ABSTRACT
This chapter considers the evidence from previous studies and the practicalities of making the best use of this evidence to improve pupils' motivation in the classroom. It explains the nature of motivation, drawing on research that has been conducted over the last twenty years. Evidence from research studies has revealed different motivational experiences and their effects on pupils. The chapter explores the evidence to show when and how teachers should intervene in the learning process in order to enhance and sustain the motivation of their pupils. There are many claims made in the media of the effects of Information and Communications Technology (ICT) on pupils' motivation, and much of the UK research evidence about ICT and motivation has been reported in the mainstream publications on computers and education, and in official research reports. In the 1980s, motivating activities were considered to influence such emotions as pride, shame, guilt and a general self-concept of the ability to achieve specific goals.
