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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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Allum, Luke Oliver Henry. "Student and teacher perceptions of student motivation among Korean university English as a Second Language (ESL) students." Indonesian TESOL Journal 2, no. 2 (October 28, 2020): 81–98. http://dx.doi.org/10.24256/itj.v2i2.1245.
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This paper analyses the differences between what teachers say motivates their students and what students say motivate them at a South Korean university. Using motivational constructs developed by Bandura and Maslow in previous motivation studies, it was determined that both teachers and students think teacher characteristics to be the most important variable motivating students, even more important than the student’s own intrinsic motivation. However, there was no agreement between students and teachers on what this looks like specifically in the classroom: teachers prefer to stimulate students’ creative thinking and to help students solve real-world problems, whereas students prefer to learn with digital media, presentations, and quizzes. Teachers and students both believe students to be highly intrinsically motivated, with the caveat that some students come to class lacking intrinsic motivation. This paper is significant in that students report teacher characteristics and instructional methodologies to be of more importance than a student’s intrinsic motivation. This paper reveals that teachers consistently over-rate the importance of teacher characteristics and methodologies on student motivation.
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Cahyorinartri, Niken. "MOTIVASI MAHASISWA BERORGANISASI DI KAMPUS." JURNAL PSIKOLOGI INSIGHT 2, no. 2 (January 31, 2019): 27–38. http://dx.doi.org/10.17509/insight.v2i2.14158.
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The aim of this study is to describe the student’s motivation in participating in student organizations at Universitas Jenderal Achmad Yani. This study uses self-determination theory to explain the motivation of students to involve in student organizations. Self-determination theory explained that human motivations were important sources in the development of personality and self-regulation. The motivation involved the reasons and the purposes in performing an action. Motivation moves from extrinsic motivations to intrinsic motivations. The method of this study was quantitative descriptive research. Participant of this research were college students who participating in students organizations. The result showed that most of the students participated in student organizations had integration extrinsic motivation. Students involved in the student organizations because they interested and it gived them some benefits. Draw the benefits in students organizations become the majority reasons of the students in participating in the student organizations.
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Setiadi, Muhammad Astrianto, Reskyani Reskyani, and Sahril Sahril. "STUDENTS’ PROBLEMS AND MOTIVATIONS TO CONTINUING STUDY AT THE ENGLISH EDUCATION OF MAGISTER PROGRAM IN MAKASSAR." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 11, no. 2 (November 30, 2022): 403–16. http://dx.doi.org/10.26618/exposure.v11i2.9321.
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This research aims to find out the problems and also the motivations of students experience or face when they want to continue their studies in the English education of magister program at the State University of Makassar. In this study, the researchers used a method in which the method was a descriptive qualitative method. Meanwhile, the researchers conducted this research in the English Education magister program at the State University of Makassar. Then the respondents in this study totaled 30 students, they were students in the fourth semester English education program. The data in this study were taken directly from the sample by the researchers using several questions where the questions were open-ended questions given by the researchers to the respondent. Then the data were transcribed and analyzed by the researchers.The findings in this study were based on research problems students’ problems and motivations to continue studying at the English education of master program at the State University of Makassar, namely 1) The researchers found that there were six problems faced by students while they were learning English of magister program in State University of Makassar. The problems were: 1. The problem of student academics, 2. Student administrative problems, 3. Student problems with their lecturers, 4. Student financial problems, 5. Student time management problems, and also 6. Student facility problems, 2) the researchers also found 5 types of motivational backgrounds of students in continuing their studies in the English education of the magister program, and the types were: 1. Student quality motivation, 2. Student career motivation, 3. Student economic motivation, 4. Student social motivation and finally 5. Motivation is based on their family.
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Choden, Leki Tshering, and Karma Sonam Rigdel. "Secondary Students’ Motivation Levels and Factors influencing Motivations through the Lens of Self-determination Theory." Journal of the International Society for Teacher Education 28, no. 2 (December 31, 2024): 59–75. https://doi.org/10.26522/jiste.v28i2.4709.
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This study examines the levels of motivation among secondary school students in learning geography, as well as the factors influencing their motivation. Utilizing a convergent mixed-methods design, data was collected through survey questionnaires and focus group discussions. The quantitative findings indicated a high level of motivation among students, supported by qualitative findings revealing intrinsic and extrinsic motivations such as interest in the subject. Factors influencing motivation included teaching strategies, teacher attributes, and teacher-student relationships. Moreover, interactive teaching methods, friendly and approachable teachers, and positive teacher-student relationships emerged as significant influencers of student motivation. This study contributes to the understanding of motivational factors in the context of geography learning, providing insights for educators and policymakers to optimize teaching practices and curriculum design. The present study concludes with practical implications, limitations of the study and recommendations.
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Darmiah, Darmiah, and Tria Marvida. "ANALYZING STUDENT MOTIVATIONS FOR SELECTING PGMI AS THEIR MAJOR." PIONIR: JURNAL PENDIDIKAN 13, no. 3 (December 24, 2024): 116. https://doi.org/10.22373/pjp.v13i3.25077.
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This study examines the motivations behind students’ choices to pursue a major in Primary Islamic Education Teacher Training (PGMI) at the Faculty of Tarbiyah and Teacher Training, UIN Ar-Raniry Banda Aceh. PGMI aims to prepare graduates with competencies in foundational Islamic education and child development, equipping them to be creative, productive, and independent educators. Given the varied internal and external motivations influencing student decisions, understanding these motivations is essential, as they play a crucial role in academic success and career satisfaction. Accurate choice of major can significantly impact student achievement and future opportunities, while an inappropriate choice may hinder career potential. Employing a quantitative, descriptive-exploratory approach, this study seeks to answer the question, "What motivates students to choose PGMI as their major?" Participants included PGMI students from the 2019 cohort at UIN Ar-Raniry Banda Aceh. Data collection involved questionnaires and observations, with results analyzed through descriptive statistics. Findings revealed two primary motivational factors influencing students’ choice of PGMI: (1) a strong aspiration to become teachers and (2) respect for parental expectations. This research contributes insights into student motivation, supporting universities in aligning programs with student interests and career goals. Keywords: Student Motivation, Madrasah Ibtidaiyah Teacher Education, PGMI, Major Selection, Faculty of Tarbiyah and Teacher Training, UIN Ar-Raniry, Career Motivation
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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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Farzeen, Khan Eesha. "Balancing the Clock: Exploring the Link between Time Management and Student Motivation." Xpertno International Journal of Interdisciplinary Research 1, no. 2 (January 23, 2024): 1–12. https://doi.org/10.5281/zenodo.10557347.
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The current study explores the relationship between time management skills and student motivation in the context of academic achievement in Mirpurian colleges and universitie. Utilizing a correlational research design, the study involved 400 students from higher education institutes and universities in Mirpur, AJK. A comprehensive questionnaire assessing time management and motivational techniques was administered, and data were analyzed using Pearson's correlation coefficient. The findings indicate a weak yet significant positive correlation between time management skills and student motivation. Strong correlations were observed among various indicators of time management, such as goal setting, prioritization, and scheduling. Motivational factors showed complex interrelations, with both intrinsic and extrinsic motivations playing significant roles. The study concludes that effective time management is moderately associated with enhanced student motivation, emphasizing the need for holistic educational strategies that integrate time management training with motivational support.
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Billah, Motasim, Sultan Zeb, Sarah Yunus, Shehla Aman, Hafeez Baloch, and Abdul Rashid Baloch. "Study on Motivation Factors and their Affectiveness among the Students of Anatomy." Pakistan Journal of Medical and Health Sciences 17, no. 1 (May 30, 2023): 883–85. http://dx.doi.org/10.53350/pjmhs2023171883.
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Background and Aim: The learning environment influences students' motivation, which is a critical factor of academic achievement. A variety of essential elements, including motivation, can influence student success in anatomy lessons. The present study aimed to assess various motivational factors and their effectiveness among anatomy students. Materials and Methods: This questionnaire based cross-sectional study was conducted on 140 students of anatomy in Faculty of Medicine, Gajju Khan Medical College Swabi and Gomal Medical College DI Khan. The motivation factors of anatomy students, various types of motivations, degree of motivation assessment, and improving the motivation by various parameters during their studies were assessed. SPSS version 27 was used for data analysis. Results: Of the total 140 anatomy students, there were 78 (55.7%) male and 62 (44.3%) female. The overall mean age was 22.52±4.68 years with an age range 18 years to 26 years. The overall response rate of the students was 90% (n=126). The distribution of students based on their motivational degree were as follows: 2 (1.4%) <20, 2 (1.4%) 20-40, 18 (12.9%) 40-60, 34 (24.3%) 60-80, and 84 (60%) 80-100. Male students were predominant than females. The motivation degree was 81.67% with no statistical significance between genders. Conclusion: The present study revealed that teachers may definitely target motivation as the most significant aspect to promote learning. A greater knowledge of the drivers and markers of motivation should help enhance medical student teaching to some extent. Keywords: Motivations, Anatomy students, improving learning
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Ismailova, R., K. Amanzholov, K. Zhaskairatov, and Z. Bayandinov. "MODERN APPROACHES TO STUDENT MOTIVATION." Scientific heritage, no. 147 (October 26, 2024): 30–32. https://doi.org/10.5281/zenodo.13996232.
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This review article examines modern approaches to motivating students in the context of a rapidly changing educational environment. It analyzes key theories of motivation, such as self-determination theory, attribution theory, expectancy-value theory, and others, as well as their application in pedagogical practice. Particular attention is paid to modern approaches to motivation, such as individualization of learning, development of intrinsic motivation, use of game and project methods, application of information and communication technologies, formation of a positive educational environment, and development of self-regulation skills. The effectiveness of these approaches is analyzed, their advantages and limitations are identified. In conclusion, practical recommendations are offered for teachers on the implementation and adaptation of modern motivational strategies, taking into account the individual characteristics and needs of students.
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Sitti Rahma, Irwan Akib, and Rukli. "PERAN KOMPETENSI GURU PENGGERAK DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA SEKOLAH DASAR." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 9, no. 3 (July 31, 2023): 1544–54. http://dx.doi.org/10.36989/didaktik.v9i3.1597.
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This study aims to investigate the role of competence of teacher motivators in enhancing student motivation in elementary schools. Through observation and interviews conducted at UPT SPF SD Inpres Karuwisi 2, it was found that teacher motivators have a significant impact on student motivation in learning. By implementing effective strategies such as providing praise and recognition, actively involving students, and maintaining communication with parents, teacher motivators are able to create a positive and motivating learning environment. This is supported by motivational theories from experts, such as Self-Determination Theory, Hierarchy of Needs Theory, Goal Setting Theory, and Social-Cognitive Theory. With competent teacher motivators, students experience improved motivation in learning, become motivated, confident, and achieve better academic performance. In conclusion, the competence of teacher motivators plays a crucial role in enhancing student motivation in elementary schools and positively influencing the overall development of students' potentials.
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Makarova, Anna. "Motivational component in teaching foreign languages in Russian universities." Педагогика и просвещение, no. 4 (April 2024): 159–79. https://doi.org/10.7256/2454-0676.2024.4.69219.
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The author proposes conceptual motivational strategies and methods that can be used by teachers to support and develop student motivation in the process of teaching foreign languages in the conditions of a modern post-industrial society interested in professionals, both in production resources and in methods of creative activity. Since students' motivation to learn is the engine of the educational process, teachers can provide personal information to all participants in the educational process and implement the maximum number of educational materials to increase the effectiveness of educational activities.The subject of this study is motivational strategies and methods that can be used by teachers to support and develop student motivation in the process of learning a foreign language. A combination of the following methods was used: motivational conversation-interview; focus group method; survey of an expanded student population; analysis and processing of survey results and compilation of tables of statistical data; a method of observing students' behavior and actions during learning. A total of 1104 students from 45 groups were surveyed. The objectives of this study included the following: 1. Identifying and analyzing factors that positively or negatively influence the internal and external motivation of students to learn foreign languages. 2. Developing and evaluating the effectiveness of methodological approaches, programs and tools that help stimulate students’ motivation to learn foreign languages. 3. Considering family and teacher as a source of motivation for students. The scientific novelty of the study lies in the comprehensive consideration of various aspects of the motivational component of training translators and foreign language teachers. Both motivating and demotivating factors influencing the internal and external motivation of students to learn foreign languages have been identified and analyzed. Practical recommendations and tools have been developed to encourage university students to study effectively.
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Bánhegyi, Mátyás, Judit Nagy, and Balázs Fajt. "Korean and Hungarian university students’ EFL Learning motivation and EFL anxiety in Hungarian tertiary education: A small-scale comparative analysis." Porta Lingua, no. 2 (2024): 109–22. https://doi.org/10.48040/pl.2024.2.9.
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Teaching EFL to mixed nationality student groups in a motivating way can be a challenging task: learners not only have different cultural backgrounds but their L2 learning motivations may also differ. By presenting a case study, this paper examines the predictors of EFL learning motivation of mixed groups composed of Korean (n=83) and Hungarian (n=77) students studying at a higher educational institution in Hungary in the 2022/2023 academic year. For the research, primarily Dörnyei’s (2005) L2 Motivational Self System was used as an underlying theoretical background. Through the quantitative research paradigm and with the help of a questionnaire, both Korean and Hungarian EFL students’ EFL learning motivation was modelled by structural equation modelling (SEM). Based on the research data, predictors of EFL learning motivation were identified for the two student groups. The results show that Korean EFL learners’ motivated learning behaviour is predicted by the ideal L2 self and their language learning experience, whereas Hungarian EFL learners’ motivated learning behaviour is predicted by the ought-to L2 self in addition to the previously mentioned two factors affecting Korean EFL learners. The identified differences necessitate slightly different pedagogical approaches to in-class teaching in the case of the two student groups.
