Lipson The Co-operative Academy

Lipson Co-operative Academy

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Investigate how the use of success criteria within lessons may impact on the psychological variation in students.

The purpose of this study is to investigate how the use of success criteria within lessons may impact on the psychological variation in students’ motivation to learn. The analysis considers and establishes how an understanding of motivation and the use of success criteria may affect or influence change within educational practices, and to explore the possible connection between achievement motivation and learning.

 

Foregoing research reveals motivation to be a multidimensional construct showing a combination of cognitive, somatic anxiety and self-confidence variables. Motivation to learn is paramount to student success. The sources of motivation however are complex and techniques for improving psychological changes and motivation have been widely researched; however there is a developing interest in how the use of success criteria can influence learning outcomes


Improvement and training schemes have become an integral part of school life and ethos, and further techniques for improving learning in education are important to teachers and co- professionals alike. I have been intrigued with how teaching practices might influence change in whole school developments, particularly improvements in student learning at post-16 level. This study is to determine whether the use of success criteria can have an impact on student motivation to learn within an inner city Cooperative Community College in the South of England.

 

 

Wendy Woodstock (PE)

Completed through the University of St Mark and St John