Thematische Bibliographien / Student motivation

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Auswahl der wissenschaftlichen Literatur zum Thema „Student motivation“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Student motivation"

Allum, Luke Oliver Henry. „Student and teacher perceptions of student motivation among Korean university English as a Second Language (ESL) students“. Indonesian TESOL Journal 2, Nr. 2 (28.10.2020): 81–98. http://dx.doi.org/10.24256/itj.v2i2.1245.

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This paper analyses the differences between what teachers say motivates their students and what students say motivate them at a South Korean university. Using motivational constructs developed by Bandura and Maslow in previous motivation studies, it was determined that both teachers and students think teacher characteristics to be the most important variable motivating students, even more important than the student’s own intrinsic motivation. However, there was no agreement between students and teachers on what this looks like specifically in the classroom: teachers prefer to stimulate students’ creative thinking and to help students solve real-world problems, whereas students prefer to learn with digital media, presentations, and quizzes. Teachers and students both believe students to be highly intrinsically motivated, with the caveat that some students come to class lacking intrinsic motivation. This paper is significant in that students report teacher characteristics and instructional methodologies to be of more importance than a student’s intrinsic motivation. This paper reveals that teachers consistently over-rate the importance of teacher characteristics and methodologies on student motivation.

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Cahyorinartri, Niken. „MOTIVASI MAHASISWA BERORGANISASI DI KAMPUS“. JURNAL PSIKOLOGI INSIGHT 2, Nr. 2 (31.01.2019): 27–38. http://dx.doi.org/10.17509/insight.v2i2.14158.

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The aim of this study is to describe the student’s motivation in participating in student organizations at Universitas Jenderal Achmad Yani. This study uses self-determination theory to explain the motivation of students to involve in student organizations. Self-determination theory explained that human motivations were important sources in the development of personality and self-regulation. The motivation involved the reasons and the purposes in performing an action. Motivation moves from extrinsic motivations to intrinsic motivations. The method of this study was quantitative descriptive research. Participant of this research were college students who participating in students organizations. The result showed that most of the students participated in student organizations had integration extrinsic motivation. Students involved in the student organizations because they interested and it gived them some benefits. Draw the benefits in students organizations become the majority reasons of the students in participating in the student organizations.

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Kinsella, Maurice, John Wyatt, Niamh Nestor, Sue Rackard und Jason Last. „Supporting students’ transition into higher education: Motivation enhancement strategies“. ACCESS: Contemporary Issues in Education 42, Nr. 1 (02.03.2022): 3–20. http://dx.doi.org/10.46786/ac22.8193.

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In this article, we explore first-year students’ transition into higher education (HE), focusing on the motivational factors that enhance their engagement. We argue that Student Support Professionals (SSPs) can play a pivotal role in heightening student motivation, given the broad range of academic, administrative, and pastoral responsibilities that this role entails. Against this background, we ask two questions: Firstly, how should we understand student motivation with specific regard to its antecedents, manifestations, and consequences? Secondly, what motivation-enhancement strategies can SSPs integrate into their practice to build a productive relationship with students? Drawing on self-determination theory (SDT) insights, we provide a taxonomy of student motivation, arguing that: Motivation exists in a continuum of self-regulation, motivation is contextual, motivation is multidimensional, and motivation is causally significant. Building on this taxonomy we offer practical guidance to SSPs who are looking to catalyse students’ intrinsic motivation, identifying three specific motivational enhancement strategies, namely: Fostering competence by establishing realistic expectations between oneself and students; fostering relatedness by providing resources for holistic student engagement; and fostering autonomy by empowering students in their decision-making. We argue that central to SSPs’ ability to foster engagement is possessing a conceptual and experiential understanding of student motivation, which can heighten their ability to respond to students’ needs. SSPs should approach this process of motivation enhancement as collaborative—working with students to discover both motivational impediments and motivation-enhancing resources to better engage with their HE experience.

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Tauqifa, Ayunita Hisbadina, Intan Rahmawati und Henry Januar Saputra. „PERAN GURU DAN ORANG TUA DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA PADA PEMBELAJARAN DARING DI SD NEGERI KARANGTOWO KABUPATEN DEMAK“. JS (JURNAL SEKOLAH) 6, Nr. 1 (20.12.2021): 21. http://dx.doi.org/10.24114/js.v6i1.29844.

