What effect did the Battle of Verdun have on the city of Verdun?
The city itself was safe, but bombs destroyed outlying areas.
After the battle, the people of Verdun turned against the Allies.
The city and its surroundings were almost completely destroyed.
After the battle, Verdun became a symbol of Allied strength.
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Answer:
Motivation is a condition that activates and sustains behavior toward a goal. It is critical to learning and achievement across the life span in both informal settings and formal learning environments. For example, children who are motivated tend to be engaged, persist longer, have better learning outcomes, and perform better than other children on standardized achievement tests (Pintrich, 2003). Motivation is distinguishable from general cognitive functioning and helps to explain gains in achievement independent of scores on intelligence tests (Murayama et al., 2013). It is also distinguishable from states related to it, such as engagement, interest, goal orientation, grit, and tenacity, all of which have different antecedents and different implications for learning and achievement (Järvelä and Renninger, 2014).
HPL I1 emphasized some key findings from decades of research on motivation to learn:
People are motivated to develop competence and solve problems by rewards and punishments but often have intrinsic reasons for learning that may be more powerful.
Learners tend to persist in learning when they face a manageable challenge (neither too easy nor too frustrating) and when they see the value and utility of what they are learning.
Children and adults who focus mainly on their own performance (such as on gaining recognition or avoiding negative judgments) are
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1 As noted in Chapter 1, this report uses the abbreviation “HPL I” for How People Learn: Brain, Mind, Experience, and School: Expanded Edition (National Research Council, 2000).
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Suggested Citation:"6 Motivation to Learn." National Academies of Sciences, Engineering, and Medicine. 2018. How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press. doi: 10.17226/24783. ×
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less likely to seek challenges and persist than those who focus on learning itself.
Learners who focus on learning rather than performance or who have intrinsic motivation to learn tend to set goals for themselves and regard increasing their competence to be a goal.
Teachers can be effective in encouraging students to focus on learning instead of performance, helping them to develop a learning orientation.
In this chapter, we provide updates and additional elaboration on research in this area. We begin by describing some of the primary theoretical perspectives that have shaped this research, but our focus is on four primary influences on people’s motivation to learn. We explore research on people’s own beliefs and values, intrinsic motivation, the role of learning goals, and social and cultural factors that affect motivation to learn. We then examine research on interventions and approaches to instructional design that may influence motivation to learn, and we close with our conclusions about the implications of this research.
The research we discuss includes both laboratory and field research from multiple disciplines, such as developmental psychology, social psychology, education, and cognitive psychology.
Answer:
C
Explanation: