Abstract

In Motivating Students to Learn, Brophy (2004) writes:

People are born with the potential to develop a great range of motivational dispositions. A few such dispositions appear to be inborn as part of the human condition Most, however, especially higher level dispositions such as motivation to learn, are developed gradually through exposure to learning opportunities and socialization influences.

(p. 17) Our chapter focuses on classrooms as contexts for motivating students’ learning. Specifically, we review research that examines the relationships among features of classroom contexts and students’ motivation for and engagement in learning.