Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Student motivation.
Zeitschriftenartikel zum Thema „Student motivation“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Zeitschriftenartikel für die Forschung zum Thema "Student motivation" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Zeitschriftenartikel für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
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.
Der volle Inhalt der QuelleAnnotation:
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.
2
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.
Der volle Inhalt der QuelleAnnotation:
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.
3
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.
Der volle Inhalt der QuelleAnnotation:
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.
4
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.
Der volle Inhalt der QuelleAnnotation:
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
5
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.
Der volle Inhalt der QuelleAnnotation:
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.
6
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.
Der volle Inhalt der QuelleAnnotation:
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.
7
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.
Der volle Inhalt der QuelleAnnotation:
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
8
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.
Der volle Inhalt der Quelle
9
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.
Der volle Inhalt der QuelleAnnotation:
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.
10
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.
Der volle Inhalt der QuelleAnnotation:
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.
11
Mccaslin, Mary. „Learning Motivation: The Role of Opportunity“. Teachers College Record: The Voice of Scholarship in Education 110, Nr. 11 (November 2008): 2408–22. http://dx.doi.org/10.1177/016146810811001105.
Der volle Inhalt der QuelleAnnotation:
Background/Context Student motivation typically has been studied as it relates to extrinsic (e.g., reinforcement) and intrinsic (e.g., choice) sources of influence. Our observation of Grades 3–5 classrooms engaged in Comprehensive School Reform (CSR), however, unexpectedly indicated that opportunities for both rewards and choice were scarce. This study sought to better understand what might influence student motivation in these settings. Purpose The purpose of this study was (1) to listen to students to understand how they talked about school, classroom learning, and related issues that appeared to matter to them; (2) to observe students in their daily negotiations of school tasks, challenges, and relationships; (3) to then design survey measures to capture these students’ perspectives and motivational dynamics; and (4) to determine if the apparent student motivational dynamics generalized to other students in similar contexts. Research Design The author conducted a participant observation project in a single school, engaged in school reform, that served students living in poverty. The study involved frequent (N = 45) school visits from the spring of one school year through the spring of the next. The goal was to generate hypotheses about what might inform student motivational dynamics in the context of CSR schools. Conclusions/Recommendations The central theme to emerge from the participant observation study was the key role of opportunity in students’ learning motivation and motivation to learn. Motivational opportunities were organized into three types: supports, challenges, and threats. Each was represented in survey measures that appear useful in capturing the motivational dispositions and beliefs about school of students in Grades 3–5 in similar contexts.
12
Rahmiati, Rahmiati. „The Attempt to Improve Mathematics Learning Motivation Using the Geoboard (Spiked Board) Among Grade II Elementary School Students“. Global Journal of Business and Social Science Review (GJBSSR) Volume 4 (2016: Issue-3) 4, Nr. 3 (13.08.2016): 74–78. http://dx.doi.org/10.35609/gjbssr.2016.4.3(11).
Der volle Inhalt der QuelleAnnotation:
Objective - The purpose of the research is to increase the motivation of student in SDN Duren Tiga especially for level II on learning mathematics in Geoboard. This research is to reform studying mathematics which has to purpose the active learning, creative, effective, fun and growing the motivation to all of the student in learning mathematics. Methodology/Technique - The research methodology used in this research is action research with two cycles. There are 4 procedures on this research. First procedures are planning, acting, Observing and Reflecting. The subject of this research is the students of level II. There are 40 students which consist of 20 male and 20 female in 2011 – 2012. In this research, the researcher does as a teacher in SDN Duren Tiga, level II. Findings - The result of this research shows on the increasing of the motivation on studying mathematics. There are three motivation classifications. First is the low motivation. Second is Middle motivation and the last is High motivation. The result shows that the low motivations in cycle I. Cycle II have a 0% from the total students. On cycle I, the middle motivation is 35% from the total student. Even though on cycle I, high motivations have 65% from total students and in the cycle II, the percentage decreases to 7.5% from total students. The totals of percentage increase to 92.5% from total students in cycle II. Based on the result, the researcher concludes that the geoboard media proves the increasing of the motivation in studying mathematics to students level II in SDN Duren Tiga. Novelty - The usage of geoboard in this subject can help the student to understand the subject and it can be increasing the motivation students. Type of Paper - Conceptual Keywords: Motivation, Learning, Mathematics, Media Geoboard, Grade II.
13
Liu, Yujuan, Brent Ferrell, Jack Barbera und Jennifer E. Lewis. „Development and evaluation of a chemistry-specific version of the academic motivation scale (AMS-Chemistry)“. Chemistry Education Research and Practice 18, Nr. 1 (2017): 191–213. http://dx.doi.org/10.1039/c6rp00200e.
Der volle Inhalt der QuelleAnnotation:
Fundamentally concerned with motivation, self-determination theory (SDT) represents a framework of several mini-theories to explore how social context interacts with people's motivational types categorized by degree of regulation internalization. This paper aims to modify an existing theory-based instrument (Academic Motivation Scale, or AMS) and provide validity evidence for the modified instrument (Academic Motivation Scale-Chemistry) as a measure of seven types of student motivation toward chemistry. The paper explores how motivation as measured by AMS-Chemistry is related to student academic achievement and attendance. In a pilot study, the unmodified AMS showed good reliability, reasonable data fit, and the ability to detect motivational differences by sex in college chemistry courses. Based on the pilot study results, expert panel discussions, and cognitive interviews with students, the Academic Motivation Scale – Chemistry (AMS-Chemistry) was developed. AMS-Chemistry was administered to university students in a first semester general chemistry course twice within a semester. An examination of validity evidence suggested that the AMS-Chemistry data could be used to investigate student motivation toward chemistry. Results showed students were extrinsically motivated toward chemistry on average, and there was an overall motivational difference favoring males with a medium effect size. Correlation studies showed motivation was not associated with academic achievement at the beginning of the term, but intrinsic motivation subscales (to know, to experience, and to accomplish) were positively associated with academic achievement at the end of the term. Results also showed that students who persisted in class attendance scored higher on intrinsic motivation subscales than those who did not persist. The 28-item AMS-Chemistry is easy to administer and can be used to better understand students’ motivation status and how it might change across the curriculum. Faculty interested in promoting student intrinsic motivation may also use the AMS-Chemistry to evaluate the impact of their efforts.
