Common use of Practical Implications Clause in Contracts

Practical Implications. The present study provided valuable information for educational practice. It addressed relevant issues of increased motivational problems in education, especially amongst boys. Contrary to what is often assumed, Dutch students in pre- university are not that different from students in pre-vocational secondary education with regard to their motivation and in their response to motivational information. Future research comparing students in traditional schools with students in more innovative schools where the focus is on stimulating intrinsic motivation, could provide more information as to why students score below average on intrinsic motivation. In the meantime, we suggest that providing motivational information might increase intrinsic motivation on the short-term for boys in a traditional school environment in pre-vocational secondary education. The extrinsic motivational information from the present study could be used in the classroom to elicit intrinsic motivation, bearing in mind that the effect accounts only for boys on the short-term. Thus, schools might differentiate between the instructions given to boys and girls, in order to elicit intrinsic motivation. Future research should aim at how to approach girls in order to establish higher intrinsic motivation on the short and long-term, and for boys on the long-term. The mean intrinsic motivation of the students in this study proved to be below the average on a 7-point Likert scale, both in a pre-vocational and pre- university context. This finding raises the question as to whether it is possible to raise intrinsic motivation in secondary education classrooms. We must conclude that inducing motivation is not as straightforward as expected. Nevertheless, our results indicate that influencing adolescents’ motivation is feasible. Especially if we compare it to intelligence and social economic status, two variables that affect motivation and performance but are not under the teacher’s control at all. ▇▇▇▇▇▇▇▇▇, ▇. (2006). Self-regulation and effort investment. In I. E. Sigel & ▇. ▇. ▇▇▇▇▇▇▇▇▇ (Eds.), Handbook of Child Psychology, Vol. 4, Child Psychology in Practice (pp. 345-377). New York: Wiley. ▇▇▇▇▇▇▇▇▇, M., ▇▇▇▇▇▇▇▇▇, ▇., ▇▇▇▇▇▇▇▇, ▇., & ▇▇▇▇▇▇▇▇▇, ▇. ▇. (2008, 23rd of July). Capturing the Multiple Components of Self-regulated Writing: A Systemic Approach. Paper presented at the 29th International Congress of Psychology, Berlin, Germany.