Motivation: Pupil Voice, Power and Identity

Tomos, Delyth Wyn (2008). Motivation: Pupil Voice, Power and Identity. EdD thesis The Open University.

DOI: https://doi.org/10.21954/ou.ro.0000eb0c

Abstract

This study presents empirical research conducted in a Welsh secondary school where motivation was examined through pupil voice using Wenger's (1998) Communities of Practice framework. Consideration was given to social factors that impinge upon a pupil's motivation to participate in learning. Fourteen pupils were interviewed as a collective case study, following which a thematic analysis was conducted. Pupils recognised the influences of family, friendship groups and past learning experiences as strong determinants of learning participation. Power and identity were found to be crucial components of motivation, where a pupil's motivation to learn or failure to participate in learning may both be considered as manifestations of a pupil's empowerment.

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