Journal articles on the topic 'Student's goals and motivation'
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Mehrollahi, Tahereh, Mariani Md Nor2, and Mahmoud Danaee. "IMPLICIT THEORIES OF INTELLIGENCE: THE IMPACT OF INCREMENTAL MINDSET INTERVENTION ON STUDENT'S ACHIEVEMENT GOALS." International Journal of Education, Psychology and Counseling 5, no. 37 (December 31, 2020): 364–78. http://dx.doi.org/10.35631//ijepc.5370029.
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The achievement goal approach has led to educational and social- psychology as a foundation of practical education in schools. The implicit theory of intelligence, which is one of the leading models in motivation, is deep-rooted in goal theory. This theory suggests the student's belief system is divided into an entity and incremental mindset, which links each with a specific goal orientation: learning, performance, learning avoidance, and performance-avoidance. Therefore, the implicit theory of intelligence is considered an antecedent of achievement goals, which means that by changing the student's mindset, their goals and achievement levels will also change. This study investigates the effect of an incremental mindset intervention on student's achievement goals through a quasi-experimental design. For this purpose, a population of fifty-five eighth-grade female students was classified into control and experimental groups. Both groups performed the pre-, post-, and follow-up tests of goal orientations. The two-way repeated measures of MANOVA results showed a statistically significant difference in the impact of the applied intervention on student's goal orientation between the tested groups against time (F=5.585, P<0.001, η2=0.100).
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GORDON ROUSE, KIMBERLY A. "Resilient students' goals and motivation." Journal of Adolescence 24, no. 4 (August 2001): 461–72. http://dx.doi.org/10.1006/jado.2001.0383.
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Khoerunnisa, Risyda Aini, N. Fathurrohman, and Zaenal Arifin. "Teacher's Strategy in Improving Students Learning Motivation in Islamic Religious Education." Edumaspul: Jurnal Pendidikan 5, no. 2 (October 1, 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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Junita Silitonga, Ria Anugrahwati,. "STUDY ABILITY AFFECTING STUDENTS MOTIVATION IN HERMINA MANGGALA HUSADA NURSING ACADEMY." JURNAL ILMIAH KEPERAWATAN ALTRUISTIK 3, no. 1 (April 24, 2020): 25–31. http://dx.doi.org/10.48079/vol3.iss1.47.
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Motivation to learn is a driving force in students that ultimately raises the desire to learn so that goals are achieved. Learning motivation is supported by the ability to learn to make it easier to absorb knowledge. This study aims to see the student's learning ability can influence learning motivation. This study used a cross sectional study survey design on 100 student respondents. The resultsshowed the ability to learn affects student motivation. The recommendation of this research is the need for good communication between lecturers and students related to learning motivation to increase student activities by means of discussion between friends and lecturers in terms of learning so that students will be motivated properly.
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Magson, Natasha R., Rhonda G. Craven, Genevieve F. Nelson, Alexander S. Yeung, Gawaian H. Bodkin-Andrews, and Dennis M. McInerney. "Motivation Matters: Profiling Indigenous and Non-Indigenous Students’ Motivational Goals." Australian Journal of Indigenous Education 43, no. 2 (November 10, 2014): 96–112. http://dx.doi.org/10.1017/jie.2014.19.
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This research explored gender and cross-cultural similarities and differences in the motivational profiles of Indigenous Papua New Guinean (PNG) and Indigenous and non-Indigenous Australians. Secondary students (N = 1,792) completed self-report motivational measures. Invariance testing demonstrated that the Inventory of School Motivation (McInerney, Yeung, & McInerney, 2001) measure was invariant across both gender and Indigenous and non-Indigenous groups. Structural equation modelling (SEM) results explicated that males were significantly more performance orientated than females in all three groups examined; however, the disparity between genders was most apparent in non-Indigenous Australians. Diverging from previous findings with non-Indigenous students, the current study found that PNG and Australian Indigenous males endorsed mastery goals more strongly than Indigenous females. In contrast, non-Indigenous females were more mastery orientated than non-Indigenous males. Finally, the two Indigenous groups endorsed social goals more strongly than the non-Indigenous Australians. The current findings highlight the importance of assessing gender and group differences, as broad statements relating to student motivation do not appear to be applicable in all cultural contexts.
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Melezhik, Karina, Aleksandr Petrenko, and Nataliya Khlybova. "Didactic variable in Russian students’ ulterior motivation for second language learning." SHS Web of Conferences 69 (2019): 00076. http://dx.doi.org/10.1051/shsconf/20196900076.
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The purpose of the article is to identify factors characterizing interdependence between the English proficiency level and motivation in the conventionally organized Russian university English classroom where all students are treated as having similar learning profiles. It is claimed that deficiency of classroom motivation accounts for the students’ negative attitude to and low effectiveness of university English teaching. The author proposes to apply Brousseau's concept of didactical situations, environment and variables as a way of revising the content of the motivational spectrum of the English learner. An experiment for studying the impact of ulterior motivation variables on an individual English proficiency level was carried out in a group of 100 graduate students of Crimean Federal University with the aim to find out the students’ individual ulterior motives explaining variability of attitudes towards English as a subject of the curriculum. The findings of the experiment proved that the students’ motivational preferences didn’t meet motivational criteria of their teachers and curriculum. The students’ self-assessment of their English proficiency showed a significant correlation among English proficiency, individual ulterior motivation variables and individual goals connected with their plans for the future. The main conclusion is that the task of learning transnational English should be viewed as a sequence of didactical situations predetermined by a set of didactical motivation variables. To find out ulterior didactical motivation variables, the teacher should identify the student's types of potential milieu and choose a succession of appropriate didactical situations.
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Hoff, Eva V., Alexandra Ekman, and Anna Kemdal Pho. "Fantasy as a Driving Force: Relations Between Fantasy and Motivation in Children." Imagination, Cognition and Personality 38, no. 3 (October 10, 2017): 250–67. http://dx.doi.org/10.1177/0276236617734787.
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The relationship between children’s fantasy involvement and motivational style at school was investigated. Participants were 95 Swedish children in third to fifth grade (9–11 years). Fantasy involvement was measured with the Children’s Fantasy Inventory and motivation in the classroom was measured with the Goal Orientation Scales. Results revealed that being highly imaginative was related to higher mastery goal orientation. Among the two subscales with positive fantasy content, one—fanciful and happy fantasies—was connected to mastery goals. Among the two negative fantasy scales one—scary daydreams and attention lapses—was linked to avoidance goals. An implication of the results for teaching and learning situations is that fantasy involvement may function as a resource for motivating students.
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Fuadi, Ahmad, Usmaidar Usmaidar, and Yuliana Yuliana. "Penerapan Metode Probing Promting Pada Mata Pelajaran Fiqih Dalam Meningkatkan Motivasi Belajar Siswa Kelas VIII MTs Tarbiyah Waladiyah Pulau Banyak." Reslaj : Religion Education Social Laa Roiba Journal 1, no. 1 (September 27, 2019): 103–28. http://dx.doi.org/10.47467/reslaj.v1i1.139.