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Mishra, Anisha, Satyanarayan Choudhary, and Rabindra Shiwakoti. "Teaching Style and Administration on Student Motivation: A Study from Kathmandu Valley." International Journal of Atharva 3, no. 1 (March 18, 2025): 73–83. https://doi.org/10.3126/ija.v3i1.76717.
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Student motivation is key to academic success. This study examines how teaching style and administrative support impact student motivation in Kathmandu Valley. By analyzing different educational institutions, the research captures diverse student perspectives. A quantitative, descriptive research design was used. A total of 203 students from +2, bachelors, and master's levels participated. Data were collected via structured surveys, and correlation analysis assessed the relationships between teaching style, administration, and student motivation. Findings show that 35.5% of students prefer a good departmental relationship, 31.0% value an engaging instructor, 13.3% favor clear course content, and 20.2% prioritize self-efficacy. The most influential motivational factor was career motivation (49.8%), followed by teacher-created environment (23.2%), grade motivation (14.3%), and academic advice (12.8%). Correlation analysis showed a significant positive relationship between teaching style and motivation (r = 0.429, p = 0.000) and between administration and motivation (r = 0.525, p = 0.000). Hypothesis testing confirmed both teaching style and administration significantly impact student motivation. Teaching style and administrative support play a crucial role in student motivation. Effective instructional engagement and supportive administration enhance learning motivation. Future research could explore qualitative insights for a deeper understanding of motivational drivers.
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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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Raudya Haya, Maya, Nurul Fitri, and Siti Aisyah. "Students’ Motivation on Speaking Skill at the X Grade of Vocational High School 1 Jambi City." JELT: Journal of English Language Teaching 6, no. 2 (November 28, 2022): 170. http://dx.doi.org/10.33087/jelt.v6i2.121.
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The purpose of this study was to find out what is the motivation of students in terms of speaking skills in class X SMKN 1 Jambi City. This study uses quantitative methods and data collection is done by distributing questionnaires to students. The subjects of this study were 31 students of class X SMKN 1 Jambi City. The results of this study indicate that there are two student motivations in speaking skills, namely intrinsic motivation, namely motivation to be active or not need to be stimulated from outside because everyone has the urge to do something and extrinsic motivation, namely motivation that is motivational. lively and functional. with external stimuli. Thus, from the results of observations and questionnaires, this research concluded that students' speaking skills were caused by intrinsic motivation and extrinsic motivation.
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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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Widanta, I. Made Rai Jaya, Anak Agung Raka Sitawati, Luh Nyoman Chandra Handayani, I. Nyoman Mandia, I. Made Sumartana, I. Nyoman Rajin Aryana, and Jeffrey Dawala Wilang. "The Impact of Task-Based Language Teaching on Nursing Students’ English-Learning Motivation." Theory and Practice in Language Studies 14, no. 10 (October 3, 2024): 3131–40. http://dx.doi.org/10.17507/tpls.1410.15.
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This mixed-method study investigated how task-based language teaching (TBLT) implemented in English-for-nursing programmes impacted students’ learning motivation. Specifically, the study explored the motivational patterns that underlie the students’ participation in the learning process, the factors influencing their English-learning motivation, and the aspects of TBLT that positively affected their learning motivation. The data analysed were acquired through questionnaires and interviews. The questionnaire was designed according to the motivational attitude test battery (MATB) by Gardner (2014). The results of the research reveal that intrinsic motivation was the most favourable motivation, followed by instrumental, extrinsic, and integrative motivation. Several factors influenced the students’ English-learning motivation, such as positive teacher-student interpersonal relationships, teacher praise, teacher feedback or strokethe written feedback from teacher, learning tasks and class activities, student curiosity, teaching method, and relatedness. Three aspects of TBLT positively affected student motivation: task activities, autonomous learning and authentic learning motivation, and teachers’ positive facilitation. The findings can help design materials that motivate students, specifically in nursing programmes in which English is not used as a medium of instruction.