14
Alkaabi, Sultan Ali R., Warda Alkaabi und Glen Vyver. „Researching Student Motivation“. Contemporary Issues in Education Research (CIER) 10, Nr. 3 (30.06.2017): 193–202. http://dx.doi.org/10.19030/cier.v10i3.9985.
Der volle Inhalt der QuelleAnnotation:
Motivation has been studied by different scientists in different fields of knowledge such as biology, psychology, and education for a long period, which has cultivated a wealth of knowledge in these disciplines. The richness in motivation theories poses complexity in motivation research. Due to these complexities, many researchers focus on using a single motivation theory in their studies. Using multiple motivation theories in a singular study is not a common practice in education research. This study presents a unifying framework for approaching motivation research in education which offers an opportunity to use multiple motivation theories in educational research, and other disciplines.
15
Bovenko, Angela. „Student motivation theory“. E3S Web of Conferences 273 (2021): 12041. http://dx.doi.org/10.1051/e3sconf/202127312041.
Der volle Inhalt der QuelleAnnotation:
The article examines the relevant native and foreign theories of sports activity (SA) motivation. The results of scientific research in this area are analyzed, recommendations for identifying the type and increasing the level of motivation of athletes are presented. Theoretical analysis and generalization of literary data allowed to single out individual demonstrations in the formation of sports motivation, the importance of the influence of self-esteem, the influence of temperament, the influence of the level of anxiety in athletes on the formation of motivation was established. The conditions for the formation of sports motivation have been determined. For high results in sports, the motivation of the athlete at all stages of training has a significant impact. The focus on interpersonal comparison and victory develops competitive motivation, competitiveness. The development of internal and external motivation ensures the formation of goals and objectives of sports activities, favorable stable motives, and leads to the improvement of sports skills. Based on the current literary discussion, we have identified the motives that presumably provide long-term motivation for engaging in sports and the motives that are likely to be perceived as reducing it.
16
Miller, J. Tim. „Student Employee Motivation!“ Recreational Sports Journal 17, Nr. 2 (Februar 1993): 12–15. http://dx.doi.org/10.1123/nirsa.17.2.12.
Der volle Inhalt der Quelle
17
Seifert, Timothy. „Understanding student motivation“. Educational Research 46, Nr. 2 (Juni 2004): 137–49. http://dx.doi.org/10.1080/0013188042000222421.
Der volle Inhalt der Quelle
18
Hariri, Hasan. „Motivation and Learning Strategies: Student Motivation Affects Student Learning Strategies“. European Journal of Educational Research 10, Nr. 1 (15.01.2021): 39–49. http://dx.doi.org/10.12973/eu-jer.10.1.39.
Der volle Inhalt der Quelle
19
BERNAUS, MERCÈ, und ROBERT C. GARDNER. „Teacher Motivation Strategies, Student Perceptions, Student Motivation, and English Achievement“. Modern Language Journal 92, Nr. 3 (September 2008): 387–401. http://dx.doi.org/10.1111/j.1540-4781.2008.00753.x.
Der volle Inhalt der Quelle
20
T. G., Tonha, und Sopivnyk R. V. „Formation of student learning motivation“. HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 11, Nr. 4 (November 2020): 31–39. http://dx.doi.org/10.31548/hspedagog2020.04.031.
Der volle Inhalt der QuelleAnnotation:
The article theoretically analyzes the motivation of students learning, identifies the prerequisites and the ways of possible increasing of the motivation's level of students' learning in an agricultural institution of higher education. This article is one of the stages to research student's youth, the level of student's motivation for learning specialized and general subjects. External and internal reasons for the decrease in the level of motivation are considered, as well as methodical recommendations are given to teachers to increase the level of motivation of students' learning.
21
Kondratev, Igor M., und Ekaterina V. Dudorova. „Special features of academic and sports motivation of students engaged and not engaged in sports“. Вестник Пермского университета. Философия. Психология. Социология, Nr. 3 (2020): 475–85. http://dx.doi.org/10.17072/2078-7898/2020-3-475-485.
Der volle Inhalt der QuelleAnnotation:
The paper provides results of research on academic and sports motivation of student-athletes and students who do not participate in sports. The study was carried out in the period from May 2019 to February 2020 in Perm State University. It engaged 140 students: 70 involved in sports and 70 not involved. The average age of the interviewees was M = 19.85. The following methods were used to study the students’ educational and sports motivation: Self-Efficacy Scale (as adapted by D.S. Kornienko, A.Ya. Fominykh); Self-Efficacy to Regulate Exercise (as adapted by D.S. Kornienko, A.Ya. Fominykh); Sports Motivation Scale (as adapted by D.S. Kornienko, A.Ya. Fominykh); Scale of Academic Motivation (as adapted by T.O. Gordeeva). The results of the study show that students who are not involved in sports have more pronounced types of academic motivation, such as cognitive and achievement motivation. Student-athletes are more strongly motivated than non-athletic students in such types of motivations as positive emotions, improvement, learning, achievement, approval. Student-athletes have a higher level of sportsmanship and overall self-efficacy than non-athletic students. Some correlations between sports and academic motivation within groups have been found. In the group of student-athletes, a negative correlation was found between the motivation for excellence in sports and the motivation for self-esteem in learning. As for non-athletic students, external motivation is linked to approval motivation. The positive correlation of achievement motivation with emotions and cognition has been established.
22
Utama, Mohamad Maulidin Alif. „Student Motivation in Thematic Learning at Elementary Schools“. Southeast Asian Journal of Islamic Education 3, Nr. 1 (30.12.2020): 1–21. http://dx.doi.org/10.21093/sajie.v3i1.2877.
Der volle Inhalt der QuelleAnnotation:
The purpose this article is to describe learning motivation in the application of integrative thematic learning, relationship between the implementation of thematic learning and student motivation, and thematic learning in fostering learning motivation. As a reflection of the development of increasingly advanced educational technology, changes in learning from conventional learning approach to thematic learning implementation is an innovation process in learning as an improvement effort in improving education. Therefore, the implementation of thematic learning is an important aspect in the success of student learning, especially in improving students' learning arousal or student learning motivation. The method used is library research and the result is discussed descriptively. The application of thematic learning can foster student motivation. Students will pay more attention to the lesson. With the advantages of thematic learning, it is very suitable if thematic learning is a beacon in motivational growth, as thematic learning becomes the guidance in fostering student learning motivation.
23
Hands, Africa S. „What’s your type? An examination of first-year doctoral student motivation“. Education for Information 36, Nr. 4 (16.12.2020): 371–87. http://dx.doi.org/10.3233/efi-200373.
Der volle Inhalt der QuelleAnnotation:
Educators often ask how to motivate PhD students. Before addressing how to motivate students, we should know what motivates prospective doctoral students. Motivational support has been shown to lead to overall satisfaction with the educational process, better engagement, and persistence. Using the interdisciplinary field of library and information science, this research offers insight on doctoral student motivation through quantitative analysis of results from administration of the Academic Motivation Scale. The instrument measures and classifies motivation from the perspective of self-determination theory. Results suggest PhD students are motivated by several types of intrinsic motivation as well as identified regulation, a type of extrinsic yet autonomous motivation. Findings can be used by program administrators, faculty, and other stakeholders to address the “how” of motivation through better alignment of teaching practices, research activities, and student services based on students’ motivation types.
24
Findley, Michael R. „The Relationship between Student Learning Styles and Motivation during Educational Video Game Play“. International Journal of Online Pedagogy and Course Design 1, Nr. 3 (Juli 2011): 63–73. http://dx.doi.org/10.4018/ijopcd.2011070105.
Der volle Inhalt der QuelleAnnotation:
Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to be a motivating experience and if a relationship existed between student learning styles and levels of motivation. High school psychology students played two short online educational video games and, upon completion of the activity, their intrinsic motivation levels were determined using an evaluation questionnaire. The data, as determined by the evaluation questionnaire, revealed that students found playing educational video games to be intrinsically motivating. Further examination revealed no statistically significant differences between the student learning styles and the motivation experienced during educational video game play.
25
Gaol, Andrea Fernando Lumban, Nelyahardi Nelyahardi und Rully Andi Yaksa. „Faktor Motivasi dalam Mendorong Keberhasilan Belajar Siswa di SMA Negeri 4 Kota Jambi“. Journal on Education 5, Nr. 2 (14.01.2023): 2801–7. http://dx.doi.org/10.31004/joe.v5i2.927.
Der volle Inhalt der QuelleAnnotation:
Learning motivation is very important because it affects the success of students' learning. A person who lacks motivation to learn may not be able to do learning activities well. Everyone has a purpose in carrying out an activity. The level of motivation is always used as an indicator of the good and bad academic performance of the student. The purpose of this study is to find out how the motivational factor in encouraging student learning success at SMA Negeri 4 Jambi City. This type of research is quantitative using a descriptive method, the number of students sampled in this study was 72 students using purposive sampling techniques. The data collection tool used is a questionnaire instrument. The results of this study show that the motivational factor in encouraging student learning success is in the high category with a percentage of 79.33%. The results of this study are expected to provide assistance to BK teachers in developing motivation in student learning so that students have a higher learning success rate and this research can be a reference in providing services that are in accordance with student needs.
26
Lozano-Jiménez, José Eduardo, Elisa Huéscar und Juan Antonio Moreno-Murcia. „Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students“. Sustainability 13, Nr. 9 (29.04.2021): 5006. http://dx.doi.org/10.3390/su13095006.
Der volle Inhalt der QuelleAnnotation:
Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of the intervention on the perception of autonomy support to improve student involvement; this relationship is mediated by the improvement of psychological needs and academic motivation. The results are discussed around the recommendation of motivational strategies that the higher education teacher should implement to promote students’ involvement.
27
Austin, Ara C., Nicholas B. Hammond, Nathan Barrows, Deena L. Gould und Ian R. Gould. „Relating motivation and student outcomes in general organic chemistry“. Chemistry Education Research and Practice 19, Nr. 1 (2018): 331–41. http://dx.doi.org/10.1039/c7rp00182g.
Der volle Inhalt der QuelleAnnotation:
A central tenet of self-regulated learning theories is that students are motivated towards learning in order to self-regulate. It is thus important to identify student motivations in order to inform efforts to improve instructional strategies that encourage self-regulation. Here we describe a study aimed at characterizing the important motivation factors for students taking general organic chemistry, and how they connect to, and correlate with student performance. A cross-sectional study was conducted involving 2648 undergraduate student participants at two institutions over five semesters and four instructors. Motivation was measured using the Organic Chemistry Motivation Survey (OCMS), a modified form of Glynnet al.(2011)'s Science Motivation Questionnaire II (SMQ-II). The results suggest that the students were highly motivated towards earning a high grade, but that this grade motivation correlated only weakly with performance. Other intrinsic and extrinsic motivation factors were found to be low, suggesting that the students perceived organic chemistry to have little relevance to their interests and careers. However, student performance was strongly correlated with self-efficacy, and, to a lesser extent, self-determination. This finding implies that high-performing students tended to be self-regulated learners who are not motivated primarily by the relevance of the course content. Alternate sources of motivation that can drive self-regulation are discussed.
28
Djordjic, Visnja, und Tatjana Tubic. „Self-determination theory and understanding of student motivation in physical education instruction“. Zbornik Instituta za pedagoska istrazivanja 42, Nr. 1 (2010): 128–49. http://dx.doi.org/10.2298/zipi1001128d.
Der volle Inhalt der QuelleAnnotation:
Physical education is considered to be a favorable context for accomplishment of important educational outcomes and promotion of physical activity in children and youth. The real scope of physical education instruction largely depends on student motivation. Self-determination theory, as a specific macrotheory of motivation, offers a rewarding framework for understanding student motivation in physical education instruction. The paper presents the basic tenets of self-determination theory, the most important studies in the domain of physical education and didactic and methodical implications. Two mini-theories within the self-determination theory are analyzed in more detail, the cognitive evaluation theory and the organismic integration theory. Empirical verification of the theoretical tenets indicates the existence of typical motivational profiles of students in physical education instruction, the basic psychological needs as mediators of influence of social and interpersonal factors on student motivation, followed by the importance of motivational climate, students' goal orientations and teaching style for self-determination of students' behavior in physical education instruction. Didactic and methodical implications refer to the need for developing a more flexible curriculum of physical education, encouraging a motivational climate, task-focused goal orientations, and, especially, encouraging the perceived moving competence of the student.
