This paper sheds light on the role of student motivation in the success of schooling. We develop a model in which a teacher engages in the management of student moti- vation through the choice of the classroom environment. We show that the teacher is able to motivate high-ability students, at least in the short run, by designing a com- petitive environment. For students with low ability, risk aversion, or when engaged in a long-term relationship, the teacher designs a classroom environment that is more focused on mastery and self-referenced standards. In doing so, the teacher helps to develop the intrinsic motivation of students and their capacity to overcome failures.
Education; Student achievement; Intrinsic and extrinsic motivation;
- D03: Behavioral Microeconomics • Underlying Principles
- I21: Analysis of Education
TSE Working Paper, n. 11-247, May 22, 2011