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Abstract:The Role of the teacher and parents in increasing student learning motivation in online learning at SD Negeri Karangtowo, Demak Regency. The purpose of this study was to find out how the role of teachers and parents in increasing student motivation and the results of student learning motivation in online learning at SD Negeri Karangtowo, Demak Regency. This type of research is a descriptive qualitative method. The sample in this study were 29 students of class VB. Data collection techniques used in this study were observation, interviews, documentation and questionnaires. The results of this study indicate that the teacher's role in motivating student learning includes the teacher as a demonstrator, the teacher as a class manager, the teacher as a mediator, the teacher as a facilitator, the teacher as an evaluator, and the teacher as a motivator. Meanwhile, the role of parents in motivating student learning includes parents as mentors or educators, parents as facilitators, and parents as motivators. And the results of the average student learning motivation showed 4% of students who said yes while 2% of students who said no. This the role of teacher and parents affect student learning motivation. Keywords: Teachers, Parents, Learning Motivation, Online Learning Abstrak: Peran Guru dan Orang Tua dalam Meningkatkan Motivasi Belajar Siswa pada Pembelajaran Daring di SD Negeri Karangtowo Kabupaten Demak. Tujuan penelitian ini untuk mengetahui bagaimana peran guru dan orang tua dalam meningkatkan motivasi belajar siswa dan hasil motivasi belajar siswapada pembelajaran daring di SD Negeri Karangtowo Kabupaten Demak. Jenis penelitian ini adalah metode kualitatif deskriptif. Sample dalam penelitian ini adalah 29 siswa kelas VB. Teknik pengumpulan data yang digunakan dalam penelitian ini berupa observasi, wawancara, dokumentasi dan angket. Hasil penelitian ini menunjukkan bahwa peran guru dalam memotivasi belajar siswa meliputi guru sebagai demonstrator, guru sebagai pengelola kelas, guru sebagai mediator, guru sebagai fasilitator, guru sebagai evaluator, dan guru sebagai motivator. Sedangkan peran orang tua dalam memotivasi belajar siswa meliputi orang tua sebagai pembimbing atau pendidik, orang tua sebagai fasilitator, orang tua sebagai motivator. Dan hasil rata-rata motivasi belajar siswa menunjukkan 4% siswa yang menyatakan ya sedangkan 2% siswa yang menyatakan tidak. Dengan demikian peran guru dan orang tua mempengaruhi motivasi belajar siswa.Kata Kunci: Guru, Orang Tua, Motivasi Belajar, Pembelajaran Daring

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Sanjaya, I. Nyoman Suka, Anak Agung Raka Sitawati, Ni Ketut Suciani, I. Made Ardana Putra und Cokorda Gede Putra Yudistira. „THE EFFECTS OF L2 PRAGMATIC AUTONOMOUS AND CONTROLLED MOTIVATIONS ON ENGAGEMENT WITH PRAGMATIC ASPECT“. TEFLIN Journal: A publication on the teaching and learning of English 33, Nr. 1 (12.05.2022): 148. http://dx.doi.org/10.15639/teflinjournal.v33i1/148-172.

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No study has investigated the relationship between student engagement per se and student motivation within second language (L2) pragmatics, notwithstanding the significance of engagement for L2 learning. The present study aimed to explore the effects of two global motivational orientations (autonomous and controlled motivations) on behavioral engagement within the perspective of L2 pragmatics by drawing on self-determination theory. A total of 76 college students agreed to participate and were requested to fill out a tailor-made, 34-item, 6-point Likert-scale questionnaire. The results of data analysis using standard multiple linear regression revealed that both Autonomous and Controlled Motivations significantly predicted and explained a large amount of variance in Engagement, F(2, 71) = 161.28, p < .01, R2 = .82, adjusted R2 = .81, and that the effect of Controlled Motivation, B = .33, t(71) = 8.05, p < .01, was twice as large as that of Autonomous Motivation, B = .16, t(71) = 4.91, p < .01. These findings indicate that students’ controlled motivation is more powerful in enhancing their engagement in learning L2 pragmatics. Pedagogically, it implies that teachers should bolster students’ motivation to learn L2 pragmatics, which can eventually lead to their increased engagement.

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Liu, Chang. „Chinese EFL Learners’ Motivation Mediated by the Perceived Teacher Factors—Different Voices from Different Levels of Education“. Journal of Language Teaching and Research 11, Nr. 6 (01.11.2020): 920. http://dx.doi.org/10.17507/jltr.1106.07.