29
Suprianto, Edy, und Mifkhatun Nikmahi. „ANALISIS FAKTOR-FAKTOR YANG MEMPENGARUHI MINAT MAHASISWA AKUNTANSI UNTUK MENGIKUTI PENDIDIKAN PROFESI AKUNTANSI DITINJAU DARI GENDER DAN STATUS AKREDITASI PROGRAM STUDI“. Jurnal Akuntansi Indonesia 2, Nr. 1 (14.11.2016): 17. http://dx.doi.org/10.30659/jai.2.1.17-25.
Der volle Inhalt der QuelleAnnotation:
The purpose of this research to analyze the influence of career motivation, motivational qualities, economic motivation, motivation degree, the motivation to follow Certification Exam Certified Public Accountants, the cost of education and a long interest in the education of accounting students to follow the Accounting Profession. Population in this research that students majoring in accounting at a private college in Semarang, purposive sampling technique used for sample retrieval and obtained a sample of 50 respondents, the data analysis techniques used multiple linear regression. These results indicate that the economic motivation, motivation and motivation to follow quality Certification Exam Certified Public Accountants significantly influence accounting students’ interest to follow Accounting Profession. Career motivation, degree of motivation, education costs and length of education did not significantly affect student interest in accounting to follow the Accounting Profession. Other results showed that no significant differences in student interest in accounting to follow the Accounting Profession in terms of gender, and there is also no significant difference in student interest in accounting to follow the Accounting Profession in terms of accreditation status
30
Melia, Putri, Sulastri Sulastri und Rusman Rusman. „APPLICATION OF QUIPPER SCHOOL-BASED BLENDED LEARNING TO IMPROVE STUDENTS' MOTIVATION AND LEARNING OUTCOMES IN ACID-BASED MATERIALS AT SMAN 5 BANDA ACEH“. Chimica Didactica Acta 10, Nr. 2 (31.12.2022): 46–51. http://dx.doi.org/10.24815/jcd.v10i2.28521.
Der volle Inhalt der QuelleAnnotation:
This research aims to investigate the increase in learning motivation, learning outcomes, learning activities, and student responses to blended learning on acid-base material through Quipper School. The research subjects of class XI MIA 1 students of SMAN 5 Banda Aceh for the 2021/2022 academic year are even semesters involving 32 students. The data collection technique uses a simple random sampling technique. The instruments used in this study were learning outcomes test questions, motivational questionnaire sheets, activity observation sheets, and student response questionnaire sheets. Analysis of learning motivation data using motivational questionnaires adapted from MSLQ using a likert scale, learning outcomes data using LKPD and tests (pretest-postest), activity data using activity sheets and response data collected through questionnaire sheets. The results showed that there was a change in the previous 63.67%, learning motivation after the blended learning process, the students’ learning motivation became 68,15%, this happened in Quipper School-based blended learning. The average completeness of student learning is 80, including the very high category. The positive response of student to blended learning was 72.2%. The activities of students during blended learning get an average score of 95%. Based on the results of the study, it can be concluded that the application of blended learning can change learning motivation and exceed the KKM of student learning outcomes at SMAN 5 Banda Aceh.
31
J. Beynon, Malcolm, Paul Jones, Gary Packham und David Pickernell. „Investigating the motivation for enterprise education: a CaRBS based exposition“. International Journal of Entrepreneurial Behavior & Research 20, Nr. 6 (26.08.2014): 584–612. http://dx.doi.org/10.1108/ijebr-05-2013-0073.
Der volle Inhalt der QuelleAnnotation:
Purpose – The purpose of this paper is to investigate student motivation for undertaking an entrepreneurship education programme and their ultimate employment aspirations through a novel data mining technique. The study considered what relationship certain motivation characteristics have to students’ aspirations, specifically in terms of their intention to be self-employed or employed. Design/methodology/approach – The study examined enrolment data of 720 students on an entrepreneurial education programme, with work statuses of full-time, part-time or unemployed and have known aspirations to either employment or self-employment. The Classification and Ranking Belief Simplex (CaRBS) technique is employed in the classification analyses undertaken, which offers an uncertain reasoning based visual approach to the exposition of findings. Findings – The classification findings demonstrate the level of contribution of the different motivations to the discernment of students with self-employed and employed aspirations. The most contributing aspirations were Start-Up, Interests and Qualifications. For these aspirations, further understanding is provided with respect to gender and student age (in terms of the association with aspirations towards self-employed or employed). For example, with respect to Start-Up, the older the unemployed student, the increasing association with employment rather than self-employment career aspirations. Research limitations/implications – The study identifies candidate motivation and the demographic profile for student's undertaking an entrepreneurial education programme. Knowing applicant aspirations should inform course design, pedagogy and its inherent flexibility and recognise the specific needs of certain student groups. Originality/value – The study contributes to the literature examining motivations for undertaking entrepreneurship education and categorising motivating factors. These findings will be of value to both education providers and researchers.
32
Gao, Yihong, Xiaoying Wang und Yan Zhou. „EFL motivation development in an increasingly globalized local context: A longitudinal study of Chinese undergraduates“. Applied Linguistics Review 5, Nr. 1 (01.04.2014): 73–97. http://dx.doi.org/10.1515/applirev-2014-0004.
Der volle Inhalt der QuelleAnnotation:
AbstractAs part of a larger longitudinal study, this paper examines the development of Chinese students' EFL learning motivation throughout university undergraduate study, in an increasingly globalized local context. The study adopted a social constructivist perspective of language learning and combined research methods; the participants were over 1,000 undergraduates from 5 universities. The quantitative data were collected through a questionnaire (based on Gao et al. 2004) including motivational intensity and motivation types – instrumental, cultural, and situational, implemented annually from university entrance to graduation. The qualitative data consisted of individual and group interviews, student journals, and observations. Integrated data analysis revealed that sustained high-level long-term instrumental motivations coexisted with an increase of L2- oriented cultural motivations and situational motivation, particularly in the first and fourth year. The increased L2-oriented cultural motivations indicated neither ``ntegrativeness'' in the sense of becoming a member of the native English speaker community, nor a culturally neutral ``global identity.'' The increase of such L2- oriented cultural motivations was also accompanied by a sustained ``social responsibility'' motivation oriented to learners' home culture. Such complexities of motivational development call for further investigation in increasingly globalized EFL contexts.
33
Lao, Hendrik A. E., Ezra Tari, Ishak Nahas, Hengki Wijaya und I. Putu Ayub Darmawan. „The use of e-learning in motivating students to excel towards learning outcomes“. Journal of Education and Learning (EduLearn) 15, Nr. 3 (02.07.2021): 458–64. http://dx.doi.org/10.11591/edulearn.v15i3.19368.
Der volle Inhalt der QuelleAnnotation:
Researchers focus on the efforts of teachers to improve learning outcomes. Researchers examined the use of e-learning in motivating student achievement on learning outcomes. The influence of student activity on learning outcomes. Student achievement motivation on learning outcomes. The reason for the low quality of student learning makes the author interested in studying this problem. This paper contributes to using e-learning methods, student activeness, and student achievement motivation and can improve learning outcomes. Researchers find a digital-based learning process, the use of e-learning teaching methods in students' achievement motivation towards learning outcomes. The authors see student learning outcomes after using e-learning. Respondents of the study were 35 students who took Christian religious education subjects. The results of the study revealed that independent use of the material received very high scores. Student activeness is carried out correctly and effectively, the highest perceived to be at a mean value of 4.35. Students who take advantage of e-learning have high learning outcomes. The use of e-learning methods, student activeness, and student achievement motivation is implemented correctly and effectively. It was believed to be able to improve the learning outcomes of Christian Religious Education.
34
Dolan, Alyson Lavigne, und Mary Mccaslin. „Student Perceptions of Teacher Support“. Teachers College Record: The Voice of Scholarship in Education 110, Nr. 11 (November 2008): 2423–37. http://dx.doi.org/10.1177/016146810811001109.
Der volle Inhalt der QuelleAnnotation:
Background/Context Working theories about student goal orientation, understanding of intelligence, and affective mediation of task engagement inform current beliefs about students and learning and motivation. Much research has focused on identifying effective teaching strategies to raise the achievement of disadvantaged students; however, less is known about how students who attend high-poverty schools conceptualize school and teachers, and motivation and learning. Our study draws from literature on student motivation and learning to understand how students who attend Comprehensive School Reform (CSR) schools think about motivation and learning. Research Question We examined students’ responses to pictures of student-teacher interaction to understand how students who attend CSR schools think about motivation and learning. Story analysis was guided by the following questions: How do student stories portray student-teacher interaction? Specifically, what interpersonal supports and opportunities do they describe? What motivational systems are attributed to story characters? What are their challenges, behaviors, and goals? How do the story characters feel and manage their emotions? Population Students (N = 174) in Grades 3–5 who attended three CSR schools. Research Design Data collection consisted of student stories in response to a picture of student-teacher interaction. Project instruments and procedures are an adaptation of the Thematic Apperception Test (TAT). Conclusions Results suggest that students in these CSR schools held positive beliefs about their teachers and classroom learning. Story content analyses indicated that students’ perceptions of student-teacher interaction reflect a concern with achievement rather than affiliation. Achievement goals of story characters primarily concerned correctness; understanding and volitional engagement also were expressed. Story characters primarily were portrayed as compliant, optimistic, and relatively positive about their interaction with their teacher and their learning. In approximately one third of the narratives, story characters struggled with problems of varied magnitude; however, in half of these stories, characters were able to navigate solutions and overcome negative emotions and obstacles.
35
Sevkusic, Slavica, Snezana Mirkov und Natasa Lalic-Vucetic. „Student motivational profiles in science: TIMSS 2019 in Serbia“. Zbornik Instituta za pedagoska istrazivanja 54, Nr. 2 (2022): 117–42. http://dx.doi.org/10.2298/zipi2202117s.
Der volle Inhalt der QuelleAnnotation:
Understanding motivation for learning as a complex construct allows for education to be tailored to students? individual characteristics and needs. Although different combinations of motivational factors lead to different outcomes, there is still a remarkable scarcity of research on students? motivational profiles in science. To identify groups of fourth-graders characterized by different levels of intrinsic motivation and self-efficacy in science, we applied the person-centered approach. By conducting secondary analyses of data obtained via student questionnaires and science knowledge tests in TIMSS 2019 in Serbia, we examined motivational profiles? structure and relations to achievement as well as the membership of students of different genders and profile stability across two research cycles. The cluster analysis revealed four profiles characterized by different levels of intrinsic motivation, self-efficacy, and achievement. Students who reported higher levels of motivation and self-efficacy were more successful than students with lower scores on these variables. Students who reported the highest levels of self-efficacy and moderate levels of motivation demonstrated the highest achievement levels. This finding indicates that teachers need to use strategies for improving competencies and enhancing students? self-efficacy. It is necessary to examine contextual factors that might have contributed to the increase in the number of students who demonstrated low levels of intrinsic motivation and self-efficacy, and the lowest levels of achievement.
36
NurHasanah, NurHasanah, Muh Idris Jafar, Adnan,K Adnan,K und Kamaruddin Hasan. „Hubungan Kemampuan Berkomunikasi Guru dengan Motivasi Belajar Siswa di Sekolah Dasar“. JPPSD: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 2, Nr. 1 (29.01.2022): 7. http://dx.doi.org/10.26858/pjppsd.v2i1.27071.
Der volle Inhalt der QuelleAnnotation:
The problem in this study is that the teacher's communication skills affect student responses in receiving learning materials so that students have different motivations. This research is a correlational quantitative research that aims to determine the relationship between teacher communication skills and student learning motivation at SD Country 24 Macanang. The research data were obtained by distributing questionnaires to students. The results showed that there was a significant relationship between teacher communication skills and student learning motivation at SD country 24 Macanang with a
valueof (3.1962) greater (>)
value (1.6741) which means H0 is rejected and H1 is accepted. Based on the results of the study, it can be concluded that the teacher's communication skills will have an impact on students' learning motivation. So the better the teacher's communication skills, the better the students' learning motivation. From these conclusions, the impact resulting from this study is known that a good teacher's communication skills will increase students' learning motivation..
37
Huang, Hsin-Chou. „Motivational Changes in an English Foreign Language Online Reading Context“. Social Behavior and Personality: an international journal 41, Nr. 5 (01.06.2013): 715–20. http://dx.doi.org/10.2224/sbp.2013.41.5.715.
