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Journal articles on the topic 'Student engagement and motivation'
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Sanjaya, I. Nyoman Suka, Anak Agung Raka Sitawati, Ni Ketut Suciani, I. Made Ardana Putra, and 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, no. 1 (May 12, 2022): 148. http://dx.doi.org/10.15639/teflinjournal.v33i1/148-172.
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No study has investigated the relationship between student engagement per se and student motivation within second language (L2) pragmatics, notwithstanding the significance of engagement for L2 learning. The present study aimed to explore the effects of two global motivational orientations (autonomous and controlled motivations) on behavioral engagement within the perspective of L2 pragmatics by drawing on self-determination theory. A total of 76 college students agreed to participate and were requested to fill out a tailor-made, 34-item, 6-point Likert-scale questionnaire. The results of data analysis using standard multiple linear regression revealed that both Autonomous and Controlled Motivations significantly predicted and explained a large amount of variance in Engagement, F(2, 71) = 161.28, p < .01, R2 = .82, adjusted R2 = .81, and that the effect of Controlled Motivation, B = .33, t(71) = 8.05, p < .01, was twice as large as that of Autonomous Motivation, B = .16, t(71) = 4.91, p < .01. These findings indicate that students’ controlled motivation is more powerful in enhancing their engagement in learning L2 pragmatics. Pedagogically, it implies that teachers should bolster students’ motivation to learn L2 pragmatics, which can eventually lead to their increased engagement.
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Cai, Guodong. "CLASSROOM TRANSFORMATIONAL LEADERSHIP PRACTICES ON VOCATIONAL STUDENTS' ACADEMIC MOTIVATION." Pacific International Journal 7, no. 1 (February 15, 2024): 44–51. http://dx.doi.org/10.55014/pij.v7i1.508.
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With the strategic expansion of vocational education in China, enhancing student motivation is imperative yet challenging. This mixed methods study investigates how vocational college administrators’ leadership styles correlate to student motivation. Surveying 370 students across 7 colleges in Shandong Province revealed moderate transformational leadership positively predicted intrinsic motivation and negatively predicted amotivation, while showing negligible association with controlled extrinsic motivations. Interviews with 15 students and 7 administrators offered qualitative insights into leadership’s motivational impact. Although moderately transformational overall, administrators lacking strategic vision and overemphasizing skills dampened engagement. Students desired more inspiration, participation, and individualized support. Findings suggest extending transformational leadership development in vocational colleges to foster internalized motivation. This study provides empirical evidence and guidance to enhance leadership strategies for motivating China’s emerging generation of vocationally-trained talent.
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Felkey, Amanda J., Eva Dziadula, and Eric Chiang. "Competition, Motivation, and Student Engagement." AEA Papers and Proceedings 113 (May 1, 2023): 508–13. http://dx.doi.org/10.1257/pandp.20231047.
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We consider the gamification aspect of a technology that delivers small daily tasks to students to analyze how competition motivates engagement. We randomly assigned 400 students into teams of up to 10, who compete by committing to the daily task and then acknowledging their completion later in the day. Using data collected from the leaderboard, we test whether student engagement with respect to competition varies systematically by gender and by the level of anonymity. Not surprisingly, being ranked in the top three is highly motivating. However, among lower-ranked students, male students tend to disengage when usernames are not anonymous.
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Kinsella, Maurice, John Wyatt, Niamh Nestor, Sue Rackard, and Jason Last. "Supporting students’ transition into higher education: Motivation enhancement strategies." ACCESS: Contemporary Issues in Education 42, no. 1 (March 2, 2022): 3–20. http://dx.doi.org/10.46786/ac22.8193.
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In this article, we explore first-year students’ transition into higher education (HE), focusing on the motivational factors that enhance their engagement. We argue that Student Support Professionals (SSPs) can play a pivotal role in heightening student motivation, given the broad range of academic, administrative, and pastoral responsibilities that this role entails. Against this background, we ask two questions: Firstly, how should we understand student motivation with specific regard to its antecedents, manifestations, and consequences? Secondly, what motivation-enhancement strategies can SSPs integrate into their practice to build a productive relationship with students? Drawing on self-determination theory (SDT) insights, we provide a taxonomy of student motivation, arguing that: Motivation exists in a continuum of self-regulation, motivation is contextual, motivation is multidimensional, and motivation is causally significant. Building on this taxonomy we offer practical guidance to SSPs who are looking to catalyse students’ intrinsic motivation, identifying three specific motivational enhancement strategies, namely: Fostering competence by establishing realistic expectations between oneself and students; fostering relatedness by providing resources for holistic student engagement; and fostering autonomy by empowering students in their decision-making. We argue that central to SSPs’ ability to foster engagement is possessing a conceptual and experiential understanding of student motivation, which can heighten their ability to respond to students’ needs. SSPs should approach this process of motivation enhancement as collaborative—working with students to discover both motivational impediments and motivation-enhancing resources to better engage with their HE experience.
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Magtubo, Rc Yhobel V., Jerica Joyce Banal, Vincent Alex D. Abregado, Ronald Allan Carlo S. Chavez, and Justin Vianey Mercado Embalsado. "MEDIATION OF STUDENT INTRINSIC MOTIVATION BETWEEN ONLINE LEARNING ENVIRONMENT AND STUDENT ENGAGEMENT." International Journal of Education 15, no. 2 (August 30, 2022): 119–28. http://dx.doi.org/10.17509/ije.v15i2.51478.
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The shift to a full online learning environment (OLE) introduces new challenges which affect the motivation and engagement of students. This study investigates the relationship between the online learning environment and online student engagement as mediated by intrinsic motivation. The self-system model of motivational development (SSMMD) was used as the framework of the study. The researchers hypothesized that intrinsic motivation will partially mediate the relationship between the online learning environment (OLE) and online student engagement (OSE). 255 college students completed the survey. GLM mediation analysis was conducted using JAMOVI. Our analysis shows that the online learning environment significantly predicts online student engagement (β = 0.553, p001). A decrease in regression weight with the direct effect was observed with the inclusion of intrinsic motivation as a mediator (β = .430, p.001). Even with the inclusion of intrinsic motivation, the direct effect of OLE on OSE remained significant. The indirect effect was also significant using the Corrected bias bootstrap percentile with 1000 repetitions (β = 0.127, p = 0.002, 95% CI [0.0245, 0.103]). Findings support the hypothesized partial mediation of intrinsic motivation between OLE and OSE.
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Rohmah, Nur. "A Vocational School Cutting-Edge Learning Strategy: Examining Gamification Towards Student Engagement and Achievement." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 8, no. 3 (September 20, 2022): 655. http://dx.doi.org/10.33394/jk.v8i3.5779.
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The digital era facilitates vocational-based school learning by using innovative and digital methods. Learning media using gamification tends to be better and more relevant for students because it follows their age. This study aims to analyze the effect of gamification and student engagement on student achievement moderated by motivation. The study was conducted on vocational-based secondary school students in Central Java, involving 174 samples. The results showed that gamification and student engagement affected student achievement. Gamification affects student engagement, and motivation strengthens the effect of gamification and student engagement on student achievement. This study confirms that the gamification process in the learning process enhances the interaction between students. Research indicates that relevant gamification is implemented in vocational-based schools. Research demonstrates that motivational gamification has a critical role in increasing student achievement. Schools can adopt gamification methods to improve student learning abilities and achievement so that vocational schools acquire skilled students.
