Enhancing student motivation: Extensions from job enrichment theory and practice

Job enrichment-the practice of redesigning jobs to be more motivating-has r eceived considerable attention in recent years. To explore classroom extens ions of the underlying principles, eve administered a slightly modified Job Diagnostic Survey (JDS; Hackman & Oldham, 1975) to 217 psychology students along with outcome scales assessing their course motivation, satisfaction, performance, absenteeism, interest, and desire to withdraw. The results sh owed significance for 4 of the 5 JDS predictors in accounting for the outco me measures. The degree to which students perceived course material to affe ct the lives of others was the most salient predictor. Based on the finding s, we discuss the relative importance of the course enrichment dimensions.