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Ahmad Fuadi1 , Usmaidar2, Yuliana3
Sekolah Tinggi Agama Islam Jam’iyah Mahmudiyah Tanjung Pura1,2,3
Email : Ahmad_Fuadi@staijm.ac.id1 , usmaidar_12@staijm.ac.id2
ABSTRACT
The learning method of Probing Promting is "Learning by means of the teacher presenting a series of statements that are guiding and digging so that a thought process occurs which links each student's knowledge and experience with the new knowledge that is being learned. With this learning model the question and answer process is carried out by randomly assigning students so that each student inevitably has to participate actively, students cannot avoid the learning process, at any time they can be involved in the question and answer process. With this learning model the question and answer process is carried out by randomly assigning students so that each student inevitably has to participate actively, students cannot avoid the learning process, at any time they can be involved in the question and answer process. The definition of motivation is the change in energy in a person which is marked by the emergence of feelings and is preceded by a response to a goal. A series of activities carried out by each party or individual is actually motivated by something or what is generally called motivation. Motivation is what encourages them to carry out an activity or job. it is this motivation that a person will be more successful in a lesson. So, motivation will always determine the intensity of learning efforts for students. And it needs to be emphasized that motivation is closely related to goals. To support the interest in learning for each individual, there must be motivation in learning, because that motivation will move the person to do something, in this case, learning. With diligent effort and primarily based on motivation, someone who learns will be able to produce good achievements. The intensity of a student's motivation will greatly determine the level of learning achievement.
Keywords: Probing Promting Method, Learning Motivation, Fiqh Lessons
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Rachvelishvili, Nino. "ACHIEVEMENT MOTIVATION TOWARD LEARNING ENGLISH LANGUAGE IN MODERN EDUCATIONAL CONTEXT OF GEORGIA." Problems of Education in the 21st Century 75, no. 4 (August 20, 2017): 366–74. http://dx.doi.org/10.33225/pec/17.75.366.
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The aim of the research is to identify an achievement goal as a motivational factor of learning the English language among Georgian students. In the current research, a four-factor structure of achievement goal orientation (master-approach, master-avoidance, performance-approach, performance-avoidance) and attitude toward the language acquisition were researched. The data obtained were evaluated using the Achievement Goal Questionnaire (AGQ) (2008) and Attitude/Motivation Test Battery (AMTB). The main finding of this research is that in different forms of language learning are different leading achievement goals. The results showed that different speciality learners were determined to achieve different motivational goals. Different forms of language learning cause differences between strong and weak learners and raise different goal orientations. Students, who have high scores and are successful, have strong ability of the Master Goals. Language learners, who do not have high grades and are not successful, have a high level of Performance goals. The 2x2 achievement goal framework (master-approach, master-avoidance, performance-approach, performance-avoidance) were closely connected with a positive attitude. Positive attitude defines language learning effectively and stimulates students to perform their goal perfectly. Key words: achievement motivation, achievement goal orientation, master approach, master avoidance, performance approach, performance avoidance.
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Grajcevci, Albulene, and Arif Shala. "Exploring achievement goals tendencies in students: the link between achievement goals and types of motivation." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 265–82. http://dx.doi.org/10.15503/jecs2021.1.265.282.
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Aim. This research explored the link between motivation types and achievement goals. More specifically the research focuses on exploring goal endorsements among learners as well as their correlation with motivation.Methods. The sample of 600 participants was gathered among students enrolled in private (N= 156) institutions and public universities (N=444). The study was a quantitative one and utilized the Achievement Goal Questionnaire (AGQ-R) as well as the Intrinsic and Extrinsic motivation scales (Lepper, Corpus, &Iyengar, 2005).Results. The results stipulate that achievement goals are closely linked to situation factors such as university and department. Supporting the premise of fluidity of goal constructs. Ultimately, mastery approach, performance approach and performance avoidance goals did not discriminate between types of motivation, with three goals being positivelycorrelated to both types of motivation. Mastery avoidance goals were not correlated to any of the motivation types (intrinsic or extrinsic), but they showed a tendency to be negatively correlated to extrinsic motivation, a correlation that was not significant.Conclusion. Present research reveals that there are significant differences among participants in goal adoption according to year of study. Specifically, as expected first year students were significantly more mastery oriented than participants attending the second and third year of studies. Gender differences were also evident, with female students reporting higher levels of mastery orientation compared to male students. Finally, the inconclusive results regarding motivation types and achievement goals need future studies to reestablish the stipulated link
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Langens, Thomas A. "Daydreaming Mediates between Goal Commitment and Goal Attainment in Individuals High in Achievement Motivation." Imagination, Cognition and Personality 22, no. 2 (October 2002): 103–15. http://dx.doi.org/10.2190/tl8l-mxke-68e6-uavb.
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Empirical research has shown that conceptions of desirable future states seem to have a stronger motivational impact on individuals high (relative to low) in achievement motivation. Therefore, it was assumed that daydreaming mediates between goal commitment and goal attainment in individuals high (but not in those low) in achievement motivation. This hypothesis was tested in a sample of German first-year university students who rated two goals—a study and a friendship goal—for goal commitment and kept a daydream diary for two weeks. Among individuals high in achievement motivation, goal commitment was related to the number of daydreams revolving around advancing toward the two goals (positive daydreaming) and positive daydreaming was related to goal attainment assessed six weeks after the onset of the study. For individuals low in achievement motivation, goal commitment was related to goal attainment, but positive daydreaming was unrelated to both goal commitment and goal attainment. Additional mediational and path analyses supported the conclusion that positive daydreaming mediated between goal commitment and goal attainment for individuals high, but not for those low in achievement motivation. The results are interpreted with respect to recent findings on the motivational consequences of positive goal imagery.
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Nikitskaya, M. G. "Learning Achievement Goals and Personality Orientation in the Structure of Learning Motivation of Adolescents." Psychological-Educational Studies 14, no. 2 (2022): 19–31. http://dx.doi.org/10.17759/psyedu.2022140202.
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Learning motivation is a complex structure, which includes not only motives, but also other components. Today, more and more researchers are studying the constructs included in the structure of learning motivation. The paper presents results of a study (N=342) aimed at exploration of the educational achievement goals (3x2 model of Elliot’s achievement goal theory) and personality orientation (L.I. Bozhovich conception) and their connection with learning motivation of older adolescents. The sample consists of school students (N=175) and college students (N=167), 140 males and 202 females. 3x2 Achievement Goal Questionnaire, Bass Orientation Inventory and Academic Motivation Scale for Schoolchildren are used. According to the results obtained the learning achievement goals and personality orientation are connected with other constructs of educational motivation of older adolescents. The desire to learn with pleasure, solve difficult tasks and to develop is most characteristic of students with task-based personality orientation. Amotivation, the desire to perform better than others, achieve respect from parents is mostly characteristic of students with self-based orientation. Interaction orientation has negative correlation with motivation for achievement, for self-development and with task-approach goals, task-avoidance goals, other-approach goals, other-avoidance goals. College students demonstrate higher learning motivation, achievement motivation and self-development motivation compering to school students. Males demonstrate higher level of amotivation than females.
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Papaioannou, Athanasios G., Nikolaos Tsigilis, Eudoxia Kosmidou, and Dimitrios Milosis. "Measuring Perceived Motivational Climate in Physical Education." Journal of Teaching in Physical Education 26, no. 3 (July 2007): 236–59. http://dx.doi.org/10.1123/jtpe.26.3.236.
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A new instrument of motivational climate in physical education is presented with the goal of measuring perceptions of teachers’ emphasis on mastery, performance–approach, performance–avoidance, and social approval goals. The measure was based on the principle of compatibility, according to which climate perceptions and achievement goals should be compatible between each other in terms of target, action domain, life context, and time. The measure was administered to 928 middle school students alongside scales of intrinsic motivation, amotivation, and satisfaction. The statistical analyses included structural equation modeling, investigation of factor correlations, correlation of this measure with intrinsic motivation, satisfaction, and amotivation in physical education and investigation of intraclass correlations. The findings provide evidence of construct validity for the new measure and suggest that mastery and social approval goals can facilitate intrinsic motivation of students.