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This study examines Chinese EFL learners’ motivation at different educational levels and their perceptions of teacher-related motivators. The questionnaire survey and follow-up interview were administrated among students from junior high schools, senior high schools and universities, and the results reveal the impact of teachers’ perceived commitment on students’ motivational level together with the most motivating teacher factors identified by three student groups. With the English learning experience accumulating, students tend to place less value on teachers’ emotional support whereas rate teaching competence as the key factor for their motivation. Also, striking findings related to learners’ motivation at the tertiary level have been elucidated: first, compared with young learners, university students not only do not think that teachers’ commitment would exert much influence on their motivation but also show a tendency to follow this belief in action. Second, teachers’ capacity for knowledge transfer is rated highest by them as the most crucial motivator rather than the communicative teaching style, which is instead overwhelmingly prioritized by secondary school learners. Based on these findings, recommendations on motivational instruction for English teachers at different levels of education are suggested.

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Altay qızı Bəndəliyeva, Gülgəz. „Encouraging student motivation“. SCIENTIFIC RESEARCH 2, Nr. 1 (29.01.2022): 11–14. http://dx.doi.org/10.36719/2789-6919/2/11-14.

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Araşdırmada mövzuya aid müxtəlif ədəbiyyatlar nəzərdən keçirilərək motivasiya haqqında ümumi məlumat verilmişdir. Dörnyei (2001) araşdırmasına əsasən motivasiyanın necə yaradıldığı, necə artırılacağına aid üç mərhələsi haqqında danışılmışdır. Gorhan və Christopher (1992) araşdırmasına əsasən müəllimin motivasiyanı azaldan davranışları haqqında danışılmışdır. Sonda isə motivasiyanın növləri olan daxili, xarici və müvəffəqiyyət motivasiyası xarakterizə edilmişdir. Son illərə aid mövzu ilə əlaqəli çoxlu tədqiqatlar mövcuddur. Bir neçəsini misal göstərmək olar: Smith, Darves (2017). Encouraging student autonomy, through higher order thinking skills; Göğüş, Yetke. (2014). Öğretmen Yontemlerinin Çeşitlendirilmesi ile öğrenci motivasiyonunun artırılması; Vatansever Bayraktar, (2015), Sınıf yonetiminde öğrenci motivasiyonu ve motivasiyonu etkileyen etmenler; və başqaları. Bu çalışmanın əsas məqsədi: motivasiya haqqında müəyyən ədəbiyyatları nəzərdən keçirərək, müxtəlif təcrübələrlə tanış olaraq motivasiyaya aid bəzi məqamları qeyd etmək və müəllimlərə bu sahədə müəyyən qədər kömək etməkdir. Açar sözlər: motivasiya, şagird, davranış, müəllim, dərs Gulgaz Altay Bandaliyeva Encouraging student motivation Summary The study provides an overview of motivation by reviewing various literature on the subject. According to Dornyei’s (2001) study, there are three stages in how motivation is created and how it is increased. According to a study by Gorhan and Christopher (1992), teachers’ motivational behaviors are discussed. In the end, the tayps of motivation internal, external and motivation for success are characterized. There is a lot of research on the subject in recent years. Here are a few examples: Smith, Darves (2017). Encouraging student autonomy, through higher order thinking skills; Göğüş, Yetke. (2014). Increasing student motivation by Diversifying Teacher Methods; Vatansever Bayraktar, (2015), Student motivation and factors affecting motivation in classroom management; and others. The main purpose of this study: reviewing certain literature on motivation, getting acquainted with different experiences, noting some points related to motivation and helping teachers to some extent in this field. Key words: motivation, student, behavior, lesson

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Hassan, Idrisa, und Tanveer H. Bhat. „Student Motivation-Five key elements“. International Journal of Scientific Research 3, Nr. 6 (01.06.2012): 35–37. http://dx.doi.org/10.15373/22778179/june2014/184.

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Putri, Ida Ayu Sasmitha, Putu Ngurah Suyatna Yasa und Ni Luh Anik Puspa Ningsih. „The Influence of Teacher Teaching and Guidance of Parents on Student Achievement with Mediation of Learning Motivation in Santo Yoseph Denpasar“. Jurnal Ekonomi & Bisnis JAGADITHA 7, Nr. 2 (30.09.2020): 138–47. http://dx.doi.org/10.22225/jj.7.2.2498.138-147.

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The study aims to determine the influence of teacher teaching methods on student achievement, the influence of teacher teaching methods on the motivation of Learning, the influence of parental guidance on the motivation of Learning, the influence of parental guidance on student achievement, the influence of motivation to learn to students ' achievements, how the motivation to learn to influence teacher teaching methods on student achievement. This study was conducted on the SMAK of Santo Yoseph Denpasar. In this research student achievement is influenced by teacher teaching methods, parental guidance and motivational learning. The respondent in this study was 120 students of SMAK Santo Yoseph Denpasar. Data analysis is done using PLS (partial least square). The results showed that teacher teaching methods are positively and significantly impactful to student achievement. Then, teacher teaching methods have positive and significant influence on student achievement, proven. Furthermore, parental guidance positively and insignificant towards learning motivation, on student achievement, not proven. Learning motivation positive and significant impact on student achievement. The motivation to learn to process the relationship between teacher teaching methods to student achievement, is not proven. The motivation to learn to publish the relationship between parents ' guidance on student achievement, proven.

