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1
Thomson, Margareta M., Zarifa Zakaria, and Jean-Louis Berger. "Motivational Typologies among Teachers and Differences Within." International Journal on Studies in Education 5, no. 2 (March 21, 2023): 177–92. http://dx.doi.org/10.46328/ijonse.137.
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The current study investigated teaching typologies, more specifically, motivational profiles and differences among the identified typologies based on their instructional beliefs and teaching efficacy beliefs. Data was collected using surveys from preservice teachers in the United States (N=327) enrolled in a traditional teacher training program at a major university in the Southeast. Study results identified distinct teacher typologies based on their teaching motivations, and differences with respect to their instructional and efficacy beliefs. Study findings can help researchers and teacher education programs understand the complex interplay between teaching motivations, beliefs and cultural nuances related to these concepts. Study implications are further discussed in relation with findings.
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Thomas, Almut E. "Gender Differences in Students’ Physical Science Motivation." American Educational Research Journal 54, no. 1 (December 6, 2016): 35–58. http://dx.doi.org/10.3102/0002831216682223.
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Implicit stereotypes associating science with male might play a role in the development of gender differences in students’ motivations for physical science. Particularly, the stereotypes of influential adults may induce students’ regulatory foci and subsequently their motivational beliefs. Drawing on expectancy-value theory, this study investigated whether teachers’ implicit science-is-male stereotypes predict between-teacher variation in males’ and females’ motivational beliefs regarding physical science. Results showed that teachers’ implicit science-is-male stereotypes are positively related with males’ self-concept and intrinsic value but negatively associated with females’ motivational beliefs. The findings of this study corroborate the notion that teachers’ implicit stereotypes can contribute to gender differences in motivational beliefs and probably also to gendered educational choices.
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Kingir, Sevgi, Bilge Gok, and Ahmet Selman Bozkir. "EXPLORING RELATIONS AMONG PRE-SERVICE SCIENCE TEACHERS’ MOTIVATIONAL BELIEFS, LEARNING STRATEGIES AND CONSTRUCTIVIST LEARNING ENVIRONMENT PERCEPTIONS THROUGH UNSUPERVISED DATA MINING." Journal of Baltic Science Education 19, no. 5 (October 15, 2020): 804–23. http://dx.doi.org/10.33225/jbse/20.19.804.
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Educational data mining is a developing research trend for exploring hidden patterns and natural associations among a set of student, teacher or school related variables. Discovering profiles of preservice science teachers using data mining methods would give important information about quality of teacher education programs and future science teachers’ performance. The aim of this research was to describe characteristics of preservice science teachers and to explore the relations among their motivational beliefs, learning strategy use, and constructivist learning environment perceptions. Participants included 480 preservice science teachers in their final semester of the teacher education program. Data were gathered using Demographic Questionnaire, Motivated Strategies for Learning Questionnaire, Achievement Goal Questionnaire and Constructivist Learning Environment Scale. Findings of clustering analysis revealed gender as a discriminating factor between the obtained two natural groups. Preservice science teachers’ characteristics including background characteristics, motivational beliefs, strategy use and constructivist learning environment perceptions were grouped into two clusters, namely males and females. Moreover, the association rules mining analysis revealed strong relations among preservice science teachers’ motivational beliefs, learning strategy use, and constructivist learning environment perceptions. This research provided many important findings that can be useful for further decision-making strategies. Keywords: constructivist learning environment, data mining, learning strategies, motivational belief, pre-service science teacher
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Chen, Xiaosu, and Jutarat Vibulphol. "An Exploration of Motivational Strategies and Factors That Affect Strategies: A Case of Chinese EFL Teachers." International Education Studies 12, no. 11 (October 25, 2019): 47. http://dx.doi.org/10.5539/ies.v12n11p47.
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Based on Self-determination theory, learners’ motivation can be enhanced when the psychological needs—competence, autonomy, and relatedness—are satisfied (Ryan & Deci, 2017). In English as a second language classrooms, teachers can play an important role in this; however, their motivational strategies may be influenced by their beliefs and contextual factors (Hornstra, Mansfield, van der Veen, Peetsma, & Volman, 2015). In this case study, six EFL classrooms in a public school in Northwest China were observed over the period of five weeks. The teachers were interviewed after each observation and at the end of the observation period to explore the relationships among factors that may affect the teachers’ use of motivational strategies, namely teacher beliefs and pressure from “above” and from “below”. The data were analyzed qualitatively using the coding method. The findings revealed a discrepancy between teacher beliefs and motivational practices. All of the teachers regularly exercised controlling strategies regardless of their beliefs in the value of motivation. Nevertheless, relationships between motivational practices and contextual factors were found. These findings suggest the needs for effective teacher professional development on the use of motivational strategies to enhance intrinsic motivation.
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Yang, Xiaowan, and Mark Wyatt. "English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university." Studies in Second Language Learning and Teaching 11, no. 1 (March 29, 2021): 41–70. http://dx.doi.org/10.14746/ssllt.2021.11.1.3.
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While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher’s motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers’ self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers.
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Thomson, Margareta M., and Jean-Louis Berger. "Comparative Perspectives on Motivations and Values Among Novice Teachers." IAFOR Journal of Psychology & the Behavioral Sciences 7, no. 1 (December 24, 2021): 51–65. http://dx.doi.org/10.22492/ijpbs.7.1.04.
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The current study aims at analyzing and comparing novice teachers’ motivations, values, and beliefs (N=810) from two different countries, namely the United States and Switzerland. Both groups, the US participants (n=327) and the Swiss participants (n=483) were enrolled in a teacher training program in their respective countries. Study results identified the main teaching motivations across all subsamples as related to participants’ personal values, social values, their teaching views, and instructional beliefs. Study results show that while motivational factors were similar at many levels between the two subsamples, their teaching views and their instructional beliefs were different and varied across participants from the two countries. Findings can help educators understanding the interplay between teaching motivations and beliefs as well as cultural nuances related to these concepts.
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Ekmekci, Adem, and Danya Marie Serrano. "The Impact of Teacher Quality on Student Motivation, Achievement, and Persistence in Science and Mathematics." Education Sciences 12, no. 10 (September 26, 2022): 649. http://dx.doi.org/10.3390/educsci12100649.
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Science, technology, engineering and mathematics (STEM) fields occupy a significant role in human prosperity and advancement. This study explores the factors affecting student STEM outcomes. Traditionally, the associations of students’ own motivational or cognitive inputs to their STEM career outcomes have been investigated before. Similarly, association of teacher quality to student achievement outcomes have been made before. This paper presents a novel approach by introducing teacher quality as the contextual factor within the social cognitive career theoretical (SCCT) model using a comprehensive and robust model for teacher quality including teachers’ motivation, qualifications, and self-reported practices. This study examines the extent to which high school students’ mathematics and science teachers’ beliefs, professional background, and instructional practices relate to students’ motivation, achievement, and future career plans in STEM using a nationally representative, large dataset: High School Longitudinal Study 2009. The results indicate that science and mathematics teachers’ professional background, motivational beliefs, and self-reported instructional practices have significant impact on students’ motivation, persistence, and achievement outcomes in science and mathematics. No direct impact of teacher factors on STEM career plans are found; however, students motivational and achievement outcomes (impacted by teacher factors) do have significant impact on students’ career plans in STEM.
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Muwonge, Charles Magoba, Ulrich Schiefele, Joseph Ssenyonga, and Henry Kibedi. "Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students." South African Journal of Psychology 49, no. 1 (May 18, 2018): 122–35. http://dx.doi.org/10.1177/0081246318775547.
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Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.