Der volle Inhalt der QuelleAnnotation:
This study investigated how reading online affects English foreign language (EFL) learners' motivation to read all-English texts. Two classes of intermediate Taiwanese EFL learners in a college reading course participated. Each student read one online story every week during the semester-long experiment. A pre- and postreading motivation questionnaire, adapted from Mori's study, was administered to ascertain students' motivational changes. Results from a t test showed that reading using an e-book had a positive effect on students' motivations for reading in terms of several dimensions: reading efficacy, challenge, curiosity, involvement, reading for grades, and integrative orientation. Analysis of variance results showed that female students in the low-proficiency group were significantly more positive about the motivational effects of online reading than were low-proficiency male students.
38
Nelson, Michelle L., Kristy Oden und Laura L. Williams. „Student motivation to participate in asynchronous online discussions“. Journal of Nursing Education and Practice 9, Nr. 9 (31.05.2019): 6. http://dx.doi.org/10.5430/jnep.v9n9p6.
Der volle Inhalt der QuelleAnnotation:
Participation in online learning environments, especially in asynchronous discussions, is a crucial component for student engagement in online learning. Learner motivation is associated with student success in the online learning environment. Intrinsic motivation, doing something because it is enjoyable or interesting, is associated with participation in discussion topic choices. External demands, both work and personal, can also affect a student’s intrinsic motivation through altering their control. The purpose of this study was to examine the relationships between motivating factors and student participation in online asynchronous discussions. Post-licensure undergraduate (RN-BSN/RN-MSN) and graduate (MSN) students (N = 350) were distributed an online anonymous survey consisting of ten questions. A response rate of 20% (N = 69) was achieved, with 49% MSN (graduate) students (n = 33) and 51% RN-BSN/RN-MSN (undergraduate) students (n = 36), participating in the survey. Seventy-nine percent of students were employed full-time. Graduate students (65%) and undergraduate students (49%) felt that their motivation to participate in discussions was related to their employment status. Seventy-nine percent of MSN students and 63% of undergraduate students reported that the current demands in their life affected their motivation to participate in online discussions. The majority of students felt that instructor participation in the discussion had no effect on their motivation to participate. When classified into undergraduate and graduate groups, graduate nursing students preferred a choice of discussion topics in which to participate (χ2 = 10.851, p = .004). Providing students with discussion topic choices is associated with intrinsic motivation and increased online discussion participation.
39
Beymer, Patrick N., und Kristy A. Robinson. „Motivating by measuring motivation? Examining reactivity in a diary study on student motivation“. Contemporary Educational Psychology 70 (Juli 2022): 102072. http://dx.doi.org/10.1016/j.cedpsych.2022.102072.
Der volle Inhalt der Quelle
40
Mccaslin, Mary, und Heidi Legg Burross. „Student Motivational Dynamics“. Teachers College Record: The Voice of Scholarship in Education 110, Nr. 11 (November 2008): 2452–63. http://dx.doi.org/10.1177/016146810811001107.
Der volle Inhalt der QuelleAnnotation:
Background/Context Student motivation typically has been studied as it relates to extrinsic (e.g., reinforcement) or intrinsic (e.g., personal choice) sources of influence, with scant attention to sociocultural context. This article builds on a previous article in this special issue that (1) addresses the role of opportunity in the motivation of students in Grades 3–5 who live in poverty and attend schools engaged in Comprehensive School Reform (CSR) and (2) presents the results of survey measures designed to capture student understandings of school. Findings suggested that students differentiate the social (school, teacher, classmates) from the academic (math, reading) domains of school. This article explores individual differences in students’ global understandings of, and dispositions toward, school. Purpose The purpose of this study was to determine if and how students in Grades 3–5 who live in poverty and attend schools engaged in CSR differ in their understandings of, and dispositions toward, school. Research Design Students in Grades 3–5 who live in poverty and attend schools engaged in CSR completed the “The thing about my school is…” measure. Study 1 involved 464 students in spring 2004, Study 2 involved 328 students in fall 2004, and in Study 3, a subgroup of 101 participants was tracked from one school year to the next. Conclusions/Recommendations Exploratory factor analyses revealed individual differences in student dispositions toward school that refined global reports in ways that may prove amenable to motivational interventions. Findings suggest that the central motivational process for these students resides in a need for interpersonal validation in which achievement and affiliation concerns are mediated by participation-isolation tensions. These patterns also suggest the role of adaptation in motivation; participation and validation are central motivational processes for students in Grades 3–5 who cope with the challenges of poverty and mobility and who attend schools engaged in comprehensive reform.
41
Lampusova, V. B., L. Yu Orekhova und L. I. Shalamay. „Educational motivation of the senior students of Dental faculty“. Scientific Notes of the Pavlov University 26, Nr. 4 (21.03.2020): 34–39. http://dx.doi.org/10.24884/1607-4181-2019-26-4-34-39.
Der volle Inhalt der QuelleAnnotation:
Introduction. The question of learning motivation turns out to be the leading one in psychology of study. The content and structure of motivation form a certain motivational level of a student as well as the degree of his educational activity. During the years of study at the university, the correlation of motives changes, influencing the academic progress of the students.The objective of our study was to investigate the motivation peculiarities of educational activity in 4th year-students of the Faculty of Dentistry.Methods and materials. Forty-eight 4th year – students of the Faculty of Dentistry were analyzed for the structure of their motivation to study. The techniques and methods used in the study were «Studying the motives of students` learning activities» by A. A. Rean and V. A. Yakunin, «Motivation for university education» by T. I. Ilyina, «Motivation for success» and «Motivation to avoid failures» by T. Ehlers.Results. The learning activity of dental students is supported by many motives. The strongest leading motives are professional, educational, and cognitive motives as well as motivation for obtaining a diploma. The motivational sphere of students embraces both external and internal motives that do not depend on external stimuli. The students are equally aimed at gaining knowledge and mastering the profession. In the sphere of motivation, the students have both motivations for achieving success, and the motives for avoiding failures. The methods of forming positive learning motivation in the classes of 4-year dentistry students are given.Conclusion. The educational activity of dental students is supported by professional, educational, cognitive, and pragmatic motives. The structure of motivation includes both external and internal motives that give it stability. Students are satisfied with their chosen profession, and their educational activities are not compelled. The dental students have motivations for archiving success and the motives for avoiding failures, expressed to a greater extend. It must be taken into account in motivational support.Authors declare no conflict of interest.The authors confirm that they respect the rights of the people participated in the study, including obtaining informed consent when it is necessary, and the rules of treatment of animals when they are used in the study. Author Guidelines contains the detailed information.