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Morales Rodríguez, Francisco Manuel. "SCHOOL MOTIVATION AND ACHIEVEMENT OF STUDENTS IN SECONDARY EDUCATION." Problems of Psychology in the 21st Century 4, no. 1 (November 10, 2012): 39–49. http://dx.doi.org/10.33225/ppc/12.04.39.
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This paper aims to analyse the importance of intrinsic motivation factors as determinants of academic achievement in English as a Foreign Language (EFL). The general aim of the present study has been to analyse the existing relationship between students’ academic motivation and performance. This paper explores the importance of motivational variables for school achievement. In particular, the present study suggests that students with a higher intrinsic motivation to learn English will achieve better grades in this subject. Participants were 542 students (male and female) of Secondary Education. Results show that there is a correlation between academic goals and academic results; in particular an association exists between learning goals (intrinsic motivation) and a high academic achievement. With regards to the importance of intrinsic motivational factors, this study concludes that these factors are determinants of academic achievement in English as a Foreign Language (EFL). Therefore, results are useful in view of improving the process of teaching/learning EFL. The relevant conclusion reached here point to the academic goals as being indicator of and decisive factor for academic achievement. Key words: academic achievement, academic goals, academic motivation, English as a foreign language.
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Cai, Elaine Yu Ling, and Gregory Arief D. Liem. "‘Why do I study and what do I want to achieve by studying?’ Understanding the reasons and the aims of student engagement." School Psychology International 38, no. 2 (February 2, 2017): 131–48. http://dx.doi.org/10.1177/0143034316686399.
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This study seeks to understand the ‘what’ and the ‘why’ of student engagement by investigating the ‘aims’ that students pursue through engagement (i.e., their achievement goals) and the ‘reasons’ driving such engagement (i.e., their motivation). Self-report instruments measuring students’ motivational reasons, achievement goals, and engagement in the context of their mathematics classes were administered to a sample of 491 Singapore elementary students (54% girls; Mage = 11 years). Mediational path analysis showed that achievement goals, collectively, played a significant mediating role in almost all the links connecting motivational reasons to different engagement outcomes. Specifically, whilst autonomous motivation (AM) was associated with greater effort/persistence, heightened elaboration, and lower anxiety, controlled motivation (CM) was associated with higher anxiety. Although self-based goals strengthened the positive direct effects of AM on effort/persistence and elaboration, and channeled the adaptive effects of CM on these two engagement outcomes, this goal type also heightened the effect of CM on anxiety and cancelled out the benefits of AM in reducing anxiety. Taken together, findings pointed to the more adaptive role of AM relative to CM, and the apparently double-edged-sword effects of self-based goals on student engagement. Key findings and their implications for teaching and school psychology practices are discussed.
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Satynskaya, A. K., G. A. Suleimenova, and L. A. Semenov. "TARGET STUDENT MOTIVATION AS ONE OF THE MAIN COMPONENTS OF LEARNING EFFICIENCY." BULLETIN Series of Pedagogical Sciences 67, no. 3 (September 30, 2020): 67–71. http://dx.doi.org/10.51889/2020-3.1728-5496.08.
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The effectiveness of the student learning is an urgent problem today, since with the transition to credit technology, the proportion of students' independent work, responsibility for the quality of work organization and self-control has increased. At this stage, it is very important to support students, help them to cope with possible problems in learning. Therefore, it is important for the teacher to understand the student's motivation to learn, to support and develop it. In this article, the authors consider ways to solve this problem, conclude that motivation for successful learning is a complex system that consists of the motives, goals, tasks of the persons participating in learning. The article describes the learning process in the form of a mathematical formula, where one of the components is the target motivation of students.
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Maemunah, Neni, and Ronasari Mahaji Putri. "Analisis Motivasi Belajar Mahasiswa Keperawatan Dalam Pembelajaran Daring." Care : Jurnal Ilmiah Ilmu Kesehatan 10, no. 2 (July 29, 2022): 277–87. http://dx.doi.org/10.33366/jc.v10i2.2726.
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The low learning motivation of students in online learning during the COVID-19 pandemic is a cause for concern. Various situations and conditions of students who are different, contribute to the emergence of low learning motivation. This study aims to analyze the learning motivation of nursing students at X University in Malang in online learning. The population is all students who are actively carrying out lectures, and are registered as students at University X Malang. A sample of 76 people was taken using the Slovin formula, with a simple random sampling technique. The student's learning motivation instrument uses a questionnaire of 34 questions that has been tested for reliability validity. Data analysis using univariate test. The results showed that 65.8% of students had good learning motivation, 59.2% of students each had expectations, a good learning environment and interest in learning, 67.1% of students had good learning goals, and 50 % of students have sufficient learning infrastructure during the COVID-19 pandemic. It is recommended that further researchers need to explore psychologically what students feel when doing online learning
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Mendes, Marcelo Simões. "The Motivation of High School Students by Achievement Goals." Psico-USF 21, no. 2 (August 2016): 353–66. http://dx.doi.org/10.1590/1413-82712016210212.
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Abstract The present study aimed to identify, describe and analyze the achievement goals of 207 high school students in a city in São Paulo state. The instruments were the Characterization Questionnaire and Achievement Goals Questionnaire. The results indicate a major tendency to adopt the mastery-approach goal, where the student engages the activity with the purpose of developing their skills. The second more adopted goal was performance-avoidance goal, in which students tend to want to show their skills to others not to appear incompetent for them. These results above may be related to a great intension of students in completing the high school and enter the University, results also found in this study. Comprehend Achievement Goals can contribute to understanding the quality of motivation that the students apply in their activities.
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Inglés, Cándido J., María C. Martínez-Monteagudo, José M. García-Fernández, Antonio Valle, José C. Núñez, Beatriz Delgado, and María S. Torregrosa. "Perfiles motivacionales en estudiantes españoles de Ecuación Secundaria Obligatoria: Análisis diferencial en autoatribuciones académicas." Anales de Psicología 31, no. 2 (April 25, 2015): 579. http://dx.doi.org/10.6018/analesps.31.2.173281.
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Academic goals and academic self-attributions are relevant variables in school settings. The objective of this study is to identify whether there are combinations of multiple goals that lead to different motivational profiles and to determine whether there are significant differences between the groups obtained regarding causal attributions of success and failure (ability, effort, or external causes) in Mathematics and Language and Literature, and in overall academic performance. The <em>Goal Achievement Tendencies Questionnaire </em>(AGTQ) and the <em>Sydney Attribution Scale </em>(SAS) were administered to a sample of 2022 students of compulsory secondary education, ranging in age from 12 to 16 years (<em>M </em>= 13.81, <em>SD </em>= 1.35). Cluster analysis identified four motivational profiles: a group of students with a high generalized motivation profile, a group of students with low generalized motivation profile, a group of students with predominance of learning goals and achievement goals, and a final group of students with predominance of social reinforcement goals. Results revealed statistically significant differences between the profiles obtained in academic self-attributions.
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Cacik, Sri, and Ferry Yudha Pratama. "ANALYSIS OF STUDENT LEARNING MOTIVATION AFTER APPLIED STUDENT ACTIVITY-BASED LEARNING STRATEGY (PBAS) DURING PANDEMIC COVID-19." Jurnal Pena Sains 9, no. 1 (May 12, 2022): 38–47. http://dx.doi.org/10.21107/jps.v9i1.13254.