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Gomez-Nocetti, Viviana De Lourdes. "¿Qué creencias sostienen estudiantes de pedagogía, profesorado en servicio y personal académico formador de docentes, en Chile, sobre la pobreza?" Revista Electrónica Educare 21, no. 1 (December 6, 2016): 1. http://dx.doi.org/10.15359/ree.21-1.17.
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The systematic failure of low socioeconomic levelchildren at school is a shared concern. What is the role of teachers and other involved individuals’ beliefs in maintaining this failure? This research answers the question: Are there differences in the beliefs between student teachers, in-service teachers, and Chilean teacher educators about the teaching and learning of literacy, and early math in the context of poverty? A questionnaire with two open questions and two Likert scales were applied to 265 student teachers, 66 in-service teachers and 25 teacher educators. With qualitative data, some descriptions were organized as “visions”; and with quantitative data, conglomerates and ANOVA were analyzed, based on Z scores. The results show: 1) negative view on school, children, and vulnerable families, 2) good teacher vision centered in affective-motivational features, 3) negative view on the family context shared to the whole sample, 4) over 70% had an intermediate vision on literacy beliefs and 50% on initial mathematics beliefs, 6) complex vision was the less present, 7) in-service teachers had the most stereotypical views regarding vulnerable schools, 8) only between 10% and 30% of teacher educators had complex beliefs. These results inform teacher education institutions about the beliefs and actors to whom their strategies for change should target.
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Alanezi, Ebrahim. "Why Choose Electrical Subjects? Profiling and Analyzing Motivations of Kuwaiti Pre-Service Teachers." International Education Studies 15, no. 1 (January 17, 2022): 32. http://dx.doi.org/10.5539/ies.v15n1p32.
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The aim of this study was to determine factors that influence Kuwaiti pre-service teachers’ choice of Practical Electrical Subjects by profiling and analysing their motivations. Unlike previous studies that focused on the traditional conceptualisations of intrinsic, altruistic, and extrinsic motivations, this study uses the interpretive lens of Expectancy Value Theory which forms the foundation for the Factors Influencing Teacher Choice model to analyse and describe factors that influence the pre-service teachers’ career choice decisions. One hundred fifty-six pre-service teachers enrolled in a teacher education programme completed the Factors Influencing Teacher Choice survey on which they rated 25 motivational factors. T-tests and One-way ANOVA were used to examine differences based on gender and year of study. Self-efficacy beliefs, social utility value, time for family, job security and prior teaching and learning experiences were important career choice determinants. Fall back career was the least important motivational factor. Gender was found to significantly influence their career choice while year of study did not significantly influence their decision. In general, female pre-service teachers appeared to be more motivated to choose teaching electricity as a practical subject than males. The pre-service teachers’ year of the study showed significant variations only regarding social utility values and fallback career. The results of this study would contribute to existing literature on factors influencing pre-service teachers to choose a teaching career that involves vocational or practical subjects’ teachers. Some theoretical and practical implications are drawn for pre-service teacher education.
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Gao, Xiaoying, and Gavin T. L. Brown. "The Relation of Students’ Conceptions of Feedback to Motivational Beliefs and Achievement Goals: Comparing Chinese International Students to New Zealand Domestic Students in Higher Education." Education Sciences 13, no. 11 (October 27, 2023): 1090. http://dx.doi.org/10.3390/educsci13111090.
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Extant research on students’ feedback conceptions has reported effects on performance, but the relationship of feedback conceptions to important motivational factors is not empirically evidenced. This study fills this gap by providing empirical data about students’ conceptions of feedback in relation to their motivational beliefs and achievement goals. Measurement and structural modelling analyses were based on undergraduate student data from New Zealand domestic (n = 832) and Chinese (People’s Republic of China, PRC) international students (n = 504) in New Zealand universities. Based on cross-ethnic invariant measurement models of conceptions of feedback, motivational beliefs, and achievement goals, a structural equation model uncovered links between feedback conceptions, motivational beliefs, and achievement goals. Specifically, feedback conceptions believing in actively using feedback and the value of teacher comments significantly promoted self-efficacy and task value beliefs, as well as mastery and performance-approach goals. In contrast, maladaptive feedback perceptions (i.e., feedback is ignored or used for judging performance against external standards or relative to others) had a minimal-to-negative impact on motivational beliefs and triggered stronger performance-avoidance goals. This study empirically demonstrates that conceptions of feedback support motivational beliefs and goal approaches consistent with previous claims concerning their self-regulatory role.
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Martínez-Sierra, Gustavo, Jonathan Cervantes-Barraza, and Lorena Jiménez-Sandoval. "Experiences of Mexican teenage students when choosing a math degree: A mathematical narrative identity study." Uniciencia 35, no. 1 (January 31, 2021): 245–64. http://dx.doi.org/10.15359/ru.35-1.15.
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There is little qualitative research on mathematics education focused on the experiences of young students when choosing a mathematics degree and how these experiences are assimilated into their mathematics life stories. The objective of this narrative inquiry is to identify the experiences of Mexican students who choose a mathematics degree through their mathematics life story. The conceptualization of a mathematical narrative identity divided into motivations, sources of motivation, and expectations allowed the identification of the following: (1) motivation of Mexican students for choosing a math degree, (2) sources of this motivation, and (3) future expectations related to this choice. This qualitative study was conducted based on a case study to prepare an in-depth analysis of multiple cases and frame them into a general description. Data was gathered from 47 interviews to collect students’ mathematics life stories. The four thematic analyses gave the following results: (1) the three main motivations were “liking mathematics”, self-efficacy belief, and the desire to become a “good teacher”, (2) the two main expectations were “being a good teacher” and “learning more mathematics”, and (3) the four main sources of motivations were self-efficacy belief, having “good teachers”, indirect experiences, and mastering knowledge. Results have similarities with the importance of self-efficacy beliefs and differences between “liking mathematics” and the desire to become a “good teacher” regarding the psychological explanations about the motivational forces to choose a math degree.
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Bender, Elena, Niclas Schaper, Michael E. Caspersen, Melanie Margaritis, and Peter Hubwieser. "Identifying and formulating teachers’ beliefs and motivational orientations for computer science teacher education." Studies in Higher Education 41, no. 11 (February 3, 2015): 1958–73. http://dx.doi.org/10.1080/03075079.2015.1004233.
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Kim, Hong-Jeong, and Sungmin Im. "Pre-service Physics Teachers’ Beliefs about Learning Physics and Their Learning Achievement in Physics." Asia-Pacific Science Education 7, no. 2 (December 9, 2021): 500–521. http://dx.doi.org/10.1163/23641177-bja10038.
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Abstract This study investigates pre-service teachers’ beliefs about learning physics and explores how beliefs correlate with learning achievement as evidenced by conceptual understanding and grades in a year-long physics course. To investigate beliefs about learning physics, 14 second-year pre-service teachers in a teacher training program in South Korea completed a Likert-style questionnaire called the Beliefs About Learning Physics Survey (BAPS). To measure learning achievement, final grades for the physic course were obtained and the Force Concept Inventory (FCI) was used to assess conceptual understanding. Analysis revealed that pre-service physics teachers’ beliefs about learning physics had a positive correlation with conceptual understanding but not with motivational beliefs. Students’ grades in physics had a positive correlation with cognitive beliefs, regardless of changes in pre- and post-test responses. Implications about how to utilize pre-service physics teachers’ beliefs about learning physics as an epistemological resource for teaching and learning physics are discussed.
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Turner, Julianne C., and Helen Patrick. "Motivational Influences on Student Participation in Classroom Learning Activities." Teachers College Record: The Voice of Scholarship in Education 106, no. 9 (September 2004): 1759–85. http://dx.doi.org/10.1177/016146810410600905.