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Khoerunnisa, Risyda Aini, N. Fathurrohman und Zaenal Arifin. „Teacher's Strategy in Improving Students Learning Motivation in Islamic Religious Education“. Edumaspul: Jurnal Pendidikan 5, Nr. 2 (01.10.2021): 212–15. http://dx.doi.org/10.33487/edumaspul.v5i2.2047.

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A motivational strategy in learning is a plan that includes a series of activities spescifically designed and developed to meet certain educational goals. Therefore, it is necessary to realize the goals of an ideal education plan in accordance with educational values. Therefore, teachers must have a learning motivation strategy to inspire students to learn in a fun, interesting and not monotonous way. To achieve the goal of increasing student motivation, teachers must increasingly choose and apply motivational teaching strategies, methods, and methods that are in accordance with these abilities. The purpose of this study is : a) Describing teachers strategies applied in increasing student motivation in Islamic Religious Education subjects. b) Describing the increase in students learning motivation in the subject of Islamic Religious Education. Keywords : Strategy, Learning Motivation, PAI Lessons. A motivational strategy in learning is a plan that includes a series of activities spescifically designed and developed to meet certain educational goals. Therefore, it is necessary to realize the goals of an ideal education plan in accordance with educational values. Therefore, teachers must have a learning motivation strategy to inspire students to learn in a fun, interesting and not monotonous way. To achieve the goal of increasing student motivation, teachers must increasingly choose and apply motivational teaching strategies, methods, and methods that are in accordance with these abilities. The purpose of this study is : a) Describing teachers strategies applied in increasing student motivation in Islamic Religious Education subjects. b) Describing the increase in students learning motivation in the subject of Islamic Religious Education. Keywords : Strategy, Learning Motivation, PAI Lessons.

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Dissertationen zum Thema "Student motivation"

Barton, Alison L. „Igniting Student Motivation“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3437.

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Wondering how to stoke the flames of enthusiasm among your students? In this seminar, we'll explore what factors impact learner motivation, and then put those ideas to work. You'll be provided with practical suggestions for how to create a motivating class, ways to implement these suggestions in an online setting, and opportunities to brainstorm other great ideas with fellow attendees.

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Cheng, Wing-yu, und 鄭穎瑜. „Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365701.

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The objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior. The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong. Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons. It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies.
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Education
Master
Master of Education

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李芷玲 und Tsz-ling Alice Lee. „Enhancement of student motivation“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716759.

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Lee, Tsz-ling Alice. „Enhancement of student motivation“. Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716759.

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Calhoun, Adam A. „Teacher-Student Relationships, Classroom Environment, and Student Intrinsic Motivation“. University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565098233906771.

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Knapp, Jennifer L. „Instructors and their students the relationship between out-of-class communication, student communication motives, student motivation, and instructor job satisfaction and motivation /“. Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=6017.

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Edwards, Nicole C. „School facilities and student achievement student perspectives on the connection between the urban learning environment and student motivation and performance /“. Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164663224.

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Erbstoesser, Richard James. „Student motivation: instilling a desire to learn in middle school students“. CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1302.

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Tao, Yick-Ku. „Hong Kong Chinese students' learning motivation : the role of social- versus individual-oriented achievement motivation /“. View Abstract or Full-Text, 2003. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202003%20TAO.

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Thesis (Ph. D.)--Hong Kong University of Science and Technology, 2003.
Includes bibliographical references (leaves 175-193). Also available in electronic version. Access restricted to campus users.

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Nugent, Tisome. „THE IMPACT OF TEACHER-STUDENT INTERACTION ON STUDENT MOTIVATION AND ACHIEVEMENT“. Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3770.