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Haw, Law Hui, Sabariah Bte Sharif, and Crispina Gregory K. Han. "Predictors of Student Engagement in Science Learning: The Role of Science Laboratory Learning Environment and Science Learning Motivation." Asia Pacific Journal of Educators and Education 37, no. 2 (December 30, 2022): 225–45. http://dx.doi.org/10.21315/apjee2022.37.2.11.
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Student engagement is one of the indicators of a successful teaching and learning process. Many studies claim that student engagement is associated with the performance and achievement of students. In this study, the researchers aimed to determine the effects of science laboratory environments and science learning motivation towards student engagement in learning science among non-science students. 468 upper secondary non-science students in Sarawak were involved in this survey with the administration of three sets of questionnaires on science laboratory environment, science learning motivation and student engagement in science learning. Multiple regression was used to analyse the research questions. Both science laboratory learning environment (r = 0.523) and science learning motivation (r = 0.670) are found positively correlated to student engagement. The results also revealed that the science laboratory learning environment and science learning motivation are significant predictors of student engagement in learning science with R2 = 0.463. Specifically, student cohesiveness, open-endedness, integration and material environment in the science laboratory learning environment and all the dimensions of motivation predict student engagement in science learning. The findings suggest that educators, especially science teachers, should utilise the laboratory effectively and keep students motivated to ensure their active engagement in science learning.
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Saputra, Dedi. "The Influence of Interactive Learning Media Usage on Student Learning Motivation in Islamic Religious Education at Elementary Schools." Jurnal Ar Ro'is Mandalika (Armada) 3, no. 1 (March 12, 2024): 29–38. http://dx.doi.org/10.59613/armada.v3i1.2842.
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In the realm of elementary education, particularly in the context of Islamic Religious Education (IRE), the integration of interactive learning media has emerged as a promising strategy to enhance student engagement and motivation. This study investigates the impact of utilizing interactive learning media on student learning motivation in IRE at the elementary level. Employing a qualitative approach, this research conducts an extensive literature review and library research to explore existing studies, theories, and models related to interactive learning media and student motivation. The findings reveal that the integration of interactive learning media in IRE instruction positively influences student learning motivation. Interactive media, such as educational games, multimedia presentations, and virtual simulations, offer dynamic and engaging learning experiences, stimulating students' interest and intrinsic motivation. Furthermore, interactive learning environments provide opportunities for active participation, collaboration, and personalized learning, catering to diverse learning styles and preferences among elementary students. The utilization of interactive media fosters a sense of autonomy, competence, and relatedness, which are key components of self-determination theory and motivational frameworks. This heightened motivation leads to increased attentiveness, enthusiasm, and persistence in learning IRE topics. The implications of these findings underscore the importance of integrating interactive learning media into IRE pedagogy to cultivate a supportive and motivating learning environment for elementary students. This research contributes to the existing literature by highlighting the significant role of interactive media in promoting student motivation and engagement in religious education contexts.
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Setiamurti, Astri, Rose Mini Agoes Salim, Frieda Maryam Mangunsong, Shahnaz Safitri, Atikah Ainun Mufidah, and Maridha Normawati. "Academic Motivation, Perceived Creativity Fostering Teacher Behavior, and Student Engagement in Online Statistics Course of Indonesian Undergraduates: An Investigation of Relations and Predictability." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 9, no. 2 (May 31, 2023): 421. http://dx.doi.org/10.33394/jk.v9i2.7511.
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This study aims to analyze the relationship and influence of academic motivation and perceived creativity fostering teacher behavior (P-CFTB) on student engagement in Statistics online learning courses in Indonesia. The research used a cross-sectional design study with a quantitative approach. Three standardized scales (academic motivation scale, perceived creativity fostering teacher index, and university student engagement inventory) were filled out by 533 psychology undergraduates who participated. All data were analyzed statistically by descriptive, correlational, and multiple linear regression tests. The results show that academic motivation and student engagement, P-CFTB and student engagement were related moderately and positively (r = 0.582, r = 0.593; p < .001, respectively). Furthermore, academic motivation and P-CFTB simultaneously affected students’ learning engagement by 48%. The result shows that when students’ academic motivation is combined with creativity fostering teacher behavior, student engagement in online learning increases.
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NAYIR, Funda. "The Relationship between Student Motivation and Class Engagement Levels." Eurasian Journal of Educational Research 17, no. 71 (October 20, 2017): 59–78. http://dx.doi.org/10.14689/ejer.2017.71.4.
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Ahmad, Nor Aniza, Siti Aishah Hassan, Abdul Razak Ahmad, Chua Lay Nee, and Nor Hashim Othman. "The Typology of Parental Engagement and its Relationship with the Typology of Teaching Practices, Student Motivation, Self-Concept and Academic Achievement." GATR Journal of Management and Marketing Review 1, no. 1 (December 29, 2016): 01–08. http://dx.doi.org/10.35609/jmmr.2016.1.1(1).
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Objective - The aim of this study is to identify and explore the relationship of parental engagementon teaching practices, student motivation, self-concept and academic achievement. Methodology/Technique - This study applies the perspectives of relevant ecological, socio-cultural and psychological theories. Samples comprise 1075 highschool students who were randomly stratified across Malaysia.Data were extracted from questionnaireswhich were analyzed by Structural Equation Modeling (SEM) AMOS. Findings – Findings show that parental engagement, teaching practices, student motivation and self-concept have a significant relationship with academic achievement. Novelty - This study provides significant implications to the development of theoretical models for parental engagement, teaching practices, student motivation, self-concept and academic achievement in the Malaysian education system. Type of Paper - Empirical Keywords: Academic Achievement; Motivation; Parental Engagement; Self-Concept; Teaching Practices. JEL Classification: I21, I23.
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Brown, Craig. "Student engagement: identity, motivation and community." International Journal for Academic Development 21, no. 1 (January 2, 2016): 89–90. http://dx.doi.org/10.1080/1360144x.2016.1124968.
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Xia, Qi, Hongbiao Yin, Ruonan Hu, Xiuhan Li, and Junjie Shang. "Motivation, Engagement, and Mathematics Achievement: An Exploratory Study Among Chinese Primary Students." SAGE Open 12, no. 4 (October 2022): 215824402211346. http://dx.doi.org/10.1177/21582440221134609.
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Student motivation and engagement have been complex issues in basic mathematics education. Based on the theory of Motivation and Engagement Wheel, this study examined the relationships among student motivation, engagement, and mathematics achievement. A sample of 1,538 Chinese primary school students participated in the survey, and motivation and engagement were assessed through their responses to the Motivation and Engagement Scale. The results largely confirmed the hypothesized relationships between motivation, engagement, and mathematics achievement. Some consistent patterns of individual differences related to gender and grade level were also revealed. Cluster analysis revealed that the category of “struggling students” showed high levels of adaptive engagement in learning, but their mathematics scores were still low, which may be correlated to their high level of maladaptive motivation and engagement. These findings provide implications for developing a more comprehensive knowledge of the nature of students’ mathematics learning motivation and improving their engagement in mathematic learning.
