Leveraging psychosocial interventions to motivate instructor participation in teaching professional development

Lisa Limeri, Miranda M. Chen Musgrove, Meredith A. Henry, Elisabeth E. Schussler

Research output: Contribution to journalArticlepeer-review

Abstract

To promote undergraduate education reform, teaching professional development (TPD)<br>efforts aim to encourage instructors to adopt evidence-based practices. However, many<br>instructors do not attend TPD. There may be many reasons for this, including low intrinsic motivation to participate in TPD. Psychologists have dealt with motivational barriers<br>in educational contexts using psychosocial interventions, brief activities that draw on a<br>rich history of psychological research to subtly alter key, self-reinforcing psychological<br>processes to yield long-term intrinsic motivation and behavioral changes. Psychosocial<br>interventions, for example, have been used to alter students’ noncognitive attitudes and<br>beliefs, such as attributions and mindset, which positively influence students’ motivation<br>and academic performance. Here, we propose that insights from research on psychosocial interventions may be leveraged to design interventions that will increase instructors’<br>moti
Original languageEnglish
Pages (from-to)1-12
JournalCBE Life Sciences Education
StatePublished - Sep 1 2020

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