När lärare får resonera och analysera hur de arbetar med elevers motivation och engagemang ökar deras förståelse för engagemang och hur det kan användas i undervisningen, visar en studie med lärare i grundskola, gymnasiet och vuxenutbildning.

Elevernas engagemang kan skapas av lärarna genom undervisningen och behöver inte vara beroende av elevernas eventuella intresse för ämnet. Det visar en studie med NO-lärare i grundskolan.

Elever som tror de kan bli flinkere med øvelse, har det bedre i fagene og gjør det bedre på skolen.

Erfarne lærere forteller om enorme endringer: Markant dårligere akademiske evner, mindre motivasjon, mindre utholdenhet og dårligere konsentrasjon.

Children's engagement in play and learning is becoming increasingly complex as educational spaces integrate digital experiences. While engagement is often seen as a multifaceted construct, there is often no clear and generally accepted definition or understanding of what is meant when the term ‘engagement’ is used. This scoping review synthesised the ways in which engagement…

New research suggests that motivation isn’t built on grades but on whether grades match students’ expectations, so showing them evidence of their learning is key.

Nye funn kan gi oss en bedre forståelse av hvorfor noen elever blir demotiverte eller underpresterer i faget.

Noted author and psychologist David Yeager on the common mistakes we make when giving feedback to students, and how to tap into purpose and belonging to make classroom work more meaningful.

This article describes an experimental study that investigated the influence of motivational prompts (task-value scaffolding) in a descriptive learning analytics dashboard on learners’ motivation, statistics anxiety, and learning performance in an authentic semester-long online statistics course.