42
Werang, Basilius Redan, I. Nyoman Jampel, Anak Agung Gede Agung, Hagnisaridewi Wananggiun Sutoyo Putri und Sandra Ingried Asaloei. „Teacher teaching performance, students’ learning motivation and academic achievement“. Cypriot Journal of Educational Sciences 17, Nr. 12 (31.12.2022): 4672–82. http://dx.doi.org/10.18844/cjes.v17i12.7586.
Der volle Inhalt der QuelleAnnotation:
Academic achievement has become a phenomenon of interest to all, which explains why scientists have worked all out to disentangle the elements that impede student academic success. Despite the plethora of causal factors determining student academic success, this study focuses on revealing how teacher teaching performance and student learning motivation affect academic achievement in Indonesian language subjects among state junior high school students. Two survey questionnaires and the Indonesian language academic record were used to collect data from a total of 345 students, conveniently drawn from among the students enrolled at the state junior high schools in Merauke Regency, Indonesia. Obtained data were subjected to statistical analysis using simple linear regression by utilising the Statistical Package for the Social Sciences software version 21. The statistical results showed that the teacher teaching performance and student learning motivation impact significantly positively on the academic achievement in Indonesian language subjects among the state junior high school students. Teachers are crucial to the academic performance of all the students they teach and play a more dominating role in motivating children who are at risk of academic failure. Teachers are crucial to the academic performance of all the students they teach and play a more dominating role in motivating children who are at risk of academic failure and/or performing below their academic potential. Keywords: Teaching performance, learning motivation, academic achievement, student, teacher.
43
Yong, Shee Mun, und Lip Sam Thi. „ONLINE LEARNING MOTIVATION DURING COVID-19 PANDEMIC“. Malaysian Journal of Learning and Instruction 19, Nr. 2 (31.07.2022): 213–49. http://dx.doi.org/10.32890/mjli2022.19.2.8.
Der volle Inhalt der QuelleAnnotation:
Purpose - Due to the COVID-19 pandemic, the Malaysian government declared a Movement Control Order (MCO) to prevent the spread of the virus. Educational institutions were forced to switch their pedagogy to online learning to complete the semester curriculum, catching academicians and students off-guard that resulted in makeshift online lesson delivery. Previous online learning motivation studies have neglected the impact of an unplanned or sudden transition to online learning during a pandemic on student motivation to learn. This study aims to examine location learning environment, learner-instructor interactions, and self-efficacy of students more succinctly on their learning motivation during an unplanned transition to online learning. Method - This study used a sequential explanatory mixed method strategy with a sample size of 535 randomly collected from a public and two private higher education institutions in Malaysia. IBM SPSS statistical software v22 was used for descriptive statistics. Regression testing was carried out using AMOS statistical software v21 structural equation modeling. Findings - Revealed the importance of location learning environment in fostering student motivation and the positive influence of learner-instructor interactions on students achieving the desired learning outcomes during an unplanned transition to online learning. However, there is no evidence to suggest a causal effect between student self-efficacy and online learning motivation during such conditions. The theoretical implication indicates that having conducive hygiene factors are essential to driving student motivation under such situations. Significance - The COVID-19 pandemic provides opportunities for researchers to examine the role of various motivational theories to explain student motivation in learning under challenging conditions. Educators and students would benefit on ways to increase student online learning motivation in lockdown conditions. Setting up a more efficient online delivery approach could lead to higher student satisfaction and potential enrolment.
44
Viani, Wellindi Cintita. „Motivation Improvement and Student Learning Outcomes in Science Learning Using Explicit Model Instruction in Basic Class IV Class“. International Journal of Educational Dynamics 1, Nr. 1 (03.01.2019): 270–77. http://dx.doi.org/10.24036/ijeds.v1i1.13.
Der volle Inhalt der QuelleAnnotation:
Abstract: Based on observations and interviews with researchers at SDN 01 shadow, researchers found that the problems regarding student learning motivation were still low. The research problem formulation is how to increase student motivation and learning outcomes in science learning through the Explicit Instruction model. The benefits of this research are for theoretical and practitioner interests. This type of research is Classroom Action Research. The subjects of this study were grade IV students of 21 people. The research instruments used were motivation observation sheets, teacher activity observation sheets, motivational questionnaire sheets, and student learning outcomes test sheets. From the results of the study, the percentage of motivation asked by the first cycle numbered 45.22%, and the second cycle 71.42%, the percentage of student motivation in answering and responding to the first cycle questions 45.22%, and the second cycle 83.32%, student motivation in expressing opinions in the first cycle 52.35%, and the second cycle 83.33%, doing the exercises on time in the first cycle was 61.9%, and the second cycle 78.57%. So science learning with the Explicit Instruction model (direct teaching) can increase student motivation and learning outcomes.
45
Nikou, Stavros A., und Anastasios A. Economides. „A Framework for Mobile-Assisted Formative Assessment to Promote Students’ Self-Determination“. Future Internet 13, Nr. 5 (30.04.2021): 116. http://dx.doi.org/10.3390/fi13050116.
Der volle Inhalt der QuelleAnnotation:
Motivation is an important issue to consider when designing learning activities, including mobile learning and assessment. While previous research provides evidence for the motivational impact of mobile learning, not many pedagogical frameworks exist for the design of mobile-assisted learning and assessment. The current study is grounded in the Self-Determination Theory of motivation and proposes a pedagogical framework for mobile-assisted formative assessment, aiming at enhancing student motivation. For a preliminary evaluation of the framework, fifty-one students from a public European high school participated in a series of formative assessment activities. The tasks that were implemented according to the proposed mobile-based formative assessment framework had a significant positive impact on student perceived levels of autonomy, competence, and relatedness, enhancing students’ intrinsic motivation levels. Study findings highlighted the capacity of the proposed framework to guide the design of mobile-based formative assessment activities that enhance and promote student motivation. The study makes a theoretical contribution by proposing a framework that aligns mobile learning and assessment with elements of the Self-Determination Theory of motivation and also has a practical contribution by implementing mobile learning and assessment practices that have the potential to promote student motivation.
46
Pham Thi Anh, Hang. „THE EFFECT OF CLASSROOM CLIMATE ON STUDENT ACADEMIC MOTIVATION MEDIATED BY ACADEMIC SELF – EFFICACY AT HANOI LAW UNIVERSITY“. SCIENTIFIC JOURNAL OF TAN TRAO UNIVERSITY 7, Nr. 20 (07.05.2021): 96–104. http://dx.doi.org/10.51453/2354-1431/2021/488.