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The goal of this research was to determine the value and impact of student-teacher interactions in relation to student motivation and achievement. It was further intended that the results of this study would add to the body of knowledge and resources available to enhance the learning experience and influence student success. In order for this to happen, student and teacher perceptions of their interactions were analyzed, as well whether or not this interaction significantly impacted motivation and achievement. The results of this study provided strong arguments in favor of equipping teachers with the appropriate resources and assistance to appropriately meet the needs of their students beyond academic instruction. The slightly negative relationship between motivation and achievement isolated the issue at hand: finding ways to capitalize on these relationships, which will act as catalysts for student achievement The literature review and results of this study found that teacher-student relationships are crucial to student success. Pearson Correlation analysis proved positive correlations between teacher-student interaction and motivation, as well as positive teacher-student interaction and achievement. It however, illustrated a negative relationship between motivation and achievement. Suggested uses for the study included the development of workshops for educators and administrators that may have a positive effect on the proven significance of the teacher-student relationship problem. The results suggest the need for teachers to be provided with appropriate resources and assistance to meet the needs of their students beyond academic instruction. It also suggests providing students and teachers with measurable and attainable goals to create experiences with and exposure to success. Further, there needs to a balance where all students are challenged and where the students who need additional assistance are provided with the appropriate scaffolds.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD

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Bücher zum Thema "Student motivation"

Salili, Farideh, Chi Yue Chiu und Ying Yi Hong, Hrsg. Student Motivation. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8.

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Reeve, Johnmarshall. Motivating others: Nurturing inner motivational resources. Boston: Allyn and Bacon, 1996.

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1939-, Cooper James Michael, Hrsg. An educator's guide to student motivation. Boston: Houghton Mifflin, 2006.

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Overcoming student apathy: Motivating students for academic success. Lanham: Rowman & Littlefield Education, 2008.

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Barkley, Stephen G. Tapping student effort, increasing student achievement. Herausgegeben von Bianco Terri. Cadiz, KY: Performance Learning Systems, 2007.

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Terri, Bianco, Hrsg. Tapping student effort, increasing student achievement. Cadiz, KY: Performance Learning Systems, 2007.

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Spotlight on student engagement, motivation, and achievement. Cambridge, Mass: Harvard Education Press, 2009.

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Breen, Rosanna Leone. Motivation and academic disciplines in student learning. Oxford: Oxford Brookes University, 2002.

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Zysberg, Leehu. Student attitudes. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Veronica, McDermott, Hrsg. Unlocking student potential: How do I identify and activate student strengths? Alexandria, Virginia: ASCD, 2015.

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Buchteile zum Thema "Student motivation"

Tefula, Michael. „Motivation“. In Student Procrastination, 67–74. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-31246-4_6.

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Mahony, Lindsay. „Student Motivation“. In Encyclopedia of Cross-Cultural School Psychology, 940–43. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_406.

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Joyner, David A. „Student Motivation“. In Teaching at Scale, 98–111. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003274834-10.

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Reeve, Johnmarshall, Richard M. Ryan, Sung Hyeon Cheon, Lennia Matos und Haya Kaplan. „Student motivation“. In Supporting Students' Motivation, 7–16. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003091738-3.

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Salili, Farideh, Chi-yue Chiu und Ying-yi Hong. „The Culture and Context of Learning“. In Student Motivation, 1–14. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_1.

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Grant, Heidi, und Carol S. Dweck. „Cross-Cultural Response to Failure: Considering Outcome Attributions with Different Goals“. In Student Motivation, 203–19. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_10.

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Salili, Farideh, Chi-yue Chiu und Simon Lai. „The Influence of Culture and Context on Students’ Motivational Orientation and Performance“. In Student Motivation, 221–47. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_11.

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Shi, Kan, Peng Wang, Wenzhong Wang, Yantao Zuo, Dawei Liu, Martin L. Maehr, Xiaotong Mu, Lisa Linnenbrink und Lidi Hruda. „Goals and Motivation of Chinese Students — Testing the Adaptive Learning Model“. In Student Motivation, 249–70. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_12.

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Stipek, Deborah J. „Classroom Context Effects on Young Children’s Motivation“. In Student Motivation, 273–92. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_13.

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Biggs, John B. „Teaching Across Cultures“. In Student Motivation, 293–308. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_14.

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Konferenzberichte zum Thema "Student motivation"

Bessette, Amanda, Vitalis Okafor und Beshoy Morkos. „Correlating Student Motivation to Course Performance in Capstone Design“. In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35506.