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This study examined how one type of student work habit—classroom participation—is related to a combination of both student factors (math achievement, personal achievement goals, perceptions of classroom goal structures, and teacher support) and features of the classroom context (teachers’ instructional practices, average perceptions of classroom goal structures). We focused on the participation of two students in mathematics class during both sixth and seventh grades. Differential teacher expectations, calling patterns, and instructional and motivational support and nonsupport interacted with beliefs and behaviors of both students, and those interactions were associated with different patterns of participation each year. Results suggest that student participation is malleable rather than stable and emphasize the potential of teacher practices to both support and undermine the development of student work habits.
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Hornstra, Lisette, Caroline Mansfield, Ineke van der Veen, Thea Peetsma, and Monique Volman. "Motivational teacher strategies: the role of beliefs and contextual factors." Learning Environments Research 18, no. 3 (July 22, 2015): 363–92. http://dx.doi.org/10.1007/s10984-015-9189-y.
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Jackson, Ben, Peter R. Whipp, K. L. Peter Chua, James A. Dimmock, and Martin S. Hagger. "Students’ Tripartite Efficacy Beliefs in High School Physical Education: Within- and Cross-Domain Relations With Motivational Processes and Leisure-Time Physical Activity." Journal of Sport and Exercise Psychology 35, no. 1 (February 2013): 72–84. http://dx.doi.org/10.1123/jsep.35.1.72.
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Within instructional settings, individuals form relational efficacy appraisals that complement their self-efficacy beliefs. In high school physical education (PE), for instance, students develop a level of confidence in their teacher’s capabilities, as well as estimating how confident they think their teacher is in their (i.e., the students’) ability. Grounded in existing transcontextual work, we examined the motivational pathways through which students’ relational efficacy and self-efficacy beliefs in PE were predictive of their leisure-time physical activity. Singaporean students (N = 990; age M = 13.95, SD = 1.02) completed instruments assessing efficacy beliefs, perceptions of teacher relatedness support, and autonomous motivation toward PE, and 2 weeks later they reported their motivation toward, and engagement in, leisure-time physical activity. Structural equation modeling revealed that students reported stronger other-efficacy and RISE beliefs when they felt that their teacher created a highly relatedness-supportive environment. In turn, their relational efficacy beliefs (a) supported their confidence in their own ability, (b) directly and indirectly predicted more autonomous motives for participation in PE, and (c) displayed prospective transcontextual effects in relation to leisure-time variables. By emphasizing the adaptive motivational effects associated with the tripartite constructs, these findings highlight novel pathways linking students’ efficacy perceptions with leisure-time outcomes.
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Depping, Denise, Timo Ehmke, Michael Besser, and Dominik Leiß. "How Does Pre-Service Teachers’ Self-Efficacy Relate to the Fulfilment of Basic Psychological Needs During Teaching Practicum?" Education Sciences 14, no. 12 (November 29, 2024): 1312. http://dx.doi.org/10.3390/educsci14121312.
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The aim of this study was to investigate environmental conditions in teaching practicums that support the development of pre-service teachers’ self-efficacy beliefs. Motivational orientations such as self-efficacy beliefs and enthusiasm are crucial aspects of professional teacher competence and thus should be fostered right from the beginning of teacher training. Against the backdrop of self-determination theory, which is connected to intrinsic motivation, we examined effects from the fulfilment of basic psychological needs (needs for competence, autonomy and relatedness) during teaching practicums on changes in levels of perceived self-efficacy. A total of 103 German pre-service teachers enrolled in a Bachelor’s or Master’s Degree Program participated in this study at two times of measurement. The results reveal that the fulfilment of basic psychological needs and especially a sense of relatedness contributed positively to gains in self-efficacy. The findings are discussed with regard to the design of practicums in teacher training.
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Descals-Tomás, Adela, Esperanza Rocabert-Beut, Laura Abellán-Roselló, Amparo Gómez-Artiga, and Fernando Doménech-Betoret. "Influence of Teacher and Family Support on University Student Motivation and Engagement." International Journal of Environmental Research and Public Health 18, no. 5 (March 5, 2021): 2606. http://dx.doi.org/10.3390/ijerph18052606.
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Although many studies endorse the notion that the way students perceive support influences their engagement, very few have explored the possible mediator role of intention to learn between these variables. The present work provides new evidence to the existing literature because it analyses the work of intention to learn (measured with expectancy–value beliefs and achievement goals) as a mediating motivational variable in the relation between university students’ external support (teacher and family) and their engagement. The Educational Situation Quality Model (MOCSE, its acronym in Spanish) has employed as a theoretical framework to perform this analysis. A sample of 267 Spanish university students completed the questionnaires employed to measure the considered variables at three times. They answered teacher and family support scales when the course began (time 1), intention to learn scales halfway through the course (time 2), and engagement scales when the course ended (time 3). The obtained structural equation models showed a positive and significant effect for teacher and family support on the considered motivational variables (expectancy–value beliefs and achievement goals) and these, in turn, on student behavioral engagement. These results allow us to point out a series of recommendations for university teachers to improve their students’ involvement in their learning process.
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Ljajko, Eugen. "Mathematics teacher's perceptions about influence of different ICT usage strategies on their competencies." Bulletin of Natural Sciences Research 10, no. 2 (2020): 38–42. http://dx.doi.org/10.5937/bnsr10-29584.
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Teacher competencies are among the key factors of a successful mathematics instruction. The main goal of the study was to compare teachers' beliefs and attitudes affected by different strategies in organizing the instruction process. The study gives a comparison of teachers' competencies in three groups of teachers - one teaching mathematics without ICT, the second using ready-made GeoGebra applets and the third one developing their own GeoGebra applets in cooperation with their students. The survey includes 65 mathematics teachers working in 21 primary and secondary schools in southern regions of Serbia. We observed, assessed and compared affective-motivational characteristics of teachers - their beliefs and professional motivation. Results indicate that the teachers' affective-motivational characteristics depend on the way they employ technology in representing the content they teach. If the technology is used in an inappropriate manner it can impede the students' creativity, but it also obstructs teachers in deploying their full abilities in the process. The results also bring to the fore issues concerning ways to maintain positive effects achieved through ICT empowered instruction organized in the way the third group of teachers did.
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Wang, Lin, Lin Zhong Qu, and Fen Yan Huang. "Motivation Model for Rural Teachers in China to Continuously Embrace Digital Teaching Models." International Journal of Web-Based Learning and Teaching Technologies 19, no. 1 (August 23, 2024): 1–19. http://dx.doi.org/10.4018/ijwltt.352855.
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Rural teachers are responsible for effectively implementing and continuously developing digital teaching models in rural areas in the rapidly digitizing society. This study investigated the motivational factors influencing rural teachers' adoption of digital teaching models. The study collected survey data from 384 rural teachers in western Guangdong, China, and used path analysis to determine the strength of influence of each factor in the motivation model. The results indicated motivation for adopting digital teaching models was a mediating factor. Teachers' attitudes and beliefs, teacher-student interactions, school environment, teacher-technology interactions, and workload significantly influenced rural teachers' adoption of digital teaching models. These findings reveal the key factors influencing rural teachers' adoption of digital teaching models and provide a valuable reference for promoting the sustainable use of digital teaching models in rural areas.
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Alshehri, Eman, and Siân Etherington. "Motivational Strategies: The Perceptions of EFL Teachers and Students in the Saudi Higher Education Context." International Journal of English Language Education 5, no. 2 (August 21, 2017): 46. http://dx.doi.org/10.5296/ijele.v5i2.11727.