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Gan, Zhengdong, Fulan Liu, and Honghan Nang. "The Role of Self-Efficacy, Task Value, and Intrinsic and Extrinsic Motivations in Students’ Feedback Engagement in English Learning." Behavioral Sciences 13, no. 5 (May 19, 2023): 428. http://dx.doi.org/10.3390/bs13050428.
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Drawing on Wigfield and Eccles’s motivational theory, which is acclaimed for explaining individual behavioral intentions, this study investigated the extent to which different forms of motivation (i.e., self-efficacy, task value, and intrinsic and extrinsic motivations) predicted student behavioral feedback engagement (i.e., action on teacher feedback and feedback seeking) in English learning. The participants were 276 male and female students who were enrolled in a second-year full-time English language and literature program at two Chinese universities. Multiple regression analyses showed that task value emerged as the only motivational variable that significantly predicted both students’ action on teacher feedback and feedback seeking. Intrinsic motivation significantly predicted action on teacher feedback, whereas extrinsic motivation and self-efficacy significantly predicted feedback seeking. Pedagogical implications for endeavors to support students in their engagement with feedback in learning English as a foreign language in China are discussed.
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Hardianti, Hardianti. "Gamification in EFL: Exploring the Use of Gamification Strategies to Enhance Student Motivation and Engagement." INTELEKTIUM 5, no. 1 (April 29, 2024): 8–15. http://dx.doi.org/10.37010/int.v5i1.1531.
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Many students experience a lack of motivation and engagement in learning due to the monotonous learning system. Therefore, many teachers apply gamification strategies to increase student motivation and engagement in learning. This study investigates the integration of gamification strategies within English as a Foreign Language (EFL) instruction to amplify student motivation and engagement. Gamification, a methodology applying gaming elements in a non-game context, serves as a focal point to enhance learning participation and motivation. In the realm of EFL education, student motivation and engagement often pose significant challenges. Through qualitative methodology involving classroom observations, questionnaires, student interviews, and teacher reflections, this research assesses the impact of implementing game elements like point-based assessments, competitive dynamics, challenges, and rewards on student motivation and engagement in learning English. The findings underscore a notable surge in student motivation attributed to the incorporation of game elements, fostering a more enjoyable and competitive learning environment that encourages active student participation. This research contributes vital insight for educators, highlighting the efficacy of gamification as a tool to heighten motivation and engagement in EFL education. It emphasizes the need for judicious integration of relevant gaming elements in pedagogical design to craft more immersive and meaningful learning experiences for students studying English as a Foreign Language.
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Ilinykh, Tatiana Valentinovna. "The role of academic advisors of student research teams in shaping student engagement in research and learning ownership in Russian universities." Pedagogy. Issues of Theory and Practice 8, no. 8 (August 23, 2023): 792–801. http://dx.doi.org/10.30853/ped20230119.
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The purpose of this article is to determine the role of an academic advisor of student research teams in shaping student engagement in research and learning ownership in universities. The scientific novelty of the study lies in the identification of the roles of an academic advisor of student research teams in the formation of engagement and ownership; characterizing the process of organization of an academic advisor’s work, depending on the level of the motivational, cognitive, operational, reflexive and volitional spheres of students; determining difficulties in students’ taking ownership and recommendations for overcoming them through various methods aimed at promoting students’ motivation and ownership. The study has scientific value, as it allows for a deeper understanding of the role of an academic advisor in shaping student engagement and ownership in universities. Various aspects of scientific advising are discussed, including methods for motivating and supporting students, creating conditions for professional growth and personal development, and organizing student teams at different stages of research activity. The result of the study is a revised list of an academic advisor’s roles in shaping learning ownership and developing motivation. It is concluded that creating favorable conditions for the development of students’ creative potential is required to ensure the efficient operation of student research teams. To achieve this, an effective organization of academic advisors’ work is necessary, as the latter will constantly develop students’ scientific thinking and culture.
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Mat Halif, Mazuin, Narehan Hassan, Nur Athirah Sumardi, Aida Shekh Omar, Sharrifah Ali, Rozilah Abdul Aziz, Afiza Abdul Majid, and Nor Fazalina Salleh. "Moderating Effects of Student Motivation on the Relationship between Learning Styles and Student Engagement." Asian Journal of University Education 16, no. 2 (August 6, 2020): 93. http://dx.doi.org/10.24191/ajue.v16i2.10301.
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This research examined both the relationship and the effects of learning styles and student engagement at three selected Universiti Teknologi MARA, (UiTM) Malaysia state campuses using the VARK learning style model. The effects of students’ learning styles and their relationships to classroom engagement were analyzed. Three categories of students’ majors which were Social Science (SS), Technical Science (TS) and Pure Science (PS) were segregated to identify the moderating effects of student motivation on the relationship between learning styles and student engagement. The results revealed that only visual learning style was found to influence all three dimensions (behavioral, cognitive and emotional) elements of student engagement. These results also showed that visual learners had higher classroom engagement as opposed to both auditory and kinesthetic learners. It was also reported that all elements of student motivation (achievement, recognition, relationship with peers and relationship with lecturers) did significantly moderate the relationship between learning styles and student engagement. It is recommended that instructors should employ varieties of teaching methods to encourage student engagement according to their fields of study. It is further suggested that motivation should be enriched among students to yield higher student classroom engagement.
Keywords: Homogenous Group, Learning Styles, Student Engagement, University Students,
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Lu, Guoqing, Qingtang Liu, Kui Xie, Chenwen Zhang, Xiangchun He, and Yafei Shi. "Does the Seat Matter? The Influence of Seating Factors and Motivational Factors on Situational Engagement and Satisfaction in the Smart Classroom." Sustainability 15, no. 23 (November 28, 2023): 16393. http://dx.doi.org/10.3390/su152316393.
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As a technology-enhanced student-centered learning environment, smart classrooms are becoming increasingly popular in higher education. It is undoubtedly important to understand how seating and motivational factors affect situational engagement and satisfaction in smart classrooms. Pre-survey, experience sampling method, and post-survey were used in this study to conduct a longitudinal survey of 113 pre-service teachers in three courses at a university in central China. Descriptive statistics, bivariate correlations, hierarchical linear modeling, and hierarchical linear regression were used to investigate the effects of seating factors and motivational factors on engagement and satisfaction in smart classrooms. We found: (1) for the seating factor, the distance of the seat from the center point predicted student situational engagement in the smart classroom; (2) for motivational factors, needs of competence and competence during the activity predicted student situational engagement, while autonomous motivation at the beginning of a course strongly predicted student situational engagement in subsequent activities; and (3) of all the factors, situational engagement was a significant predictor of students’ final course satisfaction and fully mediated the relationship between autonomous motivation and satisfaction. Finally, some practice implications are discussed to improve engagement and satisfaction in technology-enhanced environments.
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Tara, Lativa, Izzanil Hidayati, and Meria Susanti. "High School Students' Motivation and Engagement in Online Learning." Journal of Psychological Perspective 4, no. 2 (December 19, 2022): 65–68. http://dx.doi.org/10.47679/jopp.424062022.
