Effects of Social Cognitive Theory on Student Motivation in a Secondary Level Art Classroom
Item
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Title
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Effects of Social Cognitive Theory on Student Motivation in a Secondary Level Art Classroom
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Creator
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Jeneba Diane King
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Degree Name
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Master of Arts in Teaching (initial licensure)
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Project Type
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Action Research Project
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Date
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6/15/2025
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Abstract
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This study examines the effects of a social cognitive approach to teaching on motivation in a high school art classroom, with the intent of increasing student motivation in class activities to increase genuine interaction with art on the whole. Student reactions in three periods of Drawing 2 were examined using their work responses, personal observations, co-teacher observations, and lesson plan analysis. All data was analyzed through coding using Social Cognitive Theory as the guiding theory. Results show that student motivation increased significantly with increased student choice, relaxed deadlines, and both positive and negative reinforcement strategies. Results are limited due to duration of the study and quantity of participants, but they imply that a Social Cognitive approach is helpful for engaging more students in a classroom in a genuine way. Future studies could examine this approach in different subjects or with a larger range of art class subjects.
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Committee Member
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Amy Bowden
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Maren Anderson
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Rights
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Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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https://rightsstatements.org/page/InC/1.0/?language=en
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Language
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eng
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Type
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Text
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Identifier
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JenebaDianeKing_ARP_2025
