Classroom Applications of Cognitive Theories of Motivation

Abstract

This article examines cognitive theories of motivation and their application to classroom experiences of students and teachers. Students' explanations of their school experiences are considered within the frameworks of expectancy X value theory, self-efficacy theory, goal orientation theory, and attribution theory. These same theories are used as lens through which teachers' classroom behaviors are viewed. Suggestions are offer for incorporating cognitive theories of motivation into pre-service and in-service programs for teachers.