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This study aims to determine the effect of motivation toward student engagement of high school students in Padang city in online learning. The quantitative research method of simple linear regression analysis was used in this study. This study included 331 high school students who participated in online learning using random sampling techniques. The Motivated Strategies and Learning Questionnaire (MSLQ) and the Student Engagement Scale were applied to this study. Reliability on the motivation scale was .922 and the student engagement scale was .926. The results of this study indicate that motivation has a significant effect on student engagement in high school students in Padang City in online learning. This can be seen from the significance value of .000 (p less than .05) and the R-square coefficient (R2) value of .545. It can be concluded that motivation influences student engagement by 55%, while the remaining (45%) is influenced by other factors not investigated in this study.
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Karyadi, Prita Atria, and Maria Paristiowati. "Evaluating Learning Motivation: An Analysis of Students' Engagement in Online Learning Environments." Journal of Educational Management and Learning 2, no. 1 (May 30, 2024): 44–49. http://dx.doi.org/10.60084/jeml.v2i1.193.
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This study analyzes students' learning motivations, including concentration, curiosity, enthusiasm, independence, readiness, encouragement, consistency, and self-confidence during online learning at Pahoa High School. Using a qualitative descriptive method, the research was conducted from February to April 2022, involving 53 students from class XI. Data were collected through observations, interviews, reflective journals, and questionnaires adapted from various research journals, focusing on learning motivation. The data analysis involved stages of data reduction, coding, presentation, and conclusion. Results were categorized into three areas: (1) student learning motivation during online learning, (2) advantages of online learning, and (3) disadvantages of online learning. Questionnaire data revealed that 78% of students exhibited excellent concentration, 57% had good curiosity, 41% displayed fair enthusiasm, 92% showed excellent independence, 54% demonstrated good readiness, 93% had excellent encouragement, 78% maintained excellent consistency, and 61% had good self-confidence. Overall, 69% of students were found to have good learning motivation. These findings suggest that students generally possess strong learning motivations in an online learning environment, providing valuable insights for educators to enhance online teaching strategies and improve student learning outcomes. This study also serves as a reference for future research on learning motivation in online education.
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Muamar, Muamar, and Yohanes Suhari. "Pengaruh Dukungan Sosial Guru dalam Memoderasi Hubungan Motivasi dan Passion Belajar Siswa Terhadap Student Engagement Mata Pelajaran Pjok di SMA Negeri 1 Randudongkal Kabupaten Pemalang." Gelanggang Olahraga: Jurnal Pendidikan Jasmani dan Olahraga (JPJO) 5, no. 2 (June 12, 2022): 215–24. http://dx.doi.org/10.31539/jpjo.v5i2.3921.
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This study aimed to examine and analyze the role of teacher social support in moderating the effect of motivation and passion on student engagement. The study population was students of SMAN 1 Randudongkal in Pemalang Regency, with 291 students as the sample determined by the Slovin formula. The research method used computer software with SPSS for Windows version 22. The data analysis method used Moderation Regression Analysis (MRA) with a quasi-moderator type. The results of the t-test significance obtained that the regression coefficient of the learning motivation variable was 0.190, and the significance was 0.001 (<0.05). The regression coefficient for the learning passion variable is 0.317 with a significance of 0.000 (<0.05), and the regression coefficient for the teacher social support variable is 0.343, and a significance of 0.000 (<0.05). From the results of this study, it can be interpreted that the teacher's social support, passion, and learning motivation positively affect student engagement. The interaction between learning motivation and teacher social support resulted in a regression coefficient of -0.031 and a significant 0.579 > 0.05. The results mean that teacher social support does not moderate the effect of learning motivation on student engagement. The interaction of passion-teacher social support resulted in a regression coefficient of 0.036 and a significant 0.518 > 0.05, meaning that teacher social support did not moderate the influence of learning passion on student engagement. In conclusion, teacher social support does not moderate the effect of student learning motivation on student engagement, and teacher social support does not moderate the effect of student learning passion on student engagement if, in practice, students have high motivation and passion for learning during the learning process.
Keywords: motivation, teacher social support, passion, student engagement
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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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Hidayat, Dylmoon, Tina Kim, Tanti Listiani, and Agustina Reni Setianingsih. "Adolescence Student Behavioral Engagement In Mathematics Class." JPI (Jurnal Pendidikan Indonesia) 8, no. 2 (August 7, 2019): 244. http://dx.doi.org/10.23887/jpi-undiksha.v8i2.16927.
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Mathematics becomes one of many subjects which shows low student engagement. This paper aims to understand students’ attitudes toward school and mathematics, the impact of student behavioral engagement, influential factors, obstacles in promoting student behavioral engagement, and how to promote student behavioral engagement. Students’ interests of school decrease in high school. Behavioral engagement impacts academic achievement, meaning of learning, and self-esteem. Influential factors of student behavioral engagement are motivation, the role of parents and teachers, and peer support. Obstacles in promoting student behavioral engagement are building intrinsic motivation, teachers’ beliefs about student behavioral engagement, and parental styles. Some ways to promote student behavioral engagement are using various teaching method, keeping optimal learning environment, and focusing on peer. Conclusion and suggestion emphasize on the role of teachers in their authority in the class and cooperate with parents.
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Dian Amaliana and Kardoyo. "THE ROLE OF STUDENT ENGAGEMENT IN MEDIATING LEARNING MOTIVATION AND LEARNING DISCIPLINE ON ECONOMIC LEARNING OUTCOMES." Business and Accounting Education Journal 5, no. 1 (July 24, 2024): 90–107. http://dx.doi.org/10.15294/baej.v5i1.1119.
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The aims of this study is to analyse the effect of learning motivation and learning discipline on learning outcomes of economic subjects through student engagement at SMA Negeri 16 Semarang. The population in this study are class students XI IPS SMA Negeri 16 Semarang, with the total amount 107 students. The sampling technique is proportional random sampling and obtained a sample of 85 students. The method of collecting data used the questionnaires and documentation methods. The data analyzed using descriptive analysis, multiple linear regression test, and sobel test. The results show that there was no positive and significant effect of learning motivation on learning outcomes of 1.29%, there was a positive and significant effect of learning discipline on learning outcomes of 7.18%, there was a positive and significant effect of student engagement on learning outcomes of 16.52%, there was a positive and significant effect of learning motivation on student engagement of 5.66%, there was a positive and significant effect of learning discipline on student engagement of 29.48%, there was a positive and significant effect of learning motivation on learning outcomes through student engagement of 14.3%, there was a positive and significant effect of learning discipline on learning outcomes through student engagement of 38%. Based on these results, it can be concluded that the student engagement is proven to be a mediating variable strengthens the influence of learning motivation and learning discipline on student learning outcomes.
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Mai, Mohammed, Muhammed Yusuf, and Maria Saleh. "Motivation and Engagement as a Predictor of Students’ Science Achievement Satisfaction of Malaysian of Secondary School Students." European Journal of Social Science Education and Research 2, no. 4 (December 30, 2015): 25. http://dx.doi.org/10.26417/623oeo47r.
