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Motivation intended to inform design teaching practice

Academic success is a difficult task that often involves struggles and mistakes, requiring effort and engagement on the part of students. As the literature is vast and complex, this work focuses on motivation with the intention of informing teaching practice. Design pedagogy is also affected by these aspects, which can influence student success, mastery and autonomy. Although the theme deserves attention, there are not many research reports on the impact of these factors in design teaching and learning. This work is a qualitative study based on subjective evaluation of specific aspects of motivation science regarding learning. The research design was developed with the intention of understanding the impact of noncognitive factors in design education, by compared perspectives. Twenty-one professors of diverse design (studio) courses and 49 design students, also of different institutions, answered a survey containing twelve questions under three themes: the development of self-determination basic characteristics; the utilization of grades, rewards and praise; and seven statements regarding rewards and praise to ensure motivation, presented to collect subjective perceptions. The results show that students have a much more positive perception of self-developed skills regarding self-determination elements compared to their colleagues. A finding is related to the different perception of the subjects about the utilization of praise. The discrepancy can be a symptom of instructional problems, lack of information by educational professionals or even indicates a poor communication channel in the classroom. Another finding refers to the two groups’ opposite views regarding three statements on the usage of rewards and praise for motivation. Apparently, professors utilize grades vastly, which is a clear opposition to the best practices signalized by scientists in the field. Students, also, do not seem to understand that the praise used is sincere and deserved, which could be an indication of lack of trust. Finally, although professors seem to agree that the emphasis of praise and rewards are associated to process and effort, students tend to feel that skill is the key point.