Running head: MOTIVATING STUDENTS 1
Journal Article Review: Motivating Students
EDUC 624 _D03_202140: Instructional Methods for Behavior and Learning
Dr. Rebecca Dilling
By: Deena Kuehm
Liberty University
November 28, 2021
MOTIVATING STUDENTS 2
Summary
De Loof's work "Teachers' Motivating Style and Students' Motivation and Engagement in
STEM: the Relationship Between Three Key Educational Concepts" examines the link between
teachers' motivating style and students' motivation and engagement in STEM (2021). Teacher
leadership and student motivation based on student self-efficacy are explored. The authors
looked at the connection between STEM instructors' motivating styles (autonomy support,
structure, and involvement) and students' STEM motivation and engagement. Self-determination
theory (SDT) argues that social aspects inside of an academic setting, such as instructors'
motivating styles, can impact students' motivation and involvement, according to this article.
“Thirty classroom observations were conducted in different STEM lessons, to assess teachers’
motivating style and students’ engagement. The students’ motivation was assessed at the end of
the school year, using an online questionnaire. The results reveal that STEM teachers’ provision
of structure is positively linked to students’ motivation and engagement regarding STEM
subjects.” (De Loof, 2021). The link with student engagement and motivation is studied.
Teachers' self - presentation was found to have a negative influence on students' independent
drive and a favorable impact on students' participation. Controlling motivation and participation
were found to have a negative connection. “A key theme in the science education literature is the
increasing reluctance of students to participate in Science, Technology, Engineering, and
Mathematics (STEM).” (De Loof, 2021). Based on these findings, this study argues that
including instructors' motivating styles in future STEM education programs is an important way
to boost students' interest and participation.
Personal Response
MOTIVATING STUDENTS 3
Because motivation is so important in the learning process to thrive academically, I'm
pleased that my teacher leadership abilities can help my students succeed while also increasing
their engagement. Student motivation is influenced by a student's passion in a topic, and I want
to encourage my students to believe in themselves and their talents. Students with strong self-
efficacy, in my opinion, will remain motivated to achieve their academic goals. As a teacher, I
want my students to be genuinely driven, and a compelling instructor's approach in STEM
education programs will increase students' engagement and enthusiasm while encouraging them
to meet personal objectives. For a variety of factors, students' increasing refusal to participate in
STEM is cause for concern. To satisfy modern needs, such as ensuring sufficient and sustainable
energy, efficient healthcare, and well-considered technical progress, societies require competent
STEM personnel. Instructor presence may influence a student's academic desire, and if it is not
exhibited effectively, students may believe the teacher is uninterested in them or their academic
aspirations.
Scriptural Integration1
There is scriptural support for student motivation and how we should interact with one another
throughout the Bible. According to the study, those that have a high level of motivation retain
their involvement over time, whereas students who lack drive grow more disengaged. People,
according to SDT, have three essential emotional needs: autonomy, relatedness, and competence.
SDT emphasizes that meeting all three basic psychological requirements has a favorable impact
on motivation and engagement. In Isaiah 41:13, For I, the Lord your God, hold your right hand;
it is I who say to you, “Fear not, I am the one who helps you.”” (English Standard Version).
“Understanding the research on motivation and its relationship to student academic needs
enables teachers to implement instruction that results in virtually all students obtaining feelings
of worth within the school setting.” (Jones & Jones, 2015, p. 201). Students are constantly
listening and learning through our behaviors, and I aim to make a positive impact on their life by
assisting them in achieving their educational objectives while also giving them compassion and
support.
MOTIVATING STUDENTS 4
References:
-De Loof. (2021). Teachers’ Motivating Style and Students’ Motivation and
Engagement in STEM: the Relationship Between Three Key Educational
Concepts. Research in Science Education., 51(Suppl 1), 109–127.
https://doi.org/10.1007/s11165-019-9830-3
-Jones, V., & Jones, L. (2015). Comprehensive classroom management: Creating