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Psychologists consider student engagement as a primary pathway by which motivational processes contribute to students’ learning and development (Connell - Wellborn, 1991). Academically engaged students self-regulate their learning, make plans for upcoming tasks, and persist when encountering obstacles and challenges. The present study intends to analyses the relationship between students' motivation and engagement and their academic satisfaction and test the effect of some variables (gender, class) on that relation. To accomplish these purposes, this study intends to investigate Malaysian primary school students' motivation, engagement and achievement satisfaction as predictors of achievement satisfaction in science and test the effect of some variables (gender, grade) on that relation. The students - 460 students (43 percent male, 57 percent female) of secondary school- responded to the Self-Developed Academic Satisfaction Questionnaire, Students' Engagement Questionnaire and Science Motivation Questionnaire. All the questionnaires are valid and reliable according to the Cronbach’s Alpha value. A Multiple linear regression analysis has been used to predict the achievement satisfaction of Science based on the level of students’ motivation and level of engagement in Science classroom. The findings showed that students have a good level of motivation, engagement and achievement satisfaction. Even though students’ motivation is significantly predicted students’ achievement, but neither students’ engagement nor achievement satisfaction are a significant predictor of students’ achievement.
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Mai, Mohammed Y. M., Muhammed Yusuf, and Maria Saleh. "Motivation and Engagement as a Predictor of Students’ Science Achievement Satisfaction of Malaysian of Secondary School Students." European Journal of Education 6, no. 2 (August 10, 2023): 96–107. http://dx.doi.org/10.2478/ejed-2023-0019.
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Abstract Psychologists consider student engagement as a primary pathway by which motivational processes contribute to students’ learning and development (Connell & Wellborn, 1991). Academically engaged students self-regulate their learning, make plans for upcoming tasks, and persist when encountering obstacles and challenges. The present study intends to analyses the relationship between students’ motivation and engagement and their academic satisfaction and test the effect of some variables (gender, class) on that relation. To accomplish these purposes, this study intends to investigate Malaysian primary school students’ motivation, engagement and achievement satisfaction as predictors of achievement satisfaction in science and test the effect of some variables (gender, grade) on that relation. The students - 460 students (43% male, 57% female) of secondary school- responded to the Self-Developed Academic Satisfaction Questionnaire, Students’ Engagement Questionnaire and Science Motivation Questionnaire. All the questionnaires are valid and reliable according to the Cronbach’s Alpha value. A Multiple linear regression analysis has been used to predict the achievement satisfaction of Science based on the level of students’ motivation and level of engagement in Science classroom. The findings showed that students have a good level of motivation, engagement and achievement satisfaction. Even though students’ motivation is significantly predicted students’ achievement, but neither students’ engagement nor achievement satisfaction are a significant predictor of students’ achievement.
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Li, Ming, Lingyun Yu, Yu Qin, Peng Lu, and Xiaohui Zhang. "College Student Academic Motivation and Engagement in the College English Course." Theory and Practice in Language Studies 6, no. 9 (September 1, 2016): 1767. http://dx.doi.org/10.17507/tpls.0609.07.
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This research examined the relationship between student academic motivation and engagement in the college English course. Based on the current study on communicative language teaching, student academic motivation, and engagement, we hypothesized that student motivation in the English course could predict their engagement. We used the MUSIC model of academic motivation inventory (Jones, 2016b) to explore students’ course perceptions, and we added engagement items to the survey. The participants were 101 first-year college students who were enrolled in this English course. The descriptive statistics data presented the main problems the course in terms of empowerment, success, and interest. The stepwise regression results indicated that the components of empowerment and success in the MUSIC model predicted student engagement. The findings revealed that it is possible for Chinese college EFL teachers to use the strategies in the MUSIC model to redesign their instruction to motivate and engage their students in the English coursework.
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Magdalena, Ina, Melia Gita Andreani, Silvia Nurhasanah, and Zahwa Muflihah Ushaybiah. "DAMPAK PENILAIAN UNTUK PEMBELAJARAN TERHADAP MOTIVASI DAN KETERLIBATAN SISWA." JURNAL RISET PENDIDIKAN DAN PENGAJARAN 2, no. 1 (June 30, 2023): 104–11. http://dx.doi.org/10.55047/jrpp.v2i1.450.
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Assessment in the context of learning has an important role in influencing student motivation and engagement. Effective assessment can have a significant positive impact on student's motivation to learn and their level of engagement in the learning process. Through formative assessments that provide constructive and informative feedback, students can correct their shortcomings and see their progress first-hand, which directly influences their motivation to continuously strive to improve achievement. Assessments that reward and recognize students' achievements can also increase their motivation. In addition, assessments that actively involve students in the assessment process, such as project- or portfolio-based assessments, and assessments that encourage social interaction, can increase student engagement. However, it is important to ensure that effective assessment is fair, objective, and differentiated so that each student gets feedback that is relevant to their needs and level of development. In conclusion, effective assessment should be viewed as a learning tool that encourages student motivation and engagement in the learning process.
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Sabri, Masturah, Faten Khalida Khalid, and Liew Khe Li. "Assessing Students Engagement in an Online Student Question-Generation Activity towards Their Learning Motivation." International Journal of Languages, Literature and Linguistics 2, no. 1 (March 2016): 23–31. http://dx.doi.org/10.18178/ijlll.2016.2.1.62.
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Boateng, Samuel, and Gilbert Kalonde. "Exploring the Synergy of the SAMR (Substitution, Augmentation, Modification, and Redefinition) Model and Technology Integration in Education: The Key to Unlocking Student Engagement and Motivation." Proceedings of The International Conference on Advanced Research in Education, Teaching, and Learning 1, no. 1 (May 19, 2024): 37–46. http://dx.doi.org/10.33422/aretl.v1i1.185.
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The SMAR Model of teaching and technology integration are compared in this research study with an emphasis on how they affect motivation and engagement among students in classrooms. In the context of the SMAR Model, the review investigates the theoretical underpinnings of technology integration and how it could encourage student motivation and engagement. It emphasizes the value of technology in education, the many forms of technology used, the variables affecting effective integration, and its effects on student motivation and engagement. The review also recommends areas for further research and emphasizes how closely the SMAR Model's integration of technology and student motivation and engagement are related. A significant positive relationship between the SMAR Model's integration of technology and improved student motivation and engagement has been found in the literature, particularly in the stages where technology is used to create interactive, dynamic, and personalized learning experiences. With an emphasis on boosting student engagement and motivation, the study provides educators and instructional designers with useful insights and ideas for successfully integrating technology inside the SMAR Model. It also looks at issues and things to think about while putting technology integration into practice. The review's conclusion highlights the potential for technology integration within the SMAR Model to increase student engagement and motivation, highlighting the necessity for creative technology usage to provide engaging and inspiring learning environments.
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Tian, Hua, and Yangjun Song. "The relationship between teaching practices, dedication to learning, and the learning effect of blended learning from the perspective of adults." International Journal of Innovative Research and Scientific Studies 7, no. 1 (December 4, 2023): 36–55. http://dx.doi.org/10.53894/ijirss.v7i1.2413.