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During the Covid-19 pandemic, it is necessary to choose the right learning strategy. Thus, students' learning motivation does not decrease. This research aimed to describe students' learning motivation in science subjects with Biotechnology material after the strategy of Student Activity-Based Learning was applied. This research is quantitative and descriptive. The research subjects were 64 students of 9th grade SMP Muhammadiyah 9 Bojonegoro for 2020/2021. The research instrument used was a learning motivation questionnaire which contains 20 questions divided into six indicators, namely intrinsic orientation goals, extrinsic orientation goals, task values, trust control for learning, self-confidence, and anxiety levels. Measurement of each question uses a Likert scale, namely (1) strongly disagree, (2) disagree, (3) undecided, (4) agree, and (5) strongly agree. The results of the research were calculated using the percentage and average score. Furthermore, it is described in the form of categories. The results showed that the average score of the first indicator to 6th in a row were 3.78; 3.29; 3.74; 3.61; 3.45; and 3.56. The average score of all indicators of student learning motivation was 3.57, which has a good category. Based on the research results, it can be concluded that the student's learning motivation in the science subject with Biotechnology material is categorized as good after applying the strategy of Student Activity-Based Learning.
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Ulfa, Maria, and Allif Syahputra Bania. "EFL student’s motivation in learning English in Langsa, Aceh." Studies in English Language and Education 6, no. 1 (March 9, 2019): 163–70. http://dx.doi.org/10.24815/siele.v6i1.12860.
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The research deals with the intrinsic and extrinsic motivation of EFL learners in learning English. This research used the qualitative design to find out the EFL learners’ motivation in learning English, specifically to their intrinsic and extrinsic motivation. The participants consist of 40 senior high school students in Langsa. The questionnaire was the instrument used in collecting data. The questionnaire consists of 35 items, in which they are divided into two parts. The first part, numbers 1 until 20, is to collect the information about intrinsic motivation and inquires about interest, need, hobby and goal. Meanwhile, the second part, numbers 21 until 35, is to collect information about extrinsic motivation and inquires about teachers, parents, and the environment. The results showed that the component in the extrinsic motivation that gave the biggest impact to the students are the teachers; who are the student’s biggest influence in learning English. Meanwhile, the biggest component of intrinsic motivation is the students’ own learning goals. The paper further describes each of these factors in relation to their motivation. The implication of this study related to the teachers’ efforts and capability in motivating their students to learn English is also discussed.
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Song, Hae-Deok. "Motivating Ill-Structured Problem Solving in a Web-Based Peer-Group Learning Environment: A Learning-Goal Perspective." Journal of Educational Computing Research 33, no. 4 (December 2005): 351–67. http://dx.doi.org/10.2190/bepd-nd3h-cxn4-gr30.
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Motivation effort is one of the critical components that enable students to engage in the process of ill-structured problem solving. This article chronicles the development and evaluation of a motivation-supported problem-solving environment promoting learning goals. The environment was created by developing learning-goal oriented contexts that included (1) presenting task messages that stressed the intrinsic value of learning, (2) allowing learners to control their own learning activities, and (3) providing self-referenced evaluations. Forty-six middle-school students participated. One major finding was that a learning-goal oriented context was a powerful motivational strategy that boosted students' intrinsic motivation for ill-structured problem solving.
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Prasangani, K. S. N. "Asian Students’ Social Goals in English Learning Motivation." Linguistics and Literature Studies 2, no. 5 (July 2014): 150–54. http://dx.doi.org/10.13189/lls.2014.020504.
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Lent, Max van. "Goal Setting, Information, and Goal Revision: A Field Experiment." German Economic Review 20, no. 4 (December 1, 2019): e949-e972. http://dx.doi.org/10.1111/geer.12199.
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Abstract People typically set goals in settings where they cannot be sure of how they will perform, but where their performance is revealed to them in parts over time. When part of the uncertainty is resolved, initial goals may have turned out to be unrealistic and hence they no longer work as a motivation device. Revising goals may increase performance by making goals realistic, but may also adversely affect performance through reduced goal commitment. We study the effects of motivating university students to set goals and inviting them to revise their goals later, using a field experiment involving nearly 2,100 students. We use courses containing two midterms and a final exam, where midterms reduce uncertainty about students’ potential performance. We find that motivating students to set goals does not affect performance on average. Students with midterm grades lower than their goal, decrease their performance. This effect is driven by students who were motivated to set goals without being made aware that they can revise their goals later. This finding may help explain why the evidence of the effectiveness of goals on study performance is mixed.
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Tercanlioglu, Leyla. "Achievement Goal Theory: A Perspective on Foreign-Language-Learners' Motivation." TESL Canada Journal 21, no. 2 (June 12, 2004): 34. http://dx.doi.org/10.18806/tesl.v21i2.173.
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It has long been recognized that varying achievement goals elicit varying motivational patterns with varying behavioral consequences. Several sets of contrasting goal orientations have been proposed to explain differences in language students' achievement behaviors. A total of 135 third-year (n = 54 male; n = 81 female) students in a preservice English teacher education program participated in this study of goal orientation. The proposed goal orientations were measured by adapting the Goal Orientation Scale developed by Skaaalvik (1997) for the L2 learning domain, and students' language achievement was measured by a TOEFL test. Results indicated that students placed most emphasis on task mastery goals and that this was related to language achievement. Task mastery goals are negatively correlated with work-avoidance. Self-defeating ego orientation is positively correlated with both work-avoidance and self-enhancing ego orientation. The analysis also suggested that male students had a stronger tendency to avoid work.
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Khathri, Akasyah Mohd, and Che Haspu Robiah Daud. "Relationship between motivation, learning habit and overall results of polytechnic mechanical engineering student." Journal of Counseling and Educational Technology 1, no. 2 (December 8, 2018): 41. http://dx.doi.org/10.32698/0131.
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Motivation and learning habit generally play an important role in influential the results of a student's exam. This study aims to determine the relationship between motivations, learning habit and overall achievement in the second semester of Mechanical Engineering students at Terengganu Polytechnic. The study also aims to identify the differences in learning by gender at early achievement in the previous semester. To achieve this goal, the method of survey is conducted. Samples consisted of 196 students in second semester out of four programs in Mechanical Engineering Department. The study instrument used was Selmes Learning Inventory which presented four learning styles, namely deep-style, surface-style, well-organized style and diligent. The fifth style of learning, motivational style has been modified to measure the internal and external motivation. Data collected were analyzed descriptively and inferred using SPSS software. The results of the descriptive analysis found that students had high internal motivation as compared to external motivation as well as practicing surface style and deeper style than planned and diligent style. Inferential analysis results found that the overall achievement of the second semesters had a relationship with the in-depth learning style, effort and planning. There is a significant relationship between deep learning style and internal motivation. There was no significant difference in learning habit by gender and early achievement. The implication of this study is that motivation plays an important role in determining the choice of learning methods practiced by the students.
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Papaioannou, Athanasios. "Differential Perceptual and Motivational Patterns When Different Goals Are Adopted." Journal of Sport and Exercise Psychology 17, no. 1 (March 1995): 18–34. http://dx.doi.org/10.1123/jsep.17.1.18.