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Motivation plays a significant role in the L2 learning process, leading many researchers to investigate strategies which can generate and maintain students' motivation in English as a foreign language (EFL) classrooms. However, little research has investigated the perceptions of both EFL teachers and students in the same context. This paper reports an investigation of EFL teacher and student perceptions of motivational strategies in the Saudi Arabian EFL context, aiming to explore potential mismatches. A mixed methods approach was used to collect quantitative and qualitative data in the context of three women's universities. Results indicate the teachers' role in motivating students in EFL classrooms is appreciated by both teachers and students. However, there is a discrepancy in their beliefs about how students should be motivated. Teachers believe strongly that students are mainly motivated by strategies which help achieve academic outcomes. Students, in contrast, appear more motivated by strategies; which relate to actual learning process and promote social aspects of learning, such as participation and interaction. A key implication is that teachers within this context should be encouraged to develop a more balanced view about L2 motivation and motivational strategies, focussing on both academic and social outcomes along with actual learning process.
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Han, Jung, Todd Kelley, and J. Geoff Knowles. "Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness." Journal for STEM Education Research 4, no. 2 (May 4, 2021): 117–37. http://dx.doi.org/10.1007/s41979-021-00053-3.
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AbstractSocial, motivational, and instructional factors impact students’ outcomes in STEM learning and their career paths. Based on prior research and expectancy-value theory, the study further explored how multiple factors affect students in the context of integrated STEM learning. High school STEM teachers participated in summer professional development and taught integrated STEM to students during the following school year, where scientific inquiry, biomimicry, 3D printing technology, and engineering design were integrated as instructional strategies. Surveys were conducted to measure teacher self-efficacy and outcome expectancy. Student STEM attitudes (self-efficacy and expectancy-value beliefs), 21st century skills, STEM career awareness, and STEM knowledge achievement were also measured using a survey and a custom-made knowledge test. Based on expectancy-value theory and literature, a path model was developed and tested to investigate causal relationships between these factors. The results revealed direct and indirect effects of teacher self-efficacy and outcome expectancy on students’ STEM knowledge achievements. Student STEM attitudes (self-efficacy and expectancy-value beliefs), 21st century skills, and STEM career awareness also significantly influenced STEM knowledge achievement directly or indirectly.
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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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Soleas, Eleftherios K., and Ji Hong. "The school of hard knocks: Pre-service teachers’ mindset and motivational changes during their practicum." Foro de Educación 18, no. 2 (July 2, 2020): 237–57. http://dx.doi.org/10.14516/fde.726.
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The mindset and motivation that teachers demonstrate are likely to influence their students’ mindset and motivation. While mindset and motivation of in-service teachers have been investigated thoroughly, the same cannot be said of pre-service teachers. Pre-service teachers’ mindset and motivation are likely developed during in-class experiences or practicum, the latter seen as the defining experience of pre-service teachers’ preparation. Understanding the changes that pre-service teachers undergo during their practicum experiences in terms of theories of intelligence, teaching efficacy, resilience, and grit is therefore crucial. This study used these constructs as examples of mindsets, self-beliefs, capacities, and personality traits. A cross-sectional design compared American and Canadian pre-practicum versus post-practicum pre-service teachers’ growth mindset and motivation and illustrated that similar effects occur across national contexts through a primarily quantitative questionnaire with open-ended questions. Triangulated statistical and thematic analyses illustrated that post-practicum students were less idealistic about the incremental nature of intelligence and reported higher resilience and a more pragmatic approach to teaching than their pre-practicum peers. The study’s findings extended other studies’ findings illustrating that changes occur specifically in teacher mindset as well as their strategies. Teacher education programs informed by these specific changes can capitalize on the pragmatic shift of teachers’ strategy selection while also coaching them to retain an incremental view of intelligence for their students’ benefit.
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Skarkerud Haugan, Jens. "Pupils’ beliefs about Norwegian Nynorsk: ‘I don’t believe we need to learn a second Norwegian language’." Educational Role of Language Journal 2024-1, no. 11 (October 12, 2024): 71–90. http://dx.doi.org/10.36534/erlj.2024.01.06.
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According to the national curriculum, Norwegian pupils are supposed to learn both official written Norwegian languages, Bokmål and Nynorsk, in school (1-13); one of the written languages as their so-called main written language and the other one as the alternative written language. At the end of lower secondary school (10th grade) and the end of upper secondary school (13th grade), most pupils get three individual grades in Norwegian as a school subject: written Bokmål, written Nynorsk and oral skills. The majority of pupils (more than 85%) have Bokmål as their main written language and Nynorsk as their alternative written language, and many pupils struggle with motivational issues when it comes to learning Nynorsk. In the present study, lower secondary pupils (10th graders) have been asked about their thoughts and beliefs before and after an intervention in the form of a language-history lecture by an external Nynorsk teacher and user (a researcher). The pupils wrote down their opinions and thoughts in class under the supervision of their teacher. These (anonymous) reflection notes were handed to the researcher who categorized and analysed them by trying to extract the overall ‘beliefs’ about Nynorsk from each text. Even though most pupils admit having learned a little from the intervention, the result is clear: a one-time intervention – even with a clear purpose and good arguments – is not enough to change the pupils’ opinion, attitudes or beliefs when it comes to Nynorsk as a second Norwegian language in school, and more fundamental changes in the educational system are needed. /Keywords: attitudes, beliefs, emotions, language learning, language policy, language teaching
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Muwonge, Charles Magoba, Ulrich Schiefele, Joseph Ssenyonga, and Henry Kibedi. "Self-regulated learning among teacher education students: Motivational beliefs influence on the use of metacognition." Journal of Psychology in Africa 27, no. 6 (December 6, 2017): 515–21. http://dx.doi.org/10.1080/14330237.2017.1399973.
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Stössel, Julia, Rebecca Baumann, and Elisabeth Wegner. "Predictors of Student Teachers’ ESD Implementation Intention and Their Implications for Improving Teacher Education." Sustainability 13, no. 16 (August 12, 2021): 9027. http://dx.doi.org/10.3390/su13169027.
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Recently, the German state of Baden-Württemberg included ESD as a guiding perspective for all school curricula. Consequently, teacher education needs to empower and motivate student teachers to implement ESD in schools. In previous ESD research, however, the motivational dimension rarely has been investigated. Psychological theories stress the importance of developing an intention for the actual realization of a behavior. Therefore, we investigated, in an online survey (N = 366), which factors influence student teachers’ ESD implementation intention. Furthermore, we investigated how student teachers understand the guiding perspectives and what influences the actual ESD implementation from the respondents’ point of view. Via structural equation modelling, we found direct effects of subjective task value, expectation of success and ESD knowledge, as well as indirect effects of SD attitudes and ESD implementation beliefs on ESD implementation intention, but no effects for subjective norm and perceived costs. Analyses of open answers revealed complex understandings of ESD, but also misinterpretations mainly in terms of ESD as equivalent to environmental education. Furthermore, student teachers expected barriers (e.g., lack of time) and formulated support needs (e.g., teaching material) for implementing ESD in schools. Our findings stress the importance of advancing ESD implementation in teacher education.
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Lohmann, Julia, Jennifer Breithecker, Ulrike Ohl, Petra Gieß-Stüber, and Hans Brandl-Bredenbeck. "Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education." Sustainability 13, no. 23 (December 2, 2021): 13343. http://dx.doi.org/10.3390/su132313343.
