In regard to motivation, pupils who are interested and active in school tend to have higher goal orientations and higher self-efficacy, which has been shown to be positively related to self-regulatory strategies such as planning, monitoring, and regulation resulting in increased pupil performance (Alsop, Bencze, & Pedretti, 2005).
social concerns. As Osborne, Simon and Collins (2003) state, "attitudes are enduring while knowledge often has an ephemeral quality (and) the price of ignoring this simple fact and its implications is the potential alienation of our youth phenomenon that many countries are now experiencing" (p. 1074). Through the learning environment, teachers should motivate their pupils; teachers should convince their pupils to see the relevance of education and learning to their lives; should give their pupils the strategies, skills, and abilities to be successful in the classroom as well as out in the "real world." Therefore, the problem to be addressed in this paper is how teachers can help their pupils to actively engage in their own learning.
Pintrich, Marx, and Boyle (1993) describe classroom contextual factors as six structures that define a leaning environment. These structures are: task structures, authority structures, evaluation structures, classroom management, teacher modeling and teacher scaffolding. ...Show more