ABSTRACT
This chapter contrasts a conventional psychological view of motivation as a stable individual trait with one which recognizes the role of teaching in motivating students. Even where the relative stability of motivation is stressed, it is still necessary to recognize its complexity. The chapter starts from the way motivation is still used by some academic staff in discussing students, and tries to establish a more differentiated conception of motivation. From that view of motivation, it is possible to see how contrasting conceptions of teaching in Higher Education influence attempts at motivating students towards higher quality learning.
