Classroom motivation: Strategies of first-year teachers.

Abstract

During a 16-week period, the motivational strategies used by 30 first-year elementary school classroom teachers and the on-task behaviors of their respective students were monitored. The motivational strategies were categorized as either getting attention, emphasizing relevance, building confidence, or imposing rewards and punishments. Implications of these findings are discussed in terms of student age and the type, number, and ease of use of the selected strategies

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