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In order to implement education for sustainable development (ESD), teachers from all subjects need to be equipped with ESD-specific professional action competence, including physical education (PE) teachers. However, the current state of research on approaches to defining ESD-specific teacher competence is complex and there is little debate on what competences PE teachers in particular need in order to implement ESD. The purpose of this study is to make a theoretical contribution to clarifying the central concepts of ESD-specific teacher competences and to link this discussion to the subject of PE. We conducted a systematic literature review following PRISMA guidelines with a focus on normative and theoretical work about ESD-specific teacher competences. Twenty-two articles from 2008 onwards met the inclusion criteria. Subsequently, we applied a qualitative content analysis based on theoretically derived main categories. The literature review revealed a more nuanced examination of the categories of ESD-specific professional knowledge and beliefs. The categories of motivational orientation and self-regulation were found to have received less attention in the analyzed papers. PE-specific aspects were not reflected in the reviewed literature. A refined model of ESD-specific professional action competence is suggested and it is demonstrated how this model might be applied to subject-specific discourses from the perspective of PE.
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Garcia, Rizaldy E., and Mirasol P. Garcia. "Academic performance and motivational orientation of grade 10 Students in Earth Science." International Journal of Multidisciplinary Research and Growth Evaluation 4, no. 1 (2023): 555–61. http://dx.doi.org/10.54660/.ijmrge.2023.4.1.555-561.
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The goal of this study was to determine the connection between academic performance and students' motivational orientation in Grade 10 Earth Science. A total of 325 students out of 1729 students of grade 10 of a typical junior high school of Pasig City, Philippines, the School Year 2018-2019 were asked to participate in this research. The results showed that the academic performance of the students was fairly satisfactory, and their motivational orientations were interpreted as "true of me", which means that the respondents' motivational orientation were in affordance in terms of the variables as to intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning and performance, and test anxiety relative to the subject Earth Science. The research found out that generally, there were negligible correlations and insignificant relationships between the students' academic performance and motivational orientations. These findings suggest that though negligible correlations and insignificant relationships were found, extraneous factors may have affected their academic performance aside from the cited sources of motivation, these factors may be the teacher, the learning environment, the learners' home, or the curriculum itself.
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Mau Kasi, Yohana Eva, Suparno Suparno, and Abdul Asib. "Parents’ Involvement in Students’ Academic Achievement in Distance Learning Process During the Pandemic of Covid-19." Randwick International of Education and Linguistics Science Journal 2, no. 1 (March 31, 2021): 76–88. http://dx.doi.org/10.47175/rielsj.v2i1.202.
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This study examined the parents’ involvement in students’ Distance Learning during the pandemic of Covid-19 concerning with the school’s policy. This research aimed to explore the private junior high school students’ academic achievement in the pandemic of Covid-19 which was influenced by social factors, such as teachers, parents’ motivational beliefs (Hoover-Dempsey & Sandler, 1995) and home-based and school-based parental involvement (Epstein, 1995). Qualitative method was used to do this study specifically employed a case study design. Questionnaire and semi-structured interview were used to collect the data. 20 parents, eight grade students, homeroom teacher and principle would be the participants in this study. Likert scale and open-ended questionnaire were used to know the participants’ responses on parent’s involvement in children’s education in the Distance Learning. Semi-structured interview would be used to interview the three parents, three students, homeroom teacher and principle for exploring their deep opinions on parental involvement in children’s education success in Distance Learning during the pandemic of Covid-19. The results showed the positives beliefs of parents, students, and school in parents’ involvement in order to influence students’ academic achievement, especially in Distance Learning. At home, parents agreed to control and guide their children in doing the assignments, while at school, they took part in school’s meetings and seminars held by the school.
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Lebedeva, Nataliya, Victoria Ismatullina, Shamil Sheymardanov, and Talgat Zhussipbek. "The Teacher is a Guide or Barrier to Mathematics: Case Studies in Russia, Kyrgyzstan and Kazakhstan." Education & Self Development 17, no. 3 (September 30, 2022): 278–95. http://dx.doi.org/10.26907/esd.17.3.20.
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Mathematics is an important subject to study. But the presence of mathematical and gender stereotypes affects the self-perception of mathematical abilities for boys and girls. In the future it may be associated with the choice of educational and career trajectories. In turn, the teacher acts as a guide in the formation of these ideas and motivation for the subject. Among the factors of the impact of the teacher on these formations, one can distinguish: the teacher's pleasure from teaching mathematics, their beliefs and ideas about mathematics, including teachers’ self-confidence in order to teach mathematics, etc. At the same time, the role of the teacher may vary depending on the structure of the educational process. This article discusses how important is the teacher in the educational environment when choosing an educational trajectory, as it develops interest to the subject and motivation for further learning on the example of three countries: Russia, Kyrgyzstan and Kazakhstan. The research methodology is a case-study research strategy: research I - the study of the attitude and motivation of schoolchildren to study mathematics, the role of the teacher in its study; research II - evaluation of the effectiveness of separate education based on the opinion of teachers. Our research showed that the main motivational factors are the content of education, which forms a set of knowledge about different types of careers, and the individual characteristics of teachers who introduce students to different subject areas. And segregated education can become an alternative strategy for achieving gender equality.
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Burić, Irena, and Lisa E. Kim. "Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling." Learning and Instruction 66 (April 2020): 101302. http://dx.doi.org/10.1016/j.learninstruc.2019.101302.
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Moeung Phany and Doung Dara. "The Investigation into Pronunciation Problems Faced by Teacher-Trainees: A Case Study at the National Institute of Education (NIE) in Cambodia." Indonesian Journal of Advanced Research 3, no. 3 (March 30, 2024): 301–26. http://dx.doi.org/10.55927/ijar.v3i3.8501.
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This study investigates pronunciation challenges among English major -students at National Institute of Education, focusing on segmental and supra-segmental pronunciation issues, contributing factors, and potential remediation strategies. The study employed qualitative approach utilizing research apparatuses adjusted from previous studies. Additionally, ten teacher trainees with at least six years of English language learning background consented to participate in this study, while four lecturers were also incorporated. The findings were identified primarily with labiodental, dental, velar, alveolar, and palatal consonants, and with the monophthong sounds /i:/ and /ɒ/, and diphthongs /eɪ/ and /ɪə/. Factors influencing pronunciation proficiency include inadequate qualified teachers, insufficiently structured language programs, first language interference, and limited access to learning resources, alongside motivational and environmental factors, age, and beliefs. Recommendations for improvement emphasize integrating technology and social media for accessing pronunciation tutorials, extending instructional hours, and encouraging regular English-speaking practices.
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Buzza, Dawn, Carolyn Fitzgerald, and Yoad Avitzur. "Supporting self-regulated learning in a secondary applied mathematics course." McGill Journal of Education 57, no. 2 (September 27, 2023): 92–114. http://dx.doi.org/10.7202/1106310ar.
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<p>This study examines how one teacher supported low-achieving students’ self-regulated learning (SRL) in the context of a secondary mathematics class. The teacher’s scaffolding provided students with multiple opportunities to use feedback and adapt learning and study strategies. Data compared pre- and postmeasures of metacognitive skills, motivational beliefs, and learning and study behaviours, and examined the effects of directed practice on students’ developing SRL as well as their mathematics achievement. Results suggest the need for more research into the effects of individualized, targeted supports, particularly in assisting students in using metacognitive feedback to adapt learning strategies.</p>
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Pitkäniemi, Harri. "A teacher's practical theories, self-efficacy, and emotions." Nordisk Tidskrift för Allmän Didaktik 3, no. 1 (September 29, 2017): 2–23. http://dx.doi.org/10.57126/noad.v3i1.12265.
