Longitudinal study reveals that clear instruction, prompt feedback, and collaborative learning enhance academic motivation in college students, highlighting key pedagogical drivers of persistence.
This study tracked 6,236 students across 44 colleges and universities to assess whether various effective teaching practices influenced end-of-fourth-year academic motivation, while also accounting for a wide range of potential confounders, such as precollege academic motivation. Results suggest that prompt instructor feedback, clarity and organization of instruction, challenging courses with high instructor expectations, integrative learning, and collaborative learning positively influenced end-of-fourth-year academic motivation. Exposure to challenging courses with high instructor expectations, however, failed to exert a statistically reliable influence on this outcome measure.
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Chad Loes (2026) studied this question.
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