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This study examined how perceived motivational climate in physical education is related to (a) perceptions of teachers’ differential treatment toward high and low achievers, (b) reported motivation and anxiety of children with high and low perceived competence during play or exercise with high- or low-ability children. One thousand three hundred ninety-three high school students completed measures of the above variables. The perception of teacher’s differential treatment was positively related to the perception of an environment emphasizing social comparison and negatively related to the perception of a climate emphasizing personal progress. Perceived competence had no effect on intrinsic motivation when extremely high learning goals were adopted. When low learning goals were adopted, motivation decreased for children with low perceived ability playing with high achievers and for children with high perceived ability playing with low achievers. A high learning-oriented climate should be created to enhance equality and maximize motivation.
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Hruska, Bradley J. "Using Mastery Goals in Music to Increase Student Motivation." Update: Applications of Research in Music Education 30, no. 1 (August 24, 2011): 3–9. http://dx.doi.org/10.1177/8755123311418477.
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Motivation and leadership are two important factors influencing achievement in today’s classrooms. Whereas some students are naturally self-motivated, other students struggle to find the basic motivation to reach their full potentials. Goal theory states that people naturally select goals based on mastery learning achievements or performance learning achievements. Based on research literature, this article will provide suggestions on how high school music teachers can encourage students to become more motivated through mastery learning goals as well as exploring how student leadership opportunities can promote mastery learning and increase motivation in the music classroom.
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Tucker, Olivia. "Mastery Goals and Intrinsic Motivation in Instrumental Ensembles." Music Educators Journal 106, no. 4 (June 2020): 30–35. http://dx.doi.org/10.1177/0027432120901767.
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How do we motivate students to practice and persist when facing challenges inherent in learning to play an instrument? In this article, I synthesize research findings into strategies to encourage students’ mastery goal orientations and intrinsic motivation. Educators can use these strategies in the classroom or as inspiration to create innovative ways of supporting student motivation in instrumental music.
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Ventura, Ana Clara, María Soledad Cattoni, and Ana Borgobello. "Aprendizaje autorregulado en el nivel universitario: Un estudio situado con estudiantes de psicopedagogía de diferentes ciclos académicos." Revista Electrónica Educare 21, no. 2 (April 25, 2017): 1. http://dx.doi.org/10.15359/ree.21-2.15.
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Being able to properly regulate one’s own learning positively impacts student’s academic performance. Hence the relevance of understanding what they are, how they articulate, and how they change learning strategies and motivation patterns across academic training. Our aims are: (a) to describe cognitive / metacognitive learning strategies and motivation patterns used by students (mean and standard deviation); (b) to analyze the correlations between both groups of variables (Pearson’s index correlation); (c) to compare above results according to the basic level (1st year) and the higher level (5th year) of academic training (Student’s t test). The quantitative ex post facto study was based on the Argentine version of the MSLQ (Motivated Strategies Learning Questionnaire), also called MSLQe; it was applied to 114 students of Psychopedagogy. The results showed the following: (a) a varied repertoire of learning strategies and motivation patterns; (b) a greater use of metacognitive strategies for self-regulation, as well as of strategies for time and study environment management, was associated with higher levels of motivational patterns of goal orientation, task assessment, control beliefs, and self-efficacy of students; (c) statistical differences according to the academic cycle: in favor of the students who were beginners in cognitive strategies of review, metacognitive self-regulation, and organization; while the scores were higher for the advanced students in relation to critical thinking. Likewise, regarding the motivation patterns, the advanced students showed more tendencies towards intrinsic orientation goals, whereas the beginners did it in extrinsic motivation goals, beliefs of control and of self-efficacy, and anxiety. It is possible to conclude that the academic formation made possible a hierarchical integration of both superficial and deep strategies, as well as internal and external motivation patterns of the students. Thus, this article contributes to an analysis of cognitive dimensions (cold and warm), as contextually situated (initial and final levels of academic formation), of the learning strategies and motivation patterns of university students.
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Mata, Carlos, Marcos Onofre, João Costa, Madalena Ramos, Adilson Marques, and João Martins. "Motivation and Perceived Motivational Climate by Adolescents in Face-to-Face Physical Education during the COVID-19 Pandemic." Sustainability 13, no. 23 (November 25, 2021): 13051. http://dx.doi.org/10.3390/su132313051.
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The COVID-19 pandemic impacted adolescents’ lives, leading to unprecedented changes in their routines, especially in education. Face-to-face physical education (PE) classes during COVID-19 were affected in organization, possibly conditioning students’ participation, motivation and learning. Based on the achievement goal and self-determination theories, the aim of this study was to analyze and compare the motivational indicators of adolescents in face-to-face PE classes during COVID-19, according to gender, educational level and physical activity (PA). A total of 1369 students participated in the study (621 boys and 748 girls; mean age: 14.4 years; SD: 1.74). Data were collected via an online questionnaire and analyzed using MANCOVAs adjusted for age, pre- and post-COVID-19 PA, socioeconomic status and BMI (Z-score). Differences in achievement goals, motivational climate and motivational regulation levels were found in different groups by gender, PA and educational level, favoring older and more active participants. A more positive motivational profile was found for girls in general and, specifically, for active boys, regarding more self-determined motivations and mastery goal orientations. Overall, this study’s findings suggest that the restrictions related to face-to-face PE classes during the COVID-19 pandemic had a negative impact on students’ motivation.
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Ma`arif, Muhammad Anas, and Salamatu Rochmah. "Target Hafalan sebagai Motivasi Belajar dalam Membentuk Karakter di Lingkungan Pesantren." Muróbbî: Jurnal Ilmu Pendidikan 2, no. 1 (August 13, 2018): 105–27. http://dx.doi.org/10.52431/murobbi.v2i1.127.
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Education is a place to create a cadre of people who excel cognitive, affective, psychomotor and spiritual. To achieve this goal, it is necessary to have motivation to be able to carry out all educational goals. Building learning motivation within the pesantren environment, including one of which is targeted. Memory memorization that is carried out consistently can be a learning motivation for students. With the growing learning motivation of students, their goals can be easily achieved, including the goals of Islamic education. And one of the goals of Islamic education is to form noble character or character formation. the purpose of this paper is to explain and analyze memorized targets to build students' motivation to form characters in the pesantren environment. This study uses the study of library research, which collects books, journals and research results that are relevant to the theme. memorized targets are adjusted to the age conditions of santri with habituation, exemplary, reward and punishment strategies. the character is formed by refracting to carry out memorization and motivation to carry out with awareness.
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Grajcevci, Albulene, and Arif Shala. "Exploring the Link between Achievement Goals, Motivation, and Parental Expectations among University Students in Kosovo." Center for Educational Policy Studies Journal 7, no. 4 (December 22, 2017): 147–64. http://dx.doi.org/10.26529/cepsj.368.
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This paper sheds light on the link between achievement goals, motivation, and parental expectations in a sample of 600 students attending higher education institutions in Kosovo. Aside from exploring the stipulated link between the constructs, the research aims to discover whether cultural differences mediate expected results. The results proved that the masteryof goals positively correlates to intrinsic motivation in addition to which curiosity as a subscale of intrinsic motivation positively predicted preferences for the mastery of goals. As expected, performance-approach and performance-avoidance goals, correlated to extrinsic motivation with extrinsic motivation, successfully predict preferences for both types of performancegoals. The data proved that among students in Kosovo, all types of goals correlated to intrinsic motivation. Achievement goals were differentiated in extrinsic motivation with mastery goals correlating rather weakly to only one subscale of extrinsic motivation.