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In this review of studies an answer is looked for the questions of the title, and an attempt is made to construct a system of integrative knowledge which can be utilized to benefit student teachers in their studies as well as teachers in their life-long learning. The teacher's practical theory is a scattered and non-uniform concept in educational studies. The teacher's beliefs is a wide construct which, in addition to the practical theory, contains self-efficacy, i.e., a motivational aspect. So far, the research has analyzed the sources of the teacher’s self-efficacy but also its connection to the teacher’s way of thinking, emotions, quality of the teaching, and the pupil's acting and learning. Emotions are an essential power in improving the quality of teaching and the student-teacher interaction. In summary, the teacher's practical theory, self-efficacy and emotions are essential research themes in educational research, but usually they have been studied separately from each other. However, in the past few years there have appeared studies which have managed to incorporate emotion and self-efficacy in the same research. In practice, a teacher has to function as a whole person and has to take into consideration the challenges of the context, so the need for more integrative research designs will be growing.
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Hadebe-Ndlovu, Blanche Ntombizodwa, and Moses Onyemaechi Ede. "Exploring Grade R teachers’ perceptions of their professional identity: Who am I?" International Journal of Research in Business and Social Science (2147- 4478) 12, no. 1 (February 13, 2023): 275–81. http://dx.doi.org/10.20525/ijrbs.v12i1.2227.
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Understanding Grade R teachers’ professional identities seems to be quite bleak because they are not sure where they feature in Primary schools or pre-primary schools. Their professional identities are in sport light due to the issue mentioned above. This study explores Grade R teachers’ perceptions of their professional identity and qualifications. Grade R teachers’ professional identities are based on the collaboration between teacher education institutions and schools. However, this thinking tampers with what teaching practice is an essential prerequisite for what good teacher education requires. The study was underpinned by decoloniality theory and qualitative research within the interpretive paradigm. All the Grade R teachers participated in this study. Data was generated through semi-structured interviews. We divided the time into two hours per interview to generate data in two days to allow the teachers enough time to respond to the questions. Thematically the teachers’ voices were analyzed. The findings suggest that creating multifaceted images, community values, self-beliefs, and motivation can influence how teachers interpret their personal experiences in the program. Prominent among the results regarding the motivational aspects of teaching is a perception of the profession as granting intrinsic rewards. Teaching is perceived as, according to self-realization, providing a sense of purpose and mission and enabling lifelong development. The personal investment that is interwoven with their lived experiences before they enter the program is coupled with the three different forms of engagement, which are: participation, alignment, and imagination can translate to who they are as people that develop their identities in their career path and interactions in a teacher community at large.
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Anderman, Lynley, Carey E. Andrzejewski, and Jennifer Allen. "How Do Teachers Support Students’ Motivation and Learning in Their Classrooms?" Teachers College Record: The Voice of Scholarship in Education 113, no. 5 (May 2011): 969–1003. http://dx.doi.org/10.1177/016146811111300502.
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Background/Context Despite the importance of students’ active engagement for learning, little is known about how teachers create environments that are supportive of students’ positive motivational and learning-related beliefs. Furthermore, most of the studies that have described teacher practices in relation to students’ perceptions of their classroom context have focused on elementary and middle school populations; much less is known about creating supportive contexts for high school students. We conceptualized supportive instructional contexts as multidimensional, developing a profile of student perceptions that would define a classroom that would promote and sustain students’ motivation and learning, based on the literature on classroom motivation. This profile included perceptions of the motivational climate, the social climate, and the academic climate of the classroom. Purpose and Research Questions The goal of this study was to identify high school teachers who were perceived by their students as creating classroom contexts that were particularly supportive of students’ motivation and learning, and to describe their practice. The analysis was guided by these questions: How do effective high school teachers create classroom contexts that students perceive as supportive of their motivation and engagement? What underlying commonalities describe these teachers’ instructional practices? A secondary question focused on whether there were any discernible differences between the contexts of high school science and social studies classes, or associated with teachers’ gender. Participants Students (N = 2,864) in Grades 9–12 from three high schools and 4 of their teachers (2 science and 2 social studies), identified based on students’ survey reports. Research Design Teachers were identified for observation based on students’ reported perceptions of the instructional contexts of their classes. Observation field notes were analyzed thematically to develop a grounded model of teachers’ instructional practices. Conclusions/Recommendations Analysis of the field notes suggested a model that consists of three core themes: supporting understanding, building and maintaining rapport, and managing the classroom. Within this framework, a number of the teacher practices described served more than one of these three functions, and some, such as teacher movement and the use of varied participation structures, served all three. All the observed characteristics of practice were consistent across subject area domains, and differences in relation to teachers’ gender were evident only in terms of teachers’ use of humor in the classroom.
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Stylos, Georgios, Olga Siarka, and Konstantinos T. Kotsis. "Assessing Greek pre-service primary teachers’ scientific literacy." European Journal of Science and Mathematics Education 11, no. 2 (April 1, 2023): 271–82. http://dx.doi.org/10.30935/scimath/12637.
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In a modern yet demanding society, scientific literacy (SL) is an essential skill that enables the individual to explain, understand and discuss issues related to science, health, and the environment. The purpose of this research study is to validate the Scientific Literacy Assessment (SLA) tool in the Greek language and investigate the level of SL of 362 Greek pre-service primary school teachers. Reliability and validity were examined using exploratory factor analysis, confirmatory factor analysis and the Cronbach’s alpha coefficient, and a statistical analysis was performed to verify the factor structure of the two components of SLA. The results revealed that the level of demonstrated knowledge (SLA-D1) was moderate while motivational beliefs about learning science were satisfactory (SLA-MB). In terms of demographic factors such as gender, high school course specialization and undergraduate year, the results demonstrated an effect on SLA scores. Recommendations for further research in primary teacher preparation programs are presented.
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Chornous, Vira Petrivna. "FORMATION OF PROFESSIONAL AND PEDAGOGICAL ORIENTATION FUTURE TEACHERS OF FOREIGN LANGUAGES." Педагогічна інноватика: сучасність та перспективи, no. 3 (June 7, 2024): 24–28. http://dx.doi.org/10.32782/ped-uzhnu/2024-3-4.
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The article reveals the problem of forming the professional and pedagogical orientation of future teachers of foreign languages. This idea is revealed by the authors in different ways, but there is no consensus on the defined concept. Modern researchers of pedagogical sciences define that the productivity of professional and pedagogical orientation is provided not only by creative and intellectual abilities, but also determined by the structure of professional motivation as the main system of the teacher's personality and professional activity. Usually this term is understood as a person’s perception of goals, guidelines of beliefs, which are indicators of his level of formation of professional activity. The main competences of professional orientation are highlighted: positive perception of future professional activity; compliance with the future profession of a foreign language teacher; motivational component, interest in future pedagogical activity, psychological and moral values, and readiness for future professional activity of a foreign language teacher. Features of pedagogical focus, which includes the personal qualities of the future teacher, which determine the awareness of the goals and tasks of professional activity in the system of motivation of the foreign language teacher, are determined. The main theoretical and methodological factors of the professional and pedagogical orientation of future teachers of foreign languages are described: educational and pedagogical process, content, forms, methods and means of teaching in foreign language classes; professional motivation of future teachers; planning of the educational process of students; high level of professional competence of teachers and future specialists; psychological and pedagogical factors that influence the process of formation of professional competence of future specialists. The main motives that influence the process of formation of the professional and pedagogical orientation of future teachers of foreign languages are highlighted: internal motives (professional activity, positive attitude towards the future profession of a teacher); external motives (personal needs of the individual, which are satisfied in the future professional activity of the individual and reflect certain aspects of professional self-awareness).
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Lihong, Ma, Du Xiaofeng, and Liu Jian. "El rol de la motivación en los efectos de las relaciones profesor-estudiante en el rendimiento de la lengua extranjera." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 33 (January 31, 2020): 129–44. http://dx.doi.org/10.30827/portalin.vi33.26641.
