Findings on influencing teachers’ beliefs about learning motivation

Abstract

Teachers’ beliefs about learning motivation are linked to their motivational strategies, the success of their teacher training, and may even influence the success of interventions which are targeted at students. It seems crucial to explore how these beliefs are formed and how they can be shaped. This study provides a comprehensive review of empirical, English-language, peer-reviewed journal articles which focus on how beliefs about learning motivation change over time and how they can be influenced in pre-service or in-service teachers.