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This paper presents the preliminary results of a motivational study of students enrolled in their capstone design course during their senior year in mechanical engineering at the Florida Institute of Technology. Student teams are assigned a project and teams are tasked with completing a design project over a one-year (2 semesters) span. Data is collected during the beginning of the fall semester and during the end of the spring semester. Two methods were used to collect the data of the class. A live interview was conducted for each of the capstone teams. Within this interview, a range of questions are asked to facilitate an understanding of what motivates the student. An adaptation of the Motivated Learning Strategies Questionnaire (MSLQ) survey instrument was also administered to the students to collect quantitative data. The MSLQ framework divides the instruments into two sets of questions to address motivation and learning. Motivation is comprised of three factors: test anxiety, self-efficacy, and intrinsic value. Statistical analysis is performed on the quantitative data to determine significance or correlation between student motivation and performance. Performance is measured through the student’s grade (evaluated by instructor) and peer evaluation (evaluated by team). The analysis is performed through segmenting the sample into international versus domestic, and males versus females; to identify any differences in motivation between the groups. Results indicate there are differences between international and domestic students along all motivational factors. Further, differences are identified between males and females for intrinsic anxiety motivational factors.

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Bessette, Amanda, Beshoy Morkos und Shraddha Sangelkar. „Improving Senior Capstone Design Student Performance Through Integration of Presentation Intervention Plan“. In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47604.

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This paper presents the findings of a study comparing the motivational factors and performance of two mechanical engineering senior capstone design course cohorts: 2014 and 2015 students. The study measures the motivation of students throughout capstone, a non-traditional course, and the impacts motivation had on their course performance (peer evaluations and team grade). The second cohort participated in an intervention plan during a design methodologies course completed the semester prior to senior capstone design. Quantitative data was collected at both the beginning and end of the course; whereas, qualitative data was collected at the end of the course. Our method utilizes an adapted version of the Motivational Student Learning Questionnaire (MSLQ). The survey asks a variety of questions to measure the performance and motivation levels of the student. Performance factors studied are cognitive value and self-regulation. Motivation factors include presentation anxiety, intrinsic value, and self-efficacy. Statistical analysis is performed among the factors, cohort populations, and within the population (male versus females and domestic versus international) to identify if a correlation exists with student course performance. Amongst other findings, the results indicate the student’s experienced positive change due to participation in the intervention plan.

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Vronska, Natalja. „Student Learning Motivation in Latvian Schools“. In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.021.

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Student motivation is highly dependent on the educators themselves, their personality, and the way of organizing and monitoring the study process. The students’ interest will be roused and motivation increased if the teacher offers interesting information, applies new information technologies and various teaching methods. The use of information technologies in the school to acquire different subjects can attract students’ interest; involve them in the study process, thus increasing their motivation to cooperate. However, the main role plays the teacher because the students are more or less motivated to do something, but the teacher’s objective is to enlarge the student’s world to be motivated. Mann –Whitney test, and Chi-square test were used to analyse the study results. The number of respondents is 453students from Latvian school X and school Y. The aim of the study is to find the opinion about learning motivation in Latvian schools. To the questions: How often do teachers use different methods to help you acquire the subject well and understand the study content? significant prevalence was for the answer sometimes in the school X (p-value=0.000) and for the answer often in the school Y (p-value=0.011). How clearly teachers explain the training topics and tasks? significant prevalence was for the answer it depends in the school X (p-value=0.000) and for the answer quite clearly in the school Y (p-value=0.000). How often are you invited to express your opinion, analyse and make conclusions during the lesson? significant prevalence was for the answer sometimes in the school X (p-value=0.000) and for the answer often in the school Y (p-value=0.000).

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Cooper, Lauren A., Daria Kotys-Schwartz und Derek T. Reamon. „Project-Based Service-Learning and Student Motivation“. In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62729.

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We know from motivation theory that enhanced motivation in students is positively correlated with engagement and active learning, interest, and value. We know less about the types of instructional strategies and curricular interventions that work to enhance student motivation in a typical engineering course. Grounded in motivation theory, the purpose of this research is to evaluate how the context of project-based service-learning affects aspects of student motivation in a required undergraduate Mechanical Engineering course. Our research aims to answer: 1) How does project-based service learning affect students’ motivation as compared to conventional (non-service) project-based learning? 2) How are women affected differentially by project-based service-learning? The research, which began in 2010, is being completed over a two-year period. The students and activities in Component Design, an existing junior-level course at the University of Colorado at Boulder, will serve as the research focus. Specifically, project-based service-learning curriculum will be implemented into a required design and build activity for Component Design students. Using a conventional design project as the control, how the context of project-based service learning affects aspects of student motivation will be studied. This paper will discuss the research design, theoretical framework, and the results from our first year of research. Our objective is to provide a more thorough understanding of the effects of service-learning on engineering education. Although service-learning may not be appropriate for every engineering course, we can strive to identify and implement specific elements of service-learning that are correlated with student motivation.

