Should economists listen to educational psychologists? Some economics of student motivation
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.
|Date of creation:||Sep 2011|
|Date of revision:|
|Contact details of provider:|| Postal: |
Phone: (+47) 21 09 00 00
Fax: (+47) 21 09 49 73
Web page: http://www.ssb.no/en/
More information through EDIRC
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Gianni De Fraja & Pedro Landeras, .
"Could Do Better: The Effectiveness of Incentives and Competition in Schools,"
02/11, Department of Economics, University of York.
- De Fraja, Gianni & Landeras, Pedro, 2006. "Could do better: The effectiveness of incentives and competition in schools," Journal of Public Economics, Elsevier, vol. 90(1-2), pages 189-213, January.
- Gianni De Fraja & Pedro Landeras, 2004. "Could do Better: The Effectiveness of Incentives and Competition in Schools," CEIS Research Paper 48, Tor Vergata University, CEIS.
- Roland Bénabou & Jean Tirole, 2003.
"Intrinsic and Extrinsic Motivation,"
Review of Economic Studies,
Oxford University Press, vol. 70(3), pages 489-520.
- Dionne, G. & Eeckhoudt, L., 1984.
"Self-Insurance, Self-Protection and Increased Risk Aversion,"
Cahiers de recherche
8424, Universite de Montreal, Departement de sciences economiques.
- Dionne, Georges & Eeckhoudt, Louis, 1985. "Self-insurance, self-protection and increased risk aversion," Economics Letters, Elsevier, vol. 17(1-2), pages 39-42.
- Costrell, Robert M, 1994. "A Simple Model of Educational Standards," American Economic Review, American Economic Association, vol. 84(4), pages 956-71, September.
- Bruno Jullien & Bernard Salanié & François Salanié, 1998.
"Should More Risk-Averse Agents Exert More Effort,"
98-12, Centre de Recherche en Economie et Statistique.
- Correa, Hector & Gruver, Gene W., 1987. "Teacher-student interaction: A game theoretic extension of the economic theory of education," Mathematical Social Sciences, Elsevier, vol. 13(1), pages 19-47, February.
- Derek Neal & Diane Whitmore Schanzenbach, 2010. "Left Behind by Design: Proficiency Counts and Test-Based Accountability," The Review of Economics and Statistics, MIT Press, vol. 92(2), pages 263-283, May.
- Kreps, David M, 1997. "Intrinsic Motivation and Extrinsic Incentives," American Economic Review, American Economic Association, vol. 87(2), pages 359-64, May.
- George A. Akerlof & Rachel E. Kranton, 2002. "Identity and Schooling: Some Lessons for the Economics of Education," Journal of Economic Literature, American Economic Association, vol. 40(4), pages 1167-1201, December.
- Bonesronning, Hans, 2004. "Can effective teacher behavior be identified?," Economics of Education Review, Elsevier, vol. 23(3), pages 237-247, June.
- Betts, Julian R, 1998. "The Impact of Educational Standards on the Level and Distribution of Earnings," American Economic Review, American Economic Association, vol. 88(1), pages 266-75, March.
When requesting a correction, please mention this item's handle: RePEc:ssb:dispap:662. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (J Bruusgaard)
If references are entirely missing, you can add them using this form.