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Nowadays, blended learning has emerged as a crucial teaching approach in response to the unique characteristics of adult learners and the integration of digital technologies in education. This study is to construct a theoretical model for understanding the impact of blended learning on adult learners, investigate the influence of teachers' attitudes and preparedness on student engagement, and examine the moderating effect of learning motivation. A questionnaire survey was conducted with 1532 expanded recruitment students. Data analysis was performed using a theoretical model that considered teachers' attitudes and preparedness as independent variables and students' cognitive, emotional, and behavioral engagement as dependent variables. The study investigated learning motivation as a moderating variable. This study found that teachers' attitudes and preparedness significantly promoted student engagement. The study discovered that learning motivation plays a moderating role in the connection between teaching attitudes, readiness, and student engagement. Student engagement acted as a mediator between teaching behavior and learning outcomes. The results have practical implications for improving teaching strategies and enhancing learning outcomes in adult. The findings provide valuable insights for vocational colleges in designing effective blended teaching strategies. They also guide educational institutions in improving teaching attitudes and preparedness, as well as motivating students to learn. Educators and policymakers can use these findings to optimize educational models and improve learning outcomes.
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Nurnberger-Haag, Julie, Jamie L. Wernet, and Judy I. Benjamin. "Gameplay in Perspective: Applications of a Conceptual Framework to Analyze Features of Mathematics Classroom Games in Consideration of Students’ Experiences." International Journal of Education in Mathematics, Science and Technology 11, no. 1 (November 5, 2022): 267–303. http://dx.doi.org/10.46328/ijemst.2328.
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Games are often used to foster student engagement and motivation to learn content, such as mathematics. Although digital games dominate game-based learning research, the table games commonly used in classrooms warrant investigation. Especially for mathematics learning, prior research has not taken into account content-specific frameworks. Integer arithmetic (i.e., calculations with negative numbers) is a difficult topic that is crucial for later mathematics. Thus, this study synthesized multiple theoretical perspectives to understand students’ experiences playing games during an integer unit. A mixed methods design study was conducted to answer the primary question: How was student experience (motivation to learn and engagement) related to game features? Student perspectives about the three integer games they played and observations of student engagement during gameplay were analyzed using perspectives from game design and the Cognitive Demand framework for mathematical tasks. Overall, students positively perceived playing games, however, individuals’ motivation and engagement varied in relation to game features. Students provided valuable insights for research and practice as to which game features were engaging or motivating and why. Speed-based synchronous games that exclusively used skill, rather than a chance-skill balance induced stress and decreased motivation for many students. Thus, a critical implication was to first do no harm by selecting or designing classroom games that have features of turn-taking and chance. We suggest recommendations for mathematics learning and provide the STEM Classroom Games Features Framework to benefit research and practice of any STEM content area.
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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, no. 3 (July 2011): 63–73. http://dx.doi.org/10.4018/ijopcd.2011070105.
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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.
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Machumu, Haruni, Chang Zhu, and Mustapha Almasi. "Students’ motivational factors and engagement strategies in constructivist-based blended learning environments." Afrika Focus 31, no. 1 (February 26, 2018): 13–34. http://dx.doi.org/10.1163/2031356x-03101002.
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Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. Specifically, the study examines a) student motivational factors to learn, b) gender differences in motivational factors, and c) relates motivational factors with students’ engagement learning strategies. The study is built on theoretical foundations of engagement learning and constructivist-based blended learning. We used a self-report student motivational factors and engagement learning strategies survey (SMFELSs) to obtain data from 1010 undergraduate students from three universities. The results indicate that students are positively motivated to learn in CBLE. Our results also reveal that there is a statistically significant correlation between motivational factors and students’ engagement learning strategies. The results, on the one hand, enhance our understanding of students’ motivational factors to learn in a CBLE, and on the other hand expand knowledge on which student engagement learning strategies should be adopted and implemented in the context of challenging learning environments. Furthermore, the results are important for instructional designers, university teachers and curriculum developers. Our study further helps to improve the design of blended learning courses, constructivist learning environment and learning activities concerning students’ motivational factors and engagement learning strategies.
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Ghelichli, Yahya, Seyyed Hassan Seyyedrezaei, and Zari Sadat Seyyedrezaei. "Improving Student Engagement and Motivation: Perspectives of Iranian EFL Learners." Theory and Practice of Second Language Acquisition 8, no. 2 (July 29, 2022): 1–19. http://dx.doi.org/10.31261/tapsla.11768.
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One critical problem most educators have possibly experienced is that some students drop out of school probably due to loss of enough motivation. Research indicates student engagement could not only increase motivation but help to sustain it at high levels. This relationship between these two constructs has already been researched quantitatively in language education. However, little research seems to have been done on exploring the ways of increasing student engagement and motivation in relation to each other using a qualitative design. The present study thus aimed at investigating the ways to improve student engagement as well as motivation with a qualitative design. The participants were 30 male, intermediate EFL learners of the Iran Language Institute (ILI) in Gorgan, Iran. These participants, selected through convenience sampling, attended the semi-structured interview sessions voluntarily. The findings of the study led to a model of determinants of student engagement and language learning motivation. These determinants include teacher behavior, teacher personality, and student behavior for student engagement, and teacher, self, and parents for language learning motivation. It is expected the outcomes will be to the benefit of language teachers, language learners, and materials developers.
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Pujono, Emmanuel, Farid Maulana, Andrew David, and Busari Opeyemi. "Exploring Innovative Approaches: Optimizing Google Classroom for Enhanced Motivation in Science Learning." Schrödinger: Journal of Physics Education 5, no. 2 (June 21, 2024): 39–45. http://dx.doi.org/10.37251/sjpe.v5i2.965.
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Purpose of the study: This research aims to investigate the challenges encountered in utilizing Google Classroom as a learning platform and its implications for motivating students in studying science, with a focus on identifying both internal and external factors affecting students' engagement and interest in the subject. Methodology: This study employs a descriptive qualitative approach to explore the challenges associated with using Google Classroom as a learning tool for motivating science study. Data collection methods include observation, questionnaires, interviews, and documentation. The analysis involves data reduction, presentation (Data Display), and conclusion drawing/verification stages. Data validity is ensured through triangulation of data sources, enhancing the reliability of the findings. Main Findings: The research highlights internal problems like difficulty with Google Classroom, limited smartphone access (1.03%), material comprehension issues, and insufficient teacher explanations. External challenges include lack of family support and teacher interaction. Solutions include providing internet data for infrastructure issues, motivational videos on Google Classroom, video-based learning, and student self-initiated learning via Google, YouTube, and books. Student motivation for science learning through Google Classroom is moderate at 56%. Novelty/Originality of this study: This research contributes novelty by scrutinizing the nexus between Google Classroom and student motivation in science education, addressing a significant gap in current literature. By elucidating nuanced challenges and implications for student engagement, the study offers fresh insights into optimizing digital learning platforms to enhance motivation and learning outcomes in science education amidst the evolving educational landscape shaped by technology.
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Kobylinski, Chris. "Student Feedback On The Effectiveness Of Using A WebQuest For An Integrative Skills Course In A Korean University." Contemporary Issues in Education Research (CIER) 7, no. 1 (February 18, 2014): 63. http://dx.doi.org/10.19030/cier.v7i1.8399.
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This paper focuses on the students feedback after their participation in a WebQuest research project and aims to determine if the format of a WebQuest enhances student interest and engagement with a text compared to a traditional reading. It was hypothesized that students would respond favorably to this format, and that the increased engagement would lead to greater motivation; however, after analyzing student feedback, it was determined that the format alone wasnt successful in promoting student interest and some modifications would be necessary to increase student engagement and motivation.