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Adebiyi, Marie Elomba, Younis Al-Hassan, Carole Hansbourgh, and Christopher Edginton. "Values Attached to Educational Goals, Study Processes, and Educational Motivation." Journal of Education and Development 1, no. 1 (November 16, 2017): 48. http://dx.doi.org/10.20849/jed.v1i1.252.
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This study examines the relationship between educational values and educational goals, student motivation and study processes, and how values attached to educational goals predict motivation and student study processes. 181 randomly selected graduate and undergraduate students from a Midwestern university in the United States were recruited to participate in an online survey. The results demonstrated that values attached to educational goals and perceived educational outcomes have a weak but significant positive correlation with student study processes. In addition, values for educational goals significantly predict student study processes and educational motivation. Thus, it is suggested that educators should enhance personal values for education and develop strategies aimed at building and enhancing students’ values for education. Further studies on the values for educational goals and perceived educational outcomes will contribute to the understanding of concepts and theories related to motivation in education and possibly influence student outcomes, such as dropout rates. Teachers and people working in higher education need to understand that students’ values of perceived outcomes and goals are relevant components to their motivation in education. Because there are few studies on students’ values for educational goals and outcomes, more empirical evidence is imperative to help teachers assist students sustain their motivation in their educational pursuit and improve their study processes.
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Lao, Andrew Chan-Chio, Hercy N. H. Cheng, Mark C. L. Huang, Oskar Ku, and Tak-Wai Chan. "Examining Motivational Orientation and Learning Strategies in Computer-Supported Self-Directed Learning (CS-SDL) for Mathematics." Journal of Educational Computing Research 54, no. 8 (July 26, 2016): 1168–88. http://dx.doi.org/10.1177/0735633116651271.
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One-to-one technology, which allows every student to receive equal access to learning tasks through a personal computing device, has shown increasing potential for self-directed learning in elementary schools. With computer-supported self-directed learning (CS-SDL), students may set their own learning goals through the suggestions of the system based on their e-portfolio and strive for the goals with efforts and mathematics capability. However, unlike adults who hold specific purposes that lead to enhanced motivation for SDL, children’s motivation is crucial for learning individually. Therefore, this study examines the differences in motivational orientation and learning strategies between second graders with different intensities of intrinsic and extrinsic goals. The results indicate that students with high intensity of both intrinsic and extrinsic goals demonstrate significantly higher motivational orientation and learning strategies than those with low intensity of goals. These results provide supportive evidence for the design of CS-SDL at the elementary level and offer a reference for exploring children’s motivational differences in CS-SDL.
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Shrol, Tetiana, and Nataliia Poliukhovych. "Features of formation of motivation for online learning of students of pedagogical specialties." ScienceRise: Pedagogical Education, no. 4(43) (July 30, 2021): 4–11. http://dx.doi.org/10.15587/2519-4984.2021.237825.
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The concept of "motivation" and modern theories of learning motivation are theoretically substantiated and described: expectancy-value theory, attribution theory, social-cognitive theory, goal orientation theory, self-determination theory. Teaching strategies and pedagogical conditions that motivate students to educational and cognitive activities in the online environment, taking into account the theory of self-determination, are determined. In particular, in order to succeed in mastering something new, a student must feel competent (acquire the appropriate skills to perform practical tasks), related (feel belonging and attachment to groups or individuals), autonomous (feel that he/she controls his/her behavior and is responsible for its goals, capable of self-learning).
The pedagogical conditions for the formation of positive motivation and involvement of students in learning online are substantiated and determined, namely: giving a student the opportunity to be an accomplice in the learning process; structuring educational materials in accordance with learning objectives; promoting student initiative and creativity, ensuring group activities and a multidimensional assessment system.
The key to fulfilling the pedagogical conditions is the teacher's motivation to implement online learning at the level of the course author, mentor and tutor for higher education students. External and internal factors of motivation of teachers for introduction of elements of distance (online) and mixed (alternation of online and offline) training by teachers in the educational process of establishments of higher education are defined.
Experimentally confirmed: positive impact on the motivation of the implemented online learning strategies and pedagogical conditions; revealed a significant direct relationship between the student's ability to self-development and self-learning and his/her motivation for online learning
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Fransisca, Arina. "The Relationship Between Self-Concept With Learning Discipline And Student Learning Motivation In Mts Nu Gondanglegi Malang Regency." Journal of World Science 1, no. 2 (February 20, 2022): 67–72. http://dx.doi.org/10.36418/jws.v1i2.9.
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Positive or negative self-concept in a person can not be separated from the factors that affect the formation and development of self-concept in the student so that they commit various types of violations in school. If the student's self-concept is good then it will also be a student's learning discipline, so this will help students in good learning motivation by maximizing learning time until the fulfillment of the student's goals. The purpose of this research is to find out the relationship between self-concept with learning disciplines and student learning motivation at MTs NU Gondanglegi Malang Regency. This study uses quantitative methods using product-moment correlation analysis techniques. The study sample numbered 77 students. While the way of sampling uses the total sampling sample technique because the population is below 100 subjects. The data collection technique in this study used the Likert scale. The results of the study showed that (1) there is a positive and significant relationship between the self-concept of the study discipline, where r calculates 0.595, while r tables with N = 77 at the level of significance of 5% of 0.220, so r calculates greater than r label (0.695>0.220). So it can be said that a high level of self-concept indicates a high level of student learning discipline. (2) There is a positive and significant relationship between self-concept and learning motivation, where r counts at 0.465, while r tables with N=77 at a significance level of 5% of 0.220, so r counts greater than r label (0.465>0.220). So it can be said that a high level of self-concept indicates a high level of student learning motivation
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Fransisca, Arina. "The Relationship Between Self-Concept With Learning Discipline And Student Learning Motivation In Mts Nu Gondanglegi Malang Regency." Journal of World Science 1, no. 2 (February 20, 2022): 67–72. http://dx.doi.org/10.58344/jws.v1i2.9.
Full textAbstract:
Positive or negative self-concept in a person can not be separated from the factors that affect the formation and development of self-concept in the student so that they commit various types of violations in school. If the student's self-concept is good then it will also be a student's learning discipline, so this will help students in good learning motivation by maximizing learning time until the fulfillment of the student's goals. The purpose of this research is to find out the relationship between self-concept with learning disciplines and student learning motivation at MTs NU Gondanglegi Malang Regency. This study uses quantitative methods using product-moment correlation analysis techniques. The study sample numbered 77 students. While the way of sampling uses the total sampling sample technique because the population is below 100 subjects. The data collection technique in this study used the Likert scale. The results of the study showed that (1) there is a positive and significant relationship between the self-concept of the study discipline, where r calculates 0.595, while r tables with N = 77 at the level of significance of 5% of 0.220, so r calculates greater than r label (0.695>0.220). So it can be said that a high level of self-concept indicates a high level of student learning discipline. (2) There is a positive and significant relationship between self-concept and learning motivation, where r counts at 0.465, while r tables with N=77 at a significance level of 5% of 0.220, so r counts greater than r label (0.465>0.220). So it can be said that a high level of self-concept indicates a high level of student learning motivation
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Martin, Andrew J., Tracy L. Durksen, Derek Williamson, Julia Kiss, and Paul Ginns. "Personal Best (PB) Goal Setting and Students’ Motivation in Science: A Study of Science Valuing and Aspirations." Australian Educational and Developmental Psychologist 31, no. 2 (December 2014): 85–96. http://dx.doi.org/10.1017/edp.2014.19.