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The present study investigated whether students’ motivational beliefs act as a mediator in the association between teacher-student relationships (TSRs) and foreign language performance with a multiple mediation model. Furthermore, this research examined whether mediating roles of intrinsic and extrinsic motivation differ. A total of 1171 eighth graders (583 male, 588 female) were chosen with purposive sampling in China. Studentreported measures of TSRs, intrinsic and extrinsic motivation, and English as a Foreign Language (EFL) test based on national curriculum were administrated in October 2017. Results showed that the positive link between TSRs and foreign language performance is partially mediated by intrinsic and extrinsic motivation, and the mediation effect of intrinsic motivation is significantly greater than that of extrinsic motivation, controlling for gender and socio-economic status. The results indicated that supportive TSRs can help learners to improve their foreign language proficiency by promoting their motivation, especially intrinsic motivation. The present results may have substantive theoretical and practical implications for teacher education and foreign language learning.
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Wahyuni, Nurul Alfiah, Aminah Suriaman, Sriati Usman, Darmawan Darmawan, Mochtar Marhum, Anjar Kusuma Dewi, and Jeric Romero. "The implementation of feedback to facilitate students’ self-regulation in learning English in Madrasah Aliyah context." SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial Dan Humaniora 9, no. 2 (September 13, 2023): 316–31. http://dx.doi.org/10.30738/sosio.v9i2.15548.
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Feedback is necessary to measure whether students have understood well the lesson that has been delivered. Students should be given feedback to help them become autonomous learners who can regulate aspects of their thinking, motivation, and behaviour during learning. The study aimed to find out how feedback is implemented by the teacher based on Nicol’s framework and to find out students’ perceptions towards the application of formative assessment. A questionnaire was administered to get the data on how feedback that facilitates students’ self-regulation is implemented at MA Negeri 2 Kota Palu. Further, an in-depth interview was used to get students’ perception towards the implementation of feedback. The questionnaire showed that the implementation of feedback at MA Negeri 2 Kota Palu helps clarify what good performance is, facilitates the development of self-assessment in learning, delivers high quality information to students about their learning, encourages teacher and peer dialogue around learning, encourages positive motivational beliefs and self-esteem, and provides opportunities to close the gap between current and desired performance. The interview revealed that students have positive perception towards the feedback implemented by the teacher.
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Reyes, Marcela, and Thurston Domina. "Track Placement and the Motivational Predictors of Math Course Enrollment." Teachers College Record: The Voice of Scholarship in Education 119, no. 11 (November 2017): 1–34. http://dx.doi.org/10.1177/016146811711901108.
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Background Virtually all high schools offer a range of courses to allow students to enroll in four years of high school mathematics. However, only two thirds of U.S. high school graduates took mathematics courses each school year. Purpose/Research Question This study addresses three research questions: First, how do students’ math course enrollment and motivational beliefs (i.e., self-efficacy in math, math utility, interest in math, and college expectations) differ by math track? Second, what is the relationship between students’ motivational beliefs and their decision to take four years of math? Third, to what extent does this relationship vary by math track and whether a student passes or fails a math course? Much of the relevant prior literature approaches these relations primarily from an individualistic psychological perspective, viewing motivation as a student-level attribute that similarly effects students’ decision-making process. By contrast, our analyses take a more contextual approach, focusing particular attention on the ways in which students’ math track placements shape their academic approaches and moderate the link between motivation and course-taking. Research Design This study uses secondary restricted-access data from the nationally representative Education Longitudinal Study (ELS: 2002). Students were surveyed and tested in mathematics during the base year (2002). In the follow-up (2004) year, data collectors requested academic transcripts for all participants along with follow-up student surveys and an additional math exam. Findings Our results coincide with previous motivation research that shows that students opt to take additional math courses when they are interested in math, consider themselves skillful in math, and have high college expectations. But the motivational predictors of math course enrollment vary with students’ initial math placement. For above-track students, interest in math is the strongest indicator that they will take four years of math, followed by self-efficacy in mathematics and college expectations, respectively. In contrast, for both low-track and on-track students, the strongest indicator of taking four years of math is college expectations. Conclusions Our study focused on students’ motivation and course enrollment, but this does not diminish the importance of tracking, curricular rigor, and teacher pedagogy. This study provides an additional way to improve inequities in math course enrollment, which is by making explicit recommendations for enhancing students’ motivation. Understanding which particular beliefs have the greatest influence on specific student groups allows educators to appropriately allocate limited resources and increase math course enrollment. This would likely be more effective than a one-size-fits-all approach.
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Savchenkov, Alexey Viktorovich, and Natalia Viktorovna Uvarina. "Motivational and value-based component of future teachers’ readiness for moral education: Concept clarification." Science for Education Today 11, no. 2 (May 1, 2021): 55–79. http://dx.doi.org/10.15293/2658-6762.2102.03.
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Introduction. The article is devoted to future teachers’ professional values as a regulatory basis for enhancing their readiness for moral education provision which includes integrated personal and professional values, beliefs and attitudes, commitment to moral education and self-motivation. The article reviews and analyzes international and Russian studies on teacher education in order to clarify the content of the motivational and value-based component of future teachers readiness for moral education. Materials and Methods. The study adopts systematic, axiological, contextual, nuclear and person-centered approaches as well as S.L. Rubinstein’s structural approach to studying personality. The research methods include analysis and generalization of scholarly literature. Results. The main results consist in the analysis of contemporary international and Russian scholarly literature on the problem of future teachers’ readiness for moral education. In international sources, pre-service teachers’ readiness for moral education provision is associated with mastering new instructional strategies, general and internal regulations of teacher’s behavior, a flexible combination of theoretical and practical preparation for implementing moral education. Russian researchers consider readiness for moral education as: (1) a set of relevant knowledge, skills and competencies; (2) a focus on humanistic and ethical values; (3) personality traits including benevolence, humanistic outlook, sociability, and empathy. The authors clarify the content of motivational and value-based component of readiness for moral education provision, which includes: values of moral education (they regulate teaching activities and help to realize the importance of teaching profession for society); integration of personal and professional values and attitudes (serves as the basis for the formation of sustainable motivation for moral education); commitment to moral education provision (determined by personal interest in teaching and wider social contexts of teaching profession); self-motivation (enables to implement moral education interventions in challenging or stressful environments). Conclusions. The study concludes that values and motivation play a significant role in developing future teachers’ readiness for moral education provision. The content of this component incorporates stable and flexible personality traits of future teachers.
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Good, Thomas L., and Mary Mccaslin. "What We Learned about Research on School Reform: Considerations for Practice and Policy." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (November 2008): 2475–95. http://dx.doi.org/10.1177/016146810811001111.
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Background/Context The U.S. federal government has been interested in improving the performance of students who come from low-income homes since the time of Lyndon Johnson's “Great Society” initiatives in the 1960s. The current administration strongly supports the belief that good schools can be created and has funded the Comprehensive School Reform (CSR) program to support these beliefs. This article provides information about recent school reform research and conditions of schooling. The article then reviews our research findings (drawing on all the preceding articles in the special issue) and considers implications for policy makers, principals, teachers, teacher educators, and researchers. Purpose The basic intent of this study was to inform working theories of learning, motivation, and social/emotional development in school contexts in Grades 3–5. We hoped that an emphasis on theory, contextual enactment, and participant mediation would yield a richer picture of classroom practices and motivational dynamics that might underlie student achievement and CSR effectiveness. This study focused in particular on perspectives (principals and students) and classroom practices associated with CSR programs in elementary schools in the state of Arizona. Research Design The research program includes interview (with principals), observation (of classroom practices), and survey measures, and an adaptation of Thematic Apperception Test procedures (with students). Conclusion/Recommendations School reform initiatives can profit from more research on participant perceptions, actual classroom practices, and student mediation of those practices. These understandings can better link program design and student achievement to enhance the effectiveness of CSR initiatives. We believe that it is now possible to conduct field experiments for improving normative (typical) practice in elementary school classrooms. We offer considerations for doing this research and suggest the need for attention to students, both as social beings and learners, while altering classroom practices in small measured steps.
