This paper asserts that accounting students’ motivation is malleable and greatly influenced, both positively and negatively, by professor actions. It suggests professors make both intentional and inadvertent choices which influence behaviors and shape classroom motivation. Expectancy theory (Vroom, 1964) provides a framework and offers insight into specific actions professors can take (or halt) to increase student motivation and performance.
This article is from the Accounting Instructor’s Resource, an electronic journal that provides teaching tips and insights to those who teach accounting and other business courses.
Janean S. Kleist, Ph.D., CPA, College of St. Benedict and St. John’s University
Deborah J. Pembleton, College of St. Benedict and St. John’s University