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To build on prior correlational research into personal best (PB) goals and motivational outcomes, an experimental study was conducted to assess the role of PB goal setting in gains (or declines) in students’ motivation in science (viz. biology, anatomy, health). The study (comprising N = 71 elementary/primary and secondary school students) applied a pre/post-treatment/control group experimental design to test whether setting a PB learning goal in a self-paced science education program (conducted in a museum context) leads to growth in science valuing and science aspirations. The treatment group (PB goal setting), but not the control group, demonstrated significant growth in science aspirations (but not valuing) between pre- and post-testing. This study provides support for the proposition that PB learning goals are associated with motivational growth in students’ lives. Findings also hold implications for museum-based education programs for students.
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Bergin, David A., and Cheryl LaFave. "Continuities between Motivation Research and Whole Language Philosophy of Instruction." Journal of Literacy Research 30, no. 3 (September 1998): 321–56. http://dx.doi.org/10.1080/10862969809548003.
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The purpose of this article is to show that motivation research is generally compatible with and supportive of the whole language philosophy of instruction and to provide explicit motivational reasons why whole language practices might be effective. Both motivation research and whole language instruction emphasize the following: providing choice in order to foster perceptions of autonomy, emphasizing the mastery goal of learning in order to improve personal competence rather than the ego goal of doing better than other people, using assessment that encourages a deep personal construction of meaning and learning for understanding, providing students with experiences that will increase their belief that they can succeed, modeling appropriate literacy activities, responding to students' social goals, providing an emotionally supportive atmosphere, and making learning interesting. Whole language classrooms provide settings where motivation researchers can investigate the success of motivation principles, and whole language classrooms might benefit from the motivation technique of goal setting. It would be useful for practitioners if whole language and motivation researchers investigated appropriate levels of teacher control more precisely.
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Rawlings, Anna Maria, Anna Tapola, and Markku Niemivirta. "Predictive effects of temperament on motivation." International Journal of Educational Psychology 6, no. 2 (June 24, 2017): 148. http://dx.doi.org/10.17583/ijep.2017.2414.
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Although temperament and motivation both reflect individual differences in what is perceived as rewarding or threatening, and what is to be approached and what avoided, respectively, we know rather little about how they are connected in educational settings. In this study, we examined how different aspects of temperament (reward and punishment sensitivities) predict the goals students seek to achieve in relation to learning and performance. In Study 1, four dimensions describing students’ temperament (sensitivity to punishment, intraindividual reward sensitivity, interindividual reward sensitivity, and positive expressiveness) were uncovered, and in Study 2, these were used to predict students’ achievement goal orientations (mastery-intrinsic, mastery-extrinsic, performance-approach, performance-avoidance, and avoidance). The results of exploratory structural equation modeling revealed significant predictions on all achievement goal orientations. In line with theoretical assumptions, sensitivity to punishment was predictive of performance orientations, intraindividual reward sensitivity of mastery orientations, and interindividual reward sensitivity of performance- and avoidance orientations. Positive expressiveness only had weak negative effects on performance orientations. The findings suggest that the goals and outcomes students seek to attain in an educational context are partly dictated by their sensitivity to different environmental cues and the kinds of affective and behavioral responses these typically incite.
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Jafari Pazoki, Saeedeh, and Minoo Alemi. "Engineering Students’ Motivation to Learn Technical English in ESP Courses: Investigating Iranian Teachers’ and Students’ Perceptions." RELC Journal 51, no. 2 (January 4, 2019): 212–26. http://dx.doi.org/10.1177/0033688218811371.
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Needs analysis is the key step to designing relevant and useful courses in English for Specific Purposes (ESP), but finding ways to deliver needs in a motivating and interesting way is also paramount. Therefore, investigating students’ motivation to learn ESP is central in needs analysis. Few studies have investigated needs from the perspective of ESP learners’ motivation. Focussing on engineering fields at three Iranian state universities, this study aimed to identify factors that affect engineering students’ motivation for learning technical English in ESP courses. Using a mixed method design, this study was conducted in two phases. In the first phase, semi-structured interviews with 40 undergraduate students helped to identify motivational variables, select a theoretical framework and develop instruments for the second phase. In the second phase, a survey using a 28-item questionnaire with 152 students, semi-structured interviews with 60 students, in-depth interviews with eight ESP practitioners and non-participant observation in seven ESP classes were done in parallel. Principal Component Analysis on survey data resulted in five motivational components of main sources of engineering students’ motivation to learn technical English: 1) ideal-self, 2) ought-to self, 3) instrumentality promotion motivation, 4) learning conditions, and 5) learning experience. These components were in agreement with Dӧrnyei’s L2 Motivational Self-system. Further quantitative and qualitative data analyses revealed that long-term goals and the practicalities of using technical English in every day life promote motivation more than a sense of obligation to learn technical English. Moreover, the results showed that Engineering students had negative attitudes towards elements of ESP learning experience, which best explained the reasons for students’ low motivation. The findings also supported the significant effect of academic levels on motivation. The factors that motivated students call for modifications in ESP courses which are discussed as pedagogical implications.
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Robinson, Kristy A., Amalia Krystal Lira, S. Patrick Walton, Daina Briedis, and Lisa Linnenbrink-Garcia. "Instructional Supports for Motivation Trajectories in Introductory College Engineering." AERA Open 8 (January 2022): 233285842210836. http://dx.doi.org/10.1177/23328584221083662.
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Students, instructors, and policy makers are in need of research-based recommendations for supporting students’ motivation to pursue STEM fields. The present study addressed this need by examining relations between perceived motivational supports, year-long trajectories of expectancy for success and three task values, and grades among students ( N = 1,021) in a large, gateway engineering course. Results indicated that students with higher motivation at the beginning of the year tended to perceive their class as more motivationally supportive. Controlling for relations between initial motivation and perceptions, perceived instructional supports for mastery goals, autonomy, and competence predicted more positive trajectories of all three task values. Conversely, higher perceived instructor performance goals negatively predicted grades and the slopes of self-efficacy and interest value. Results contribute key understanding about the interconnectedness of individual motivation and climate perceptions, while indicating the importance students place on certain motivationally supportive practices in promoting students’ STEM motivation trajectories.
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Girard, Stéphanie, Jérôme St-Amand, and Roch Chouinard. "Motivational Climate in Physical Education, Achievement Motivation, and Physical Activity: A Latent Interaction Model." Journal of Teaching in Physical Education 38, no. 4 (October 1, 2019): 305–15. http://dx.doi.org/10.1123/jtpe.2018-0163.
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Purpose: To assess if high school students’ leisure-time physical activity is predicted by their perception of the motivational climate, their perceived competence, and their achievement goals in physical education (PE) and if these variables interact with each other.Methods: A sample of 843 high school students completed self-reported questionnaires in the middle and at the end of the school year. The data were analyzed by structural equation modeling and latent moderated structural equations.Results: Leisure-time physical activity was positively predicted by students’ performance-approach goals and perceived competence in PE and by the interaction between their perceived competence and their adoption of mastery goals.Discussion/Conclusion: Only individual variables in PE were related to leisure-time physical activity. The significant interaction effect between students’ mastery goals and perceived competence in PE suggests that teachers need to foster students’ perceptions of competence. The authors therefore discuss the scope of the results with regard to pedagogical practices.
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Xiang, Ping, April Bruene, and Ang Chen. "Research." Journal of Teaching in Physical Education 24, no. 2 (April 2005): 179–97. http://dx.doi.org/10.1123/jtpe.24.2.179.