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Rohmansyah, Nur Azis, Sri Mawarti, and Ashira Hiruntrakul. "The effect of teaching style on affective and cognitive motivation in physical education." Jurnal Keolahragaan 10, no. 2 (September 26, 2022): 147–56. http://dx.doi.org/10.21831/jk.v10i2.41399.
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The theory of accomplishment-generating motivation only adopts a social cognitive method to research behavior and motivation in sports education settings, illuminating how achievement goal theory is useful for anticipating and explaining beliefs, reactions, and behaviors in achievement settings. This study aimed to investigate how different teaching approaches teacher-centered and student-centered affected the emotional and cognitive motivational responses of students during physical education classes. Using several Mosston and Ashworth teaching methods, including command style, reciprocal style, and guided exploration style, four teachers instructed 92 students. To evaluate teaching style, the Ames coding system was employed. In this inquiry, a strategy of mixed methods was used. By adjusting the work design, authority, recognition, grouping, assessment, and class time structure, the video data was evaluated. The hard disk software enables the recording of audio and video recordings as well as the real-time analysis of information acquired from course observations in physical education. An ANOVA analysis with the Bonferroni correction method was carried out to prevent Type 1 errors, and it produced an alpha level of 0.002 as a result. The command style, reciprocal style, and guided style all performed significantly differently, according to the Tukey test, in terms of total mastery and teaching style effectiveness. According to the findings, guided and reciprocal discovery styles were more effective than command approaches in terms of student mastery, less focused teacher behavior, and cognitive and emotional responses.
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Berg, Elin Maria. "Written corrective feedback in the lower secondary EFL classroom." Nordic Journal of Language Teaching and Learning 10, no. 2 (January 17, 2023): 212–41. http://dx.doi.org/10.46364/njltl.v10i2.1081.
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For decades, scholarly debates have been concerned with the effect of corrective feedback (CF), both written and oral, on L2 language development. Much of the research that supports written corrective feedback (WCF) comes from short-term focused feedback studies, representing a type of feedback practice not necessarily applicable in classroom contexts. This has pointed to a need for more classroom research of authentic WCF and its effect on written learner language. Attempting to explore authentic classroom data longitudinally, this article presents a Norwegian case study of two English teachers’ WCF provided to three students during three years of lower secondary EFL instruction. The student texts are part of the TRAWL (Tracking Written Learner Language) corpus and were collected from obligatory mock exams. The texts came with teacher WCF as well as revised versions. Semi-structured interviews with the teachers provided information about the teachers’ practices and beliefs related to WCF. The collected data was analyzed qualitatively and later discussed against cognitive, motivational, and sociocultural theories. The process of tracking changes in error patterns confirmed some of the issues with using accuracy and global error scores as a measurement for improvement and development, interpreted as proof of learning in language acquisition research. The data further suggests that students do not engage with feedback enough to benefit from its learning potential.
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Radovan, Marko, and Danijela Makovec. "Relations between Students’ Motivation, and Perceptions of the Learning Environment." Center for Educational Policy Studies Journal 5, no. 2 (June 30, 2015): 115–38. http://dx.doi.org/10.26529/cepsj.145.
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In this research, we have examined the characteristics of university students’ motivation and its connection with perceptions of the learning environment. Higher education teachers often find it challenging to decide how to organize their lectures and what instructional strategy they should use to be most effective. Therefore, we endeavoured to determine which characteristics of the learning environment best predict the motivational orientation of students and their satisfaction with the course. The survey included 120 postgraduate students of the Faculty of Arts at the University of Ljubljana. In order to measure their motivation, we employed several scales of the Motivated Strategies for Learning Questionnaire (Pintrich etal., 1991). For the purpose of this research, we created a new questionnaire for their evaluation of the learning environment. The results revealed a high correlation between the intrinsic goal orientation, self-efficacy, and control beliefs. The most important factors of the learning environment that are connected with the formation of intrinsic goal-orientation and the enjoyment of education are the perception of the usefulness of the studied topics, a feeling of autonomy, and teacher support. To an extent, these findings are supported by the findings of those authors who recommend using those methods of teaching that are in compliance with the student-centred understanding of teaching and learning.
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Нікітченко, Лілія. "Components and levels of teachers' readiness to use a biological experiment in biology lessons." Scientific notes of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University Section Theory and methods of teaching natural sciences, no. 5 (November 2, 2023): 74–80. http://dx.doi.org/10.31652/2786-5754-2023-5-74-80.
Full textAbstract:
The leading activity for schoolchildren in the New Ukrainian School is practical learning, so it is necessary to look for opportunities to implement practical work methods for the formation of subject competence of students in this process, which will contribute not only to improving the quality of general education of students, but also to the formation of subject competence. This approach to the organization of education actualizes the problem of forming students' practical abilities and skills, which cannot be formed without thorough theoretical training and without methodically correctly organized work on the part of the teacher. The purpose of the article is to theoretically substantiate the components and levels of readiness of biology teachers to use a biological experiment in general secondary education institutions. The article also discusses the structure of the formation of subject competence of students during the use of biological experiments in biology lessons in general secondary education institutions. It is represented by the unity of interconnected and interdependent components: motivational; cognitive; practical; evaluator. The motivational component covers the teacher's orientation to the desire to conduct lessons using a biological experiment. Includes motives based on one's own views and beliefs. The cognitive component is expressed in a set of general biological knowledge and interdisciplinary knowledge. The practical component reflects the process of practical application of knowledge, the goal of which is to achieve a certain level of knowledge and practical skills during biological experiments. The assessment component is expressed in the teacher's ability to adequately assess his level of biological knowledge and practical abilities and skills. The levels of formation of subject competence of students in biology lessons using a biological experiment were determined: high, medium and low.
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Shkirenko, Olena. "DEVELOPMENT OF SPIRITUAL CULTURE AND VALUES OF TEACHERS IN THE SYSTEM OF CONTINUOUS SELF-EDUCATION." Educational Analytics of Ukraine, no. 1 (2021): 55–64. http://dx.doi.org/10.32987/2617-8532-2021-1-55-64.
Full textAbstract:
The article deals with the spiritual culture and values of teachers in the system of lifelong self-education. The spiritual culture of the individual is a system of worldviews and beliefs that are realized in relation to themselves, other people and the world around them. This is an essential basis for the development of future professionals. The values of the teacher can be a source of motivation, action planning, constructive guidelines of consciousness. It is usually based on the ideals of Goodness, Beauty, Truth, and Love. It defines the norms of the individual and usually has an individual and a social framework. It can be the basis for addressing the purpose of man, the meaning of life, the highest achievements of mankind, which determine the success of society: economic, ideological, cultural, social, political, etc. Determining the level of development of spiritual culture and values of teachers, it is found that there is a relationship, interaction, mutual determination between the level of development of a personal and professional component of spiritual culture and need-emotional orientation of personality, spiritual potential, value orientation. There is an average correlation between the development of the spiritual culture of teachers and orientation, character, communication, intelligence. There is a high correlation between the development of spiritual culture and self-awareness (0,734) and orientation (0,625) of teachers. It is noted that the psychological peculiarities of the development of teachers’ values should be taken into consideration. Psychological peculiarities are interconnected with cognitive, emotional, motivational and volitional processes. The actualization of higher mental functions of the individual and the psychological mechanisms of spiritual development of the individual is of great importance as well.