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Alegre, Emybel M. "Technology-Driven Education: Analyzing the Synergy among Innovation, Motivation, and Student Engagement." International Journal of Membrane Science and Technology 10, no. 2 (July 9, 2023): 1477–85. http://dx.doi.org/10.15379/ijmst.v10i2.1507.
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This quantitative research study aimed to investigate the relationship between classroom technology integration, student engagement, and motivation. The study had multiple objectives, including identifying the technologies currently used in the classroom, assessing student engagement and motivation in using technology for learning, exploring students' perceptions of promoting technology innovation, examining the relationship between engagement, motivation, and perception, and proposing an intervention program to enhance technology use in the classroom. To achieve these objectives, a survey questionnaire was administered to collect data from students regarding their perceptions of technology use, engagement levels, and motivation. The collected data were analyzed using descriptive statistics and correlation analysis. The study revealed a significant positive correlation between classroom technology integration and student engagement and motivation. Students exhibited positive attitudes towards technology use, recognizing its impact on their knowledge, skills, and confidence. The results identified the value of innovation in the classroom and the necessity of continued professional development to promote successful technology integration. The study recommended an intervention program to support and encourage teachers to use technology in the classroom effectively. Overall, this study adds to our knowledge of the connection between technology, student engagement, and motivation. This highlights the advantages of incorporating technology into the classroom and the importance of ongoing professional development for teachers. Through the proper integration of technology, educators can improve the learning outcomes for students by using the information gathered from this study to create engaging learning environments.
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Liu, Xiaoyang. "Intrinsic and Extrinsic Motivation Affecting Learning Effectiveness in Physical Education of Junior College Students in China." International Journal of Social Sciences and Public Administration 3, no. 2 (June 26, 2024): 49–61. http://dx.doi.org/10.62051/ijsspa.v3n2.07.
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The effectiveness of learning among college students in China in the domain of physical education is shaped by how they perceive intrinsic and extrinsic motivation. This study evaluates the intrinsic and extrinsic motivations of Physical education junior college students’ affecting the learning effectiveness from three universities in Guangdong, Province, China. There were 366 students chosen as participants in the study using a stratified random sampling method without making any special choices. This study is a descriptive- comparative- correlational research utilizing standard questionnaire. To ensure the valid and systematic presentation, analysis, and interpretation of the data the following statistical tools were obtained: frequency count and percentage, weighted mean calculation, ranking, standard deviation, independent sample T-tests, one way ANOVA and Pearson Moment Correlation.The study revealed that the consistent recognition of intrinsic motivations as moderately effective underscores their critical role in driving student engagement in physical education, highlighting the importance of choice, progress, meaningfulness, and competence. While extrinsic motivations are seen as moderately effective, their role is secondary to intrinsic factors, suggesting that social approval, external rewards, and competition still contribute to student motivation. The perceived effectiveness of factors such as autonomy, a supportive environment, and mastery-oriented feedback underscores their importance in enhancing learning experiences. The strong correlation between both intrinsic and extrinsic motivators with learning effectiveness emphasizes the essential link between motivation and successful learning outcomes in physical education. Based on the study's findings, it is recommended that educators tailor motivational strategies to meet the specific needs and preferences of students, recognizing the universal value of intrinsic motivators while being mindful of individual differences, regardless of sex, specialization, or age. To improve learning outcomes, educators should provide opportunities for autonomy in decision-making, create a supportive and encouraging learning environment, and offer feedback that emphasizes mastery and improvement. Additionally, recognizing the strong connection between student motivation and learning outcomes, educators should foster both intrinsic and extrinsic motivation. This approach can enhance students' perceived learning effectiveness, leading to improved academic performance and engagement in physical education. Implementing these strategies will enable educators to better support student motivation and success in physical education.
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Crane, Bret D. "Teacher Openness and Prosocial Motivation." Management Teaching Review 2, no. 1 (October 10, 2016): 7–16. http://dx.doi.org/10.1177/2379298116673838.
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Evidence suggests that student engagement in the classroom leads to improved learning outcomes. As a result, teachers of management have promoted ways to involve students through Socratic teaching methods, case-based pedagogy, and class discussion. These approaches to learning emphasize the use of questions to stimulate student engagement. However, as with all communication, questions are subject to interpretation and can lead to differing outcomes. Perceived motives of instructors are powerful environmental cues that inform a student’s interpretation of a question and the appropriate response. Here, I share insights from research to highlight two motives, teacher openness and prosocial motivation, that can give meaning to questions and help create an environment where questions are most likely to yield engaged students.
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Serra-Marín, Laura, and Noemy Berbel-Gómez. "The impact of the use of technology on student engagement and motivation in the music classroom." Journal of Music, Technology & Education 14, no. 2 (December 1, 2021): 157–78. http://dx.doi.org/10.1386/jmte_00039_1.
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This article explores the use of a technological tool, the Makey Makey, in the music classroom, to support student engagement and motivation. An experimental, descriptive and correlational quantitative design was designed and done over a sample of 104 students at high school level. Pre- and post- measures of engagement and motivation indicators were collected and compared to a control group to explore and compare the impact of the use of the Makey Makey over these indicators. The research findings indicate a significant difference between the experimental and control group in relation to their levels of engagement and motivation, suggesting that the use of technological tools in the music classroom can have potential benefits over these indicators. The results also show that are the affective and emotional dimensions that have more incidence over the student engagement, suggesting that educational interventions aimed at improving student engagement and motivation should focus on nurturing their emotional engagement. However, the results from this study cannot be generalized due to the study’s limitations, which make evident the need for more experimental studies and further exploration of the impact of technology in student engagement and motivation indicators.
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Escosio Suguis, Jeric, and Saramie Suraya Belleza. "Student Engagement as Influenced by Physical Activity and Student Motivation Among College Students." International Journal of Sports Science and Physical Education 7, no. 1 (2022): 28. http://dx.doi.org/10.11648/j.ijsspe.20220701.15.
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Hands, Africa S. "What’s your type? An examination of first-year doctoral student motivation." Education for Information 36, no. 4 (December 16, 2020): 371–87. http://dx.doi.org/10.3233/efi-200373.
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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.
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Ding, Haiyong, Haichun Sun, and Ang Chen. "Impact of Expectancy-Value and Situational Interest Motivation Specificity on Physical Education Outcomes." Journal of Teaching in Physical Education 32, no. 3 (July 2013): 253–69. http://dx.doi.org/10.1123/jtpe.32.3.253.
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To be successful in learning, students need to be motivated to engage and learn. The domain-specificity motivation theory articulates that student motivation is often determined by the content being taught to them. The purpose of this study was to extend the theory by determining domain-specificity of situational interest and expectancy-value motivation in terms of engagement and achievement outcomes in physical education. A random student sample (N = 346) from eight Chinese middle schools provided data of situational interest, expectancy-value, engagement, and knowledge and skills acquired. Results from correlation, regression, and structural equation model analyses revealed causal inferences demonstrating differentiated effects of motivation components on the outcome measures: task values were specific to knowledge outcome, expectancy beliefs to skills, and situational interest to engagement. The findings imply that physical educators need to adopt motivation strategies compatible to specific learning outcomes to maximize student motivation for engagement and achievement.