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In this study we examined the interrelationship among extrinsic rewards and achievement goals (including a work-avoidance goal), competence beliefs, and task values associated with health-enhancing running tasks over a school year. A group of elementary school students (n = 119) from a program that promoted running for running’s sake and another (n = 88) from a program that promoted running through games provided pre- and post-year data on students’ achievement goals, competence beliefs, task values, achievement in running tests, and future intention to continue running as a health-enhancing activity. Results showed that students in the running-for-games program demonstrated significant growth in task-involved achievement goals. The regression analyses showed that extrinsic-reward and selected intrinsic-motivation constructs played a small role in predicting running-test scores. Interest, however, emerged as the most important intrinsic-motivation construct for predicting future motivation for running. Interest seemed to override the effects not only of extrinsic reward but also of other intrinsic motivation sources. This finding suggests that interest-based motivation sources might have a strong and prolonged effect on learner motivation.
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Thoman, Dustin B., Garam A. Lee, Jeanette Zambrano, Danielle M. Geerling, Jessi L. Smith, and Carol Sansone. "Social influences of interest: Conceptualizing group differences in education through a self-regulation of motivation model." Group Processes & Intergroup Relations 22, no. 3 (April 2019): 330–55. http://dx.doi.org/10.1177/1368430219838337.
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Understanding group-based inequalities in education requires attention not only to performance and achievement outcomes, but also to whether and how students sustain motivation for their educational and career paths over long periods of time. The self-regulation of motivation (SRM) model describes how students’ choices to persist are driven by the dynamic interaction between goals-defined motivation, which typically guides choices to start or reengage in an activity, and experience-defined motivation (or interest), which becomes a proximal predictor of persistence once engaged in the activity. Social influences can shape both kinds of motivations in ways that systematically contribute to differences in student persistence across groups and in how people self-regulate motivation. In this paper, we detail the ways in which social roles and group norms, interpersonal bias, and institutional structural barriers can shape motivational experiences and persistence of underrepresented groups of students through several specified processes within the SRM model. We describe how the model might illumine underlying causes of differential participation rates in certain fields, and we discuss key directions for future research.
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Achadah, Alif. "Strategi Guru dalam Meningkatkan Motivasi Belajar Siswa Pada Mata Pelajaran Pendidikan Agama Islam Kelas VIII di SMP Nahdhotul Ulama’ Sunan Giri Kepanjen Malang." Jurnal Darussalam: Jurnal Pendidikan, Komunikasi dan Pemikiran Hukum Islam 10, no. 2 (April 19, 2019): 363. http://dx.doi.org/10.30739/darussalam.v10i2.379.
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Motivation strategy in learning is a planning towards motivation which contains a series of activities that are specifically designed and designed, to achieve various specific educational goals. Therefore, to achieve the desired educational program objectives in accordance with educational values. So that the teacher is expected to have several motivational learning strategies that can inspire students to learn comfortably, pleasantly and not monotonously. To achieve the goal of increasing student motivation, a better effort is needed from the teacher in choosing and applying motivational strategies, methods and learning media that are in accordance with these competencies. The purpose of this study is: a). Describing the teacher's strategies applied in increasing student learning motivation in class VIII Islamic Education subjects at NU Sunan Giri Kepanjen Middle School. b). Describe changes in the increase in learning motivation of VIII graders in NU Middle School Sunan Giri Kepanjen
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Cordeiro, Pedro Miguel Gomes, Ana Paula Couceiro Figueira, José Tomás da Silva, and Lennia Matos. "School Motivation Questionnaire for the Portuguese Population: Structure and Psychometric Studies." Spanish journal of psychology 15, no. 3 (November 2012): 1441–55. http://dx.doi.org/10.5209/rev_sjop.2012.v15.n3.39428.
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It is presented the structure and psychometric studies of the “School Motivation Questionnaire”. The SMQ is a self-report questionnaire with 101 items, organized in sixteen scales that measure the students' goal orientations, the perceived classroom goal structures, the perceived teacher's autonomy support and the use of learning strategies. Twelve scales are adapted from the “Learning Climate Questionnaire”, “Perceptions of Instrumentality” and “Cuestionário a Estudiantes”. Four scales and five additional items are created new. The psychometric studies rely on a convenience sample consisting of 9thand 12thgrade students (N= 485) of Portuguese schools. The factorial and construct validity, verified through several exploratory factorial analyses to the data, presents a final solution of six factors, labelled Strategies (F1), Teacher Extrinsic Goals (F2), Student Extrinsic Goals, Externally Regulated (F3) Teacher Intrinsic Goals (F4), Student Extrinsic Goals, Internally Regulated (F5), and Student Intrinsic Goals (F6). The six-factor solution explains a significant variance of the scale results (53.95%). Good coefficients of internal consistency are obtained for all factors, never below (.858; F6). In sum there is strong evidence to support the multi-dimensionality of SMQ, upholding that the data obtained is exploratory and applies for future validation studies.
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Serdyuk, L. Z., and A. B. Kovalenko. "PSYCHOSEMANTIC INDICATORS OF UNIVERSITY STUDENTS’ LEARNING MOTIVATION." Ukrainian Psychological Journal, no. 2 (14) (2020): 214–29. http://dx.doi.org/10.17721/upj.2020.2(14).11.
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The article analyzes the psychosemantic content and structure of students’ learning motivation as a holistic phenomenon. The structuralsubstantive and procedural characteristics of learning motivation are revealed based on the performed theoretical analysis. The “Unfinished sentences” technique was used to study the psycholinguistic and psychosemantic structure of students’ motivational sphere. This technique allowed us to evaluate expressiveness of the most important factors of students’ mental activities, which have a significant impact on their learning: their motivational orientations, leading motives and ways of their implementation, sources of tension, and styles of relationships with other people. In order to objectify the obtained data and interpret the research results, we used the developed procedure of content analysis, that help us to identify the psychosemantic indicators of students’ learning motivation, we also developed the technology for analysis and interpretation of textual diagnostic information obtained from the students. The performed psychosemantic analysis of the diagnosed textual information revealed in depth the essence of structural-meaningful and procedural characteristics of students’ learning motivation. The results obtained indicate that learning motivation is characterized by a complex structure, one form of which is the structure of internal (as for processes and results) and external (rewards or avoidance) motives. Students’ learning activities have a lot of motives. The main of them, which determine their work, are the following: an activity result (a product created, knowledge learned, etc.); satisfaction with a process; awards for efforts (salary, promotion, recognition); success in an activity; avoidance of failure. The main function of the differences arisen between an attained level and a level of actual goals is to form learning motivation, motivation to achieve the goals.
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Hasri, Kharis Sulaiman, and Suyadi Suyadi. "Self Regulation Santri Penghafal Alquran Usia Sekolah Dasar." Jurnal Psikologi Islam dan Budaya 3, no. 2 (November 1, 2020): 135–46. http://dx.doi.org/10.15575/jpib.v3i2.9013.
Full textAbstract:
The purpose of this study is to explore self-regulation of Alquran memorizers in elementary school age. This study used a qualitative method with a phenomenological approach. The participants were collected using purposive sampling, which consisted of six students, five parents, and one teacher. The data collection instrument used semi-structured in-depth interviews and observation guidelines. The data were analyzed using the theory of Miles and Huberman with the stages of reduction, presentation, and conclusion. The self-regulation of elementary school students who memorize the Alquran is still guided by their parents both in setting goals, motivation and aspects of affection. In achieving goals, it is also influenced by the motivational aspects which are dominated by transcendental motivation. Meanwhile, the affection aspect occurs in a transition process from extrinsic motivation to intrinsic motivation.