Der volle Inhalt der QuelleAnnotation:
Learning strateries and efforts have popularly recognized academic motivation as the driving force of student academic performance. The present study examines the direct and indirect effect of classroom climate on student academic motivation at the tertiary level. A sample population of 119 freshmen from Hanoi Law University was approached to respond to a questionnaire. The result shows that classroom climate positively affects student academic motivation and that the relationship is significantly mediated by academic self-efficacy. Particularly, the findings indicate that a favourable classroom climate can effectively improve student academic motivation, the planned and fair classroom climates effectually build students’ self-efficacy in their learning. This study highlights the indispensable and pivotal role that a planned, cohesive, and fair classroom climate plays in motivating students to learn. Moreover, it provides references for policymakers, school administrators, and lecturers in building a positive and healthy classroom climate.
47
Kotera, Yasuhiro, Valentina Gorchakova, Sarah Maybury, Ann-Marie Edwards und Hiromasa Kotera. „Comparison of Academic Motivation between Business and Healthcare Students in Online Learning: A Concurrent Nested Mixed-Method Study“. Healthcare 10, Nr. 8 (19.08.2022): 1580. http://dx.doi.org/10.3390/healthcare10081580.
Der volle Inhalt der QuelleAnnotation:
While the demand for online education and the diversity of online students have been increasing worldwide, how online students motivate themselves to continuously engage in learning remains to be appraised. Research in the face-to-face contexts reports that academic motivation is central to student success and wellbeing, and the type of motivation can differ by subject. In particular, the motivation of business students and healthcare students can differ considerably. This study aimed to understand the motivation of online students, and compare them between business and healthcare students using a concurrent nested mixed-method design with correlation and thematic analyses. A survey regarding motivation, learning enjoyment, and study willingness was responded to by 120 online students (61 business and 59 healthcare). Business students were associated with extrinsic motivation, whereas healthcare students were associated with intrinsic motivation. While students in both groups enjoyed the pursuit of knowledge, healthcare students valued the process and accomplishment, whereas business students regarded education as steppingstones in their careers. Findings can help educators develop effective motivational support for these student groups.
48
Martin, Andrew J. „The Student Motivation Scale: A Tool for Measuring and Enhancing Motivation“. Journal of Psychologists and Counsellors in Schools 11 (November 2001): 1–20. http://dx.doi.org/10.1017/s1037291100004301.
Der volle Inhalt der QuelleAnnotation:
This paper assesses the psychometric properties of the Student Motivation Scale, an instrument measuring school students' motivation. Motivation is assessed through nine measures, separated into what are referred to as boosters and guzzlers. Boosters are constructs that reflect adaptive motivation and guzzlers are constructs that reflect less adaptive motivation. Boosters are subsumed by thoughts (self-belief, learning focus, value of schooling) and behaviours (persistence and planning and monitoring). Guzzlers are subsumed by thoughts or feelings (low control and anxiety) and behaviours (avoidance and self-sabotage). Data show that the Student Motivation Scale has a clear factor structure reflecting the hypothesised five boosters and four guzzlers, is reliable, and correlated with achievement. Gender and year level differences also emerge: girls are significantly more learning focused and engage in more planning and monitoring than boys; girls are significantly more anxious than boys; Year 9 students are significantly lower than Year 10 and Year 11 students in learning focus, significantly higher than Year 11 students in avoidance, and significantly higher than Year 10 and Year 11 students in self-sabotage. Strategies for intervention are discussed in the context of these findings and the issue of academic resilience is introduced as an additional aspect of motivation that the Student Motivation Scale is able to assess.
49
Arlina, Arlina, Nurul Adha Siagian, Zakiyah Khairani Pasaribu, Shofiyah Nabilah und Fahriza Hasri Siregar. „Peran Guru dalam Meningkatkan Minat Baca Al-Qur’an Anak-Anak di Taman Pendidikan Qur'an Aisyiyah“. Journal on Education 5, Nr. 2 (18.01.2023): 3221–27. http://dx.doi.org/10.31004/joe.v5i2.989.
Der volle Inhalt der QuelleAnnotation:
The application of learning methods in science subjects can influence student learning motivation which can encourage student learning outcomes. Learning activities will be successful if students have motivation in learning. The purpose of this study was to find out and obtain information to become more familiar with and test the effect of the learning methods applied by teachers in increasing student learning motivation. The method used in this study is a qualitative method with research instruments through interviews, observation and documentation. The results of this study explain and provide an overview of increasing student motivation through learning methods in science subjects in class III SD IT Ummi Aida which are carried out effectively and can increase student motivation by the homeroom teacher. Where to use a variety of effective learning methods that are tailored to the interests of students in the delivery of science subject matter. For example, the teacher uses the demonstration method with media props, discussion and question and answer methods as a form of repetition of science subject matter. In addition, the teacher also provides a motivational direction in the form of student guidance in providing direction for the importance of preserving nature. Thus, the results of this study can be concluded that it can be done effectively and there is an increase in student motivation by using learning methods.
50
Lestari, Intan Surya, Masrul Masrul und Wida Rianti. „AN ANALYSIS ON STUDENTS’ WRITING MOTIVATION AT SMKN 1 BANGKINANG“. TELL-US JOURNAL 8, Nr. 2 (September 2022): 13–23. http://dx.doi.org/10.22202/tus.2022.v8i2.5889.
Der volle Inhalt der QuelleAnnotation:
Low writing motivation is a result of students' lack of interest in writing, their lack of writing vocabulary, and their inability to develop their ideas into written form. There are two types of student motivations: those that come from within the student, known as intrinsic motivation, and those that come from the outside, known as extrinsic motivation. The purpose of this study is to evaluate the writing motivation of students at SMKN 1 Bangkinang Kota. The sample for this study consisted of 36 students in the tenth grade who were majoring in computer and network engineering, with 19 male and 17 female students making up the total. This study employs a quantitative design because it is a suitable method for gathering statistical information to address research questions. The findings demonstrated that SMKN 1 Bangkinang students in the tenth grade had better intrinsic motivation to study English, particularly writing. This is demonstrated by the average intrinsic motivation score (3.76) which is greater than the average extrinsic motivation score (3.31). In other words, they write because they want to be proficient writers.