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Dennis R Buckmaster und Natalie J Carroll. „Student Motivation - A literature Review“. In 2008 Providence, Rhode Island, June 29 - July 2, 2008. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2008. http://dx.doi.org/10.13031/2013.24892.

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Pollard, John K., und Sara Magdi. „Building motivation by student-teaching“. In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044220.

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Tang, Yujie, Huilan Wu und Yepeng Zhou. „Motivation in College Student Study“. In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211220.040.

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Lara, J. Javier Serrano, und Félix Fajardo Magraner. „The ICT and gamification: tools for improving motivation and learning at universities“. In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5286.

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The teacher-student technology gap and the lack of attention in the design of attractive and motivating learning methodologies often result in student´s demotivation and poor academic performance. To this end, from the research field, a series of methodologies and tools have been developed, such as gamification, as well as the introduction of ICT in lessons. By implementingSocrative, a classroom app to engage students, we tried to measure the evolution of students’ knowledge after the use of ICT and more interactive lessons. In addition, we tried to relate the level of motivation to students’ seating plan in the classroom (in rows). We also tried to analyse students' preferences and their feedback of the new techniques and methodologies used during the classes. The main result of the research is that the use of ICT and gamification in the classroom improved students’ motivation and learning, especially those who were less motivated. The direct relation between the students' seats in the classroom and their motivation was verified. At the same time, the learning differences between all the students in the classroom were reduced, achieving a balance between the learning and the motivation of the students. Keywords: Smartphone; incentive; learning; university students; Socrative.

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Sugianto, St Budi Waluya und Nuriana Rachmani Dewi. „Student's mathematic communication ability review from student achievement motivation“. In PROCEEDINGS OF THE 6TH NATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0096134.

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Herman, Geoffrey L. „Session details: Paper Session: Student Motivation“. In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3385547.

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Berichte der Organisationen zum Thema "Student motivation"

McMahon, Michael F. Employability, Transferable Skills and Student Motivation. Bristol, UK: The Economics Network, November 2007. http://dx.doi.org/10.53593/n190a.

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Kondratenko, Larysa O., Hanna T. Samoylenko, Arnold E. Kiv, Anna V. Selivanova, Oleg I. Pursky, Tetyana O. Filimonova und Iryna O. Buchatska. Computer simulation of processes that influence adolescent learning motivation. [б. в.], Juni 2021. http://dx.doi.org/10.31812/123456789/4452.

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In order for the learning process to always retain personal value for the learner, it is necessary that his or her motivation be maintained through an awareness of his or her purpose and goals. This article presents a local model (at the individual object level) of enhancing external motivation, which give to determine students’ efforts to get rewards. The concept of this model based on describing the behavior of agents (in our case students). The characteristics of the phenomenon in the motivation of learning at different stages of adolescent development are analyzed. The problem of computer modeling of educational processes with the help of agent modeling on the example of studying student motivation is considered. Internal and external factors that may strengthen or weaken the adolescent’s motivation to study have been studied. The expediency of using information technologies of agent modeling to study the dynamics of strengthening or weakening student motivation is substantiated. Using the AnyLogic Cloud computing environment the change of dynamics of strengthening of motivation of teenagers on an example of model of strengthening of external motivation is defined.

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Currie, Cailin. Student Motivation Profiles as a Diagnostic Tool to Help Teachers Provide Targeted Support. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6113.

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Liu, Xian-Liang, Tao Wang, Daniel Bressington, Bróna Nic Giolla Easpaig, Lolita Wikander und Jing-Yu (Benjamin) Tan. Influencing factors and barriers to retention among regional and remote undergraduate nursing students in Australia: A systematic review of current research evidence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Juni 2022. http://dx.doi.org/10.37766/inplasy2022.6.0087.

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Review question / Objective: To explore the attrition problems, influencing factors and barriers to retention among regional and remote nursing students who enrolled in the undergraduate programs in Australia. Condition being studied: Student retention concerns an individual’s commitment to an learning goal. Low student retention has been a long-standing issue for nursing programs and it is an important threat to the future nursing workforce. Attrition is measured by the number of students enrolled in the first year who do not complete their study in the following year. With the growth of online programs, the issue of high attrition raises concern for students enrolled in these programs. Moreover, the social context of students may influence positive motivation and affect their decision to stay in their nursing programs.

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LeFebvre, Rebecca. Implementing Undergraduate Research in an Online Gateway Political Science Course (Dataset). Kennesaw State University, Juli 2020. http://dx.doi.org/10.32727/27.2022.1.

