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Abstracts prior to volume 5(1) have been archived!

Issue 5(1), October 2010 -- Paper Abstracts
Girard  (p. 9-22)
Cooper (p. 23-32)
Kunz-Osborne (p. 33-41)
Coulmas-Law (p.42-46)
Stasio (p. 47-56)
Albert-Valette-Florence (p.57-63)
Zhang-Rauch (p. 64-70)
Alam-Yasin (p. 71-78)
Mattare-Monahan-Shah (p. 79-94)
Nonis-Hudson-Hunt (p. 95-106) 



JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE 


Instructor’s Personal Qualities and Meaningful Behaviors That Positively Impact Students’ Intrinsic Motivation in Studio-Based Disciplines


Author(s): Zinka Bejtic

Citation: Zinka Bejtic, (2021) "Instructor’s Personal Qualities and Meaningful Behaviors That Positively Impact Students’ Intrinsic Motivation in Studio-Based Disciplines," Journal of Higher Education Theory and Practice, Vol. 21, ss. 3, pp. 80-88

Article Type: Research paper

Publisher: North American Business Press

Abstract:

While the studio model's complexity has been acknowledged for the informal teaching and not-scripted approaches, it is still unclear what constitutes teaching that promotes students' intrinsic motivation. Increased individual interaction opportunities between the instructor and a student in studio classes highlight the instructor's ability to form create positive learning environment, form meaningful relationships and intrinsically motivate students. The current study reports on the personal qualities of studio instructors that are found to positively impact students' intrinsic motivation. The study's findings conclude that instructors who can express specific unique qualities succeed in intrinsically motivating their students.