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Additional sources address learning scaffolds such as building schemas, making activities familiar, storytelling approaches, managing distractions from mobile technology, and fostering learner confidence through self-related supports.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/boosting-motivation-in-the-classroom-motivation-toolkit-further-reading/627164/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/boosting-motivation-in-the-classroom-motivation-toolkit-further-reading/627164.png","ImageObject",300,407,{"name":42,"@type":43},"Logic","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-21",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What research areas are covered in this motivation toolkit?","Question",{"text":63,"@type":64},"It compiles studies on student motivation and engagement, including teacher autonomy support, prequestions and prior knowledge, intrinsic motivation and achievement, and factors shaping task interest and expectancy.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the toolkit suggest improving engagement during learning activities?",{"text":68,"@type":64},"It highlights strategies such as increasing teachers’ autonomy support, using prequestions, supporting learning through schema building and narrative/story approaches, and making tasks more familiar.",{"name":70,"@type":61,"acceptedAnswer":71},"Does distraction from technology feature in the toolkit?",{"text":72,"@type":64},"Yes. The reading list includes work examining how the mere presence of a cell phone can distract learners, and broader discussion of technology-related distraction and student performance.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},627164,1792629732,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98},1099513958762,"https://ap-avatar.wpscdn.com/avatar/1000023916a998db790?x-image-process=image/resize,m_fixed,w_180,h_180&k=1784791008015729253",8,"Boosting motivation in the classroom  \nMotivation Toolkit-further reading   \nMake them think  \nReeve, J., Jang, H., Carrell, D., Jeon, S. and Barch, J., 2004. Enhancing students' engagement by increasing teachers' autonomy support. Motivation and emotion, 28(2), pp.147-169 .  \nCarpenter, S.K. and Toftness, A.R., 2017. The effect of prequestions on learning from video presentations. Journal of Applied Research in Memory and Cognition, 6(1), pp.104-109 .  \nKruger, J. and Dunning, D., 1999. Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of personality and social psychology, 77(6), p.1121 .  \nEarly success  \nRosenshine, B., 2012. Principles of instruction: Research-based strategies that all teachers should know. American educator, 36(1), p.12 .  \nGaron‐Carrier, G., Boivin, M., Guay, F., Kovas, Y., Dionne, G., Lemelin, J.P., Séguin, J.R., Vitaro, F. and Tremblay, R.E., 2016. Intrinsic motivation and achievement in mathematics in elementary school: A longitudinal investigation of their association. Child development, 87(1), pp.165-175 .  \nNuutila, K., Tuominen, H., Tapola, A., Vainikainen, M.P. and Niemivirta, M., 2018. Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics. Learning and Instruction, 56, pp.73-83 .  \nKnow your stuff  \nCoe, R., Aloisi, C., Higgins, S. and Major, L.E., 2014. What makes great teaching? review of the underpinning research.  \nBen-Peretz, M., 2011. Teacher knowledge: What is it? How do we uncover it? What are its implications for schooling?. Teaching and teacher Education, 27(1), pp.3-9 .  \nHattie, J., 2003. Teachers Make a Difference, What is the research evidence?.  \nTimperley, H., Wilson, A., Barrar, H. and Fung, I., 2007. Teacher Professional Learning and Development. Best Evidence Synthesis iteration (BES) .  \nBuild a schema  \nJang, H., 2008. Supporting students' motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100(4), p.798 .  \nRecht, D.R. and Leslie, L., 1988. Effect of prior knowledge on good and poor readers' memory of text. Journal of Educational Psychology, 80(1), p.16 .  \nTell a story  \nShoda, Y., Mischel, W. and Peake, P.K., 1990. Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions. Developmental psychology, 26(6), p.978 .  \nBruner, J., 1991. The narrative construction of reality. Critical inquiry, 18(1), pp.1-21 .  \nMake it familiar  \nKatzir, M., Emanuel, A. and Liberman, N., 2020. Cognitive performance is enhanced if one knows when the task will end. Cognition, 197, p.104189 .  \nBerliner, D.C., 2004. Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology & Society, 24(3), pp.200-212 .  \nManage distractions  \nThornton, B., Faires, A., Robbins, M. and Rollins, E., 2014. The mere presence of a cell phone may be distracting. Social Psychology.  \nWammes, J. D. , Seli, P. , Cheyne, J.A. , Boucher, P.O. and Smilek, D. , Scholarship of Teaching and Learning in Psychology.  \nBeland, L. P. and Murphy, R. , 2015. Ill Communication: Technology, Distraction & Student Performance. Centre for Economic Performance (CEP) Discussion Paper No 1350 (May 2015) . London School of Economics and Political Science. In :. London School of Economics and Political Science.  \nFisher, A.V. , Godwin, K. E. and Seltman, H. , 2014. Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological science, 25(7), pp.1362-1370.  \nBe yourself  \nWang*, X.L., Bernas, R. and Eberhard, P., 2004. Engaging ADHD students in tasks with hand gestures: A pedagogical possibility for teachers. Educational studies, 30(3), pp.217-229 .  \nWakefield, E., Novack, M.A., Congdon, E.L., Franconeri, S. and Goldin‐Me","cbCaiazfAVFK9Qhd","https://ap.wps.com/l/cbCaiazfAVFK9Qhd","pdf",906703,6,"English","# Motivation Toolkit - further reading\n## Make them think\n## Early success\n## Know your stuff\n## Build a schema\n## Tell a story\n## Make it familiar\n## Manage distractions\n## Be yourself","[{\"question\":\"What research areas are covered in this motivation toolkit?\",\"answer\":\"It compiles studies on student motivation and engagement, including teacher autonomy support, prequestions and prior knowledge, intrinsic motivation and achievement, and factors shaping task interest and expectancy.\"},{\"question\":\"How does the toolkit suggest improving engagement during learning activities?\",\"answer\":\"It highlights strategies such as increasing teachers’ autonomy support, using prequestions, supporting learning through schema building and narrative/story approaches, and making tasks more familiar.\"},{\"question\":\"Does distraction from technology feature in the toolkit?\",\"answer\":\"Yes. The reading list includes work examining how the mere presence of a cell phone can distract learners, and broader discussion of technology-related distraction and student performance.\"}]","Boosting motivation in the classroom - Motivation Toolkit - further reading | PDF",1792548873,15,{"code":4,"msg":82,"data":100},[101,105,109,113,118,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":92,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":114,"slug":145},19,"General","general"]