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Introductory political science courses are usually considered Gateway courses to student success in college, yet those courses often use minimal high impact practices. This study investigates a Course-based Undergraduate Research Experience (CURE) as a means to increase students’ self-assessed learning gains and motivation to acquire critical thinking skills. This study used a quasi-experiment across two online sections of POLS 1101, American Government, taught at a large public Southeastern university. The experimental section made use of a CURE, and the control section did not. Pre- and post- surveys indicated significant differences in self-assessed learning gains. The section with the CURE showed more confidence and a better understanding of political science. No difference was found in motivation for acquiring critical thinking skills.

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Lavrentieva, Olena, und Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.

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Wachen, John, und Steven McGee. Qubit by Qubit’s Middle School Quantum Camp Evaluation Report for Summer 2021. The Learning Partnership, August 2021. http://dx.doi.org/10.51420/report.2021.5.

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Qubit by Qubit’s Middle School Quantum Camp is one of the first opportunities for students as young as eleven to begin learning about the field of quantum computing. In this week-long summer camp, students learn about key concepts of quantum mechanics and quantum computing, including qubits, superposition, and entanglement, basic coding in Python, and quantum gates. By the end of the camp, students can code quantum circuits and run them on a real quantum computer. The Middle School Quantum Camp substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. Students experienced a significant increase in their sense of belonging in STEM and quantum computing following the camp. The camp substantially increased students’ interest in taking additional coursework in STEM and quantum, as well as pursuing careers in STEM and quantum computing.

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Tresnatri, Florischa Ayu, Asep Kurniawan, Daniel Suryadarma, Shintia Revina und Niken Rarasati. Does Higher Parental Involvement Lead to Learning Gains? Experimental Evidence from Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/095.

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We study how information delivered by teachers to parents on students’ learning progress and guidelines for active involvement in children's education can improve learning outcomes. We conducted a randomized control trial experiment in 130 primary schools in Kebumen District, Central Java, Indonesia. The implementation of the intervention collided with the school closures due to the COVID-19 pandemic, adding to the significance of this intervention to help parents in undertaking learning from home. We find that the intervention increased parental involvement at home and communication with teachers. The information also improved parental demand to teachers which increased teachers’ motivation and support in students’ learning. However, the positive impacts on parents and teachers did not translate into improved student numeracy test scores. Further investigation revealed that parents' low capability to teach their children and the lack of right support given by teachers to students during learning from home hindered the impact on learning outcomes.

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Striuk, Andrii M., Сергій Олексійович Семеріков, Hanna M. Shalatska, Vladyslav P. Holiver, Андрій Миколайович Стрюк, Ганна Миколаївна Шалацька und Владислав Павлович Голівер. Software requirements engineering training: problematic questions. Криворізький державний педагогічний університет, Januar 2022. http://dx.doi.org/10.31812/123456789/6980.

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The key problems of training Requirement Engineering and the following ways to overcome the contradiction between the crucial role of Requirement Engineering in industrial software development and insufficient motivation to master it in the process of Software Engineering specialists professional training were identified based on a systematic research analysis on the formation of the ability of future software engineers to identify, classify and formulate software requirements: use of activity and constructivist approaches, game teaching methods in the process of modeling requirements; active involvement of stakeholders in identifying, formulating and verifying requirements at the beginning of the project and evaluating its results at the end; application of mobile technologies for training of geographically distributed work with requirements; implementation of interdisciplinary cross-cutting Software Engineering projects; involvement of students in real projects; stimulating the creation of interdisciplinary and age-old student project teams.

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Wachen, John, und Steven McGee. Qubit by Qubit’s Four-Week Quantum Computing Summer School Evaluation Report for 2021. The Learning Partnership, September 2021. http://dx.doi.org/10.51420/report.2021.4.

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Qubit by Qubit’s Quantum Computing Summer School is a four-week summer course for high school and university students in their first or second year of studies. The aim of the summer school is to introduce the field of Quantum Information Sciences and Engineering (QISE), specifically quantum computing. Through the course, students learn about quantum mechanics, quantum computation and information (quantum gates, circuits, and algorithms and protocols, including Grover’s Algorithm and Quantum Key Distribution), applications of quantum computing, and quantum hardware. Students also learn how to program in Qiskit and basic mathematics for quantum, including matrices and vectors. The Quantum Computing Summer School program enrolled a diverse population of high school and undergraduate students with 48% of participants identifying at female or non-binary, 20% of students identifying as Hispanic, 17% identifying as Black, and 38% identifying as Asian. The program substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. From the beginning of the program to the end of the program, there was a statistically significant increase in students’ reported sense of belonging in quantum. Participation in the program increased students’ interest in pursuing additional coursework and careers in STEM generally and in quantum specifically.

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