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L. Arcipe, Carlo Vinci, and Jerlyn G. Balones. "Exploring the Impact of Motivation on Language Learning and Student Engagement." Asian Journal of Education and Social Studies 46, no. 3 (July 6, 2023): 1–21. http://dx.doi.org/10.9734/ajess/2023/v46i31002.
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Numerous studies have linked language learning problems to student motivation and engagement. This study examines the interceding effect of Motivation to Learn on students' Speaking, Reading, Listening, and Writing difficulties and their Affective, Cognitive, and Behavioral Engagement. The tools used for data collection were Adapted Standardized Questionnaires implemented through an e-Survey using Google Forms. This study utilized a descriptive-correlational design with 359 Grade 11 and 12 students enrolled in the 2nd Semester, 2021–2022 at 3 private institutions in Davao City, selected through Stratified Sampling. Mean, Pearson r, Regression Analysis and Path Analysis were employed as the data analysis tool. The study revealed that (1) Students sometimes experience language learning problems (x̄=2.40, SD=0.53) (2) Students sometimes experience positive events inside the campus (x̄=3.41, SD=0.81) (3) Students are sometimes motivated to carry on learning the English Language (x̄=3.11, SD=0.92). Furthermore, it was found that Language Learning Problems and Student Engagement are positively and significantly correlated (r=0.135, p=0.010), Language Learning Problems and Motivation to Learn is negatively and insignificantly correlated (r=-0.060, p=0.255), and Motivation to Learn and Student Engagement is positively and significantly correlated (r=0.579, p=<0.001). The study also revealed that Motivation to Learn has partially interceded the relationship between Language Learning Problems and Student Engagement (β=.26, p=<.005).
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Dolan, Alyson Lavigne, and Mary Mccaslin. "Student Perceptions of Teacher Support." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (November 2008): 2423–37. http://dx.doi.org/10.1177/016146810811001109.
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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.
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Buhain, Moises. "Priming for Change: The Motivation behind Appropriate Interventions." Voices from the Middle 23, no. 1 (September 1, 2015): 24–27. http://dx.doi.org/10.58680/vm201527480.
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Increasing motivation and student achievement in adolescent students has been studied within and outside the field of education. Using Prochaska and DiClemente's model on the stages of change (SOC), this article seeks to explore the application of SOC on addressing low motivation in underachieving middle school students. The author posits that an understanding of SOC allows educators to discern the differences between the stages of changes and to deliver appropriately timed responses and interventions. The technique of motivational interviewing is also reviewed as tool used to foster student engagement and enhance teacher assessment on student position of the SOC continuum.
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Blau, Gary, Corinne M. Snell, Deborah Campbell, Krupa Viswanathan, William Aaronson, and Satyajit Karnik. "Professional Development Engagement." Journal of Assessment and Institutional Effectiveness 4, no. 1 (January 1, 2014): 1–26. http://dx.doi.org/10.5325/jasseinsteffe.4.1.1.
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Abstract Professional development engagement (PDE) is defined as “the level of perceived undergraduate engagement in professional development activities.” Current measures of student engagement do not adequately measure PDE. A promising PDE scale was utilized for a sample of senior-level business undergraduates. After controlling for student background/precollege variables and college-related variables sets, an organization-related variables set, followed by a motivation-related variables set, explained significant incremental variance in PDE. Specific variables with a significant positive relationship to PDE were joining a student professional organization, motivation to attend the business school, and career development center access ease and service quality.
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Naciri, Aziz, Mohamed Radid, Hasnaa Sine, Ahmed Kharbach, and Ghizlane Chemsi. "Self-determined motivation and associated factors among health professions students in distance learning: a cross-sectional study in Morocco." Korean Journal of Medical Education 35, no. 1 (March 1, 2023): 33–43. http://dx.doi.org/10.3946/kjme.2023.247.
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Purpose: Learning motivation is an important factor in the teaching learning process in a digital environment. This study aims to examine self-determined motivation levels and associated factors among health professions students in distance learning activities.Methods: A cross-sectional, analytical, quantitative, multicenter study was conducted among health professions students from February 15, 2022, to July 31, 2022. Students’ self-determined motivation was assessed using a self-administered instrument. It consisted of 16 items categorized into four dimensions: intrinsic motivation, external regulation, identified regulation, and amotivation. It was based on 7-point Likert scale, ranging from 1 (strongly disagree) to 7 (strongly agree). Student engagement was examined using 15 items classified into the following subscales: behavioral, emotional, and cognitive engagement. A correlation between student motivation and engagement was performed. Univariate and multivariate logistic regression analyses were used to identify factors associated with students’ self-determined motivation in distance learning activities.Results: Of 1,121 students invited to the study, 1,061 valid questionnaires were received, giving a response rate of 94.6%; 595 participants (56.1%) were self-determined in distance pedagogical activities. Multiple regression analysis showed that ethnicity (adjusted odds ratio [aOR], 0.25; 95% confidence interval [CI], 0.08–0.73; p=0.012), educational level (aOR, 1.65; 95% CI, 1.16–2.34; p=0.005), distance learning environment (aOR, 1.65; 95% CI, 1.19–2.29; p=0.003), and student engagement: (aOR, 2.9; 95% CI, 2.21–3.80; p<0.001) were the significant factors associated with students’ self-determined motivation in distance learning.Conclusion: This study predicted some factors influencing students’ self-determined motivation. Health professions teachers need to be encouraged to adopt effective pedagogical practices in order to maintain and develop student motivation.
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Raza, Syed Ali, Wasim Qazi, and Bushra Umer. "Examining the impact of case-based learning on student engagement, learning motivation and learning performance among university students." Journal of Applied Research in Higher Education 12, no. 3 (October 4, 2019): 517–33. http://dx.doi.org/10.1108/jarhe-05-2019-0105.
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Purpose The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university students of Pakistan. Design/methodology/approach The research model is analyzed with structural equation modeling. The analysis is done with the application of the measurement model and the structural model. Findings The findings revealed that case study-based learning enhances student engagement, and a significant and positive relationship between case-based learning and all four aspects of engagement, i.e. behavioral, emotional, cognitive and agentic engagement, was observed statistically. According to the findings, case-based learning leads toward an understanding of concepts learned in class and the development of skills among students and results in the enhancement of learning motivation. Furthermore, it is suggested by the results that the impact of student engagement on learning performance varies with respect to its different aspects. As among all the four aspects, only agentic engagement was found to be statistically significant in establishing the link with the learning performance of the students. Research limitations/implications The mixed findings pertaining to the impact of student engagement’s aspects on learning performance of the students pave the way for future research. The future researchers should incorporate individual traits and the specific context to analyze the relationships between the proposed constructs because students vary in their responses to learning activities. Practical implications The present study holds significance for the field of educational research and emphasizes the importance of incorporating case-based teaching in the higher education curriculum in order to ensure the implementation of effective learning strategies. Also, this research will be beneficial for future researchers in understanding the phenomenon of student learning and engagement. Originality/value In view of the limited academic literature in the Asian context, the present study extends the findings and examined the impact of case-based learning on student’s engagement, student’s learning motivation and the role of such engagement in enhancing learning performance of university students.