. American Economic Review. 88, 1, 266-275.
Bishop, J. H. (1994), Signaling, incentives and school organization in France, the Netherlands, Britain and the United States: Lessons for education economics. CAHRS Working Paper, 25.
Bonesrönning, H. (2004), Can effective teacher behavior be identified?, Economics of Education Review, 23, 237-247.
Correa, H. and Gruver, G.W. (1987), Teacher-Student Interaction: A game theoretic extension of the economic theory of education, Mathematical Social Sciences, 13, 19-47.
Costrell, R. M. (1994), A Simple Model of Educational Standards. American Economic Review. 84, 4, 956-971.
De Fraja, G. and Landeras, P. (2006), Could do better: The effectiveness of incentives and competition in schools. Journal of Public Economics, 90, 1-2, 189-213.
Dionne, Georges and Eeckhoudt, Louis, (1985), Self-insurance, self-protection and increased risk aversion, Economics Letters, Elsevier, 17, 1-2, 39-42.
Dweck, C.S. (1986), Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
Dweck, C.S. and Legett, E.L. (1988), A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
Elliot, A.J. (1999), Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 149-169.
Elliot A.J. and Dweck C.S. (1988), Goals : An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
Fehr, Ernst and Armin Falk (2008), Psychological foundations of incentives, European Economic Review, 46, 687-724.
Findley M.J. and Cooper H. M. (1983), Locus of control and academic achievement. A literature review. Journal of Personality and Social Psychology, 44.
Hanushek, Eric and Margaret E. Raymond (2002), Lessons about the Design of State Accountability Systems, Paper prepared for Taking Account of Accountability: Assessing Policy and Politics Harvard University.
Jacob, B. (2005), Accountability, Incentives and Behavior: Evidence from School Reform in Chicago. Journal of Public Economics. 89,5-6, 761-796.
Jullien, B., Salanié B. and Salanié F., (1999), Should More Risk-Averse Agents Exert More Effort?, The Geneva Risk and Insurance Review, 24,1,19-28.
Kreps, D. M. (1997), Intrinsic Motivation and Extrinsic Incentives. American Economic Review. 87, 2, 359 - 364.
Neal, D. and Whitmore Schanzenbach D. (2010), Left Behind By Design: Proficiency Counts And Test-Based Accountability, the Review Of Economics And Statistics, 92, 2, 263-283.
Nicholls, J.G. (1984), Achievement motivation Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
Ryan, R.M., Deci, E.L. (2000), Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 55,1, 68-78.
Senko, C., Miles K.M. (2008), Pursuing their own learning agenda: How mastery-oriented students jeopardize their class performance. Contemporary Educational Psychology, 33, 4, 561-583.
Skaalvik, E. M. (1997), Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89,71-81.
Skinner, E. A., Zimmer-Gembeck, M. J., and Connell, J. P. (1998), Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63, 2 and 3.
Wigfield, A., Eccles, J.S., Roeser, R.W. and Schiefele, U. (2009), Development of achievement motivation. In W. Damon \& R.M. Lerner (Eds.), Developmental Psychology: An Advanced Coursebook. New York: Wiley.