Applying Motivation Theory to Real-World Problems

This article examines the effectiveness of incorporating an applied learning experience in an upper level undergraduate motivation theory class. In this 3~part course requirement, students (a) participated in a 2~hr field experience, (b) com-pleted a homework assignment based on their participation, and (c) worked in groups to develop a deeper understand~ ing of motivational interventions and possible solutions for problems observed during the applied learning experience. Students identified the field experience and the group project aseffective tools for understanding and applying motivation theory in a realistic setting. Group discussions, problem solving, class reflection, and hands-on learning all provide experiential oppor-tunities that allow students to explore different ways people respond to motivational strategies (Duckenfield & Madden, 2000; vanGelder, 2005). Numerous stud-ies have shown that hands-on learning experiences deepen understanding of classroom subject matte