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Nirbhik, Dey. "MOTIVATIONAL FACTORS AND ACADEMIC ACHIEVEMENT IN BENGALI LANGUAGE AMONG SECONDARY STUDENTS." Scholarly Research Journal For Humanity Science & English Language 11, no. 59 (October 1, 2023): 30–37. https://doi.org/10.5281/zenodo.8416494.
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Language acquisition and proficiency play a vital role in educational attainment, with motivation serving as a crucial determinant of success. This study delves into the complex interplay between motivational factors and academic achievement in Bengali language learning among secondary students. Recognizing Bengali's profound cultural and societal significance, we aim to uncover the nuanced motivations that drive students towards linguistic mastery and subsequent academic success. Drawing on a qualitative research approach, we engaged fifteen secondary students in individual semi-structured interviews. Thematic analysis revealed five key motivational themes: intrinsic motivation and personal goals, teacher support and encouragement, perceived relevance to future goals, peer influence and collaborative learning, and resilience in overcoming challenges. These findings underscore the importance of recognizing students' personal goals and aspirations in language learning. Supportive teacher-student relationships emerged as pivotal in fostering motivation, as did the perceived practical relevance of Bengali proficiency in future endeavors. Peer interactions and the ability to surmount challenges further contributed to students' motivation. Theoretical frameworks, including Social Cognitive Theory, Self-Determination Theory, and Expectancy-Value Theory, offer valuable insights into the motivational dynamics at play. Implications for practice highlight the need for tailored interventions that nurture intrinsic motivation, promote positive teacher-student interactions, emphasize the practical value of language proficiency, and encourage collaborative learning. While this study provides valuable insights, it is essential to acknowledge its limitations, including the specific demographic focus. Future research could explore motivational factors in broader contexts and consider additional variables that may impact language learning motivation. This research advances our understanding of the motivational landscape in Bengali language learning among secondary students. The findings offer practical guidance for educators and policymakers to enhance language education practices, with broader implications for language acquisition in diverse educational settings. Keywords: Motivation, Bengali Language Learning, Secondary Students, Academic Achievement
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Putri, Ida Ayu Sasmitha, Putu Ngurah Suyatna Yasa, and Ni Luh Anik Puspa Ningsih. "The Influence of Teacher Teaching and Guidance of Parents on Student Achievement with Mediation of Learning Motivation in Santo Yoseph Denpasar." Jurnal Ekonomi & Bisnis JAGADITHA 7, no. 2 (September 30, 2020): 138–47. http://dx.doi.org/10.22225/jj.7.2.2498.138-147.
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The study aims to determine the influence of teacher teaching methods on student achievement, the influence of teacher teaching methods on the motivation of Learning, the influence of parental guidance on the motivation of Learning, the influence of parental guidance on student achievement, the influence of motivation to learn to students ' achievements, how the motivation to learn to influence teacher teaching methods on student achievement. This study was conducted on the SMAK of Santo Yoseph Denpasar. In this research student achievement is influenced by teacher teaching methods, parental guidance and motivational learning. The respondent in this study was 120 students of SMAK Santo Yoseph Denpasar. Data analysis is done using PLS (partial least square). The results showed that teacher teaching methods are positively and significantly impactful to student achievement. Then, teacher teaching methods have positive and significant influence on student achievement, proven. Furthermore, parental guidance positively and insignificant towards learning motivation, on student achievement, not proven. Learning motivation positive and significant impact on student achievement. The motivation to learn to process the relationship between teacher teaching methods to student achievement, is not proven. The motivation to learn to publish the relationship between parents ' guidance on student achievement, proven.
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Gubaten, Aleah Sandra, and Carlito Abarquez. "Perceived Impact of Poverty on Student Engagement, Motivation, and Academic Performance." Psychology and Education: A Multidisciplinary Journal 19, no. 9 (May 14, 2024): 992–35. https://doi.org/10.5281/zenodo.11188623.
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This study, conducted in Pantar District, Lanao del Norte, during 2023-2024, explored how poverty affected student engagement and motivation. Using a descriptive-correlational design, 100 teachers observed poverty's impact on underprivileged students. Findings revealed that poverty moderately affected student engagement, particularly attendance and interconnected aspects like attention span, peer relationships, and class participation. Students consistently agreed on poverty's impact, emphasizing shared perceptions. On motivation, poverty had a moderate impact, influencing interest in learning, attitudes, and self-efficacy. Low standard deviation indicated agreement on poverty's motivational impact, urging tailored interventions. Academic performance was generally positive indicating "Satisfactory" standards and excelling Very Satisfactory. No students fell below expectations, highlighting overall positive academic trends. In analyzing factors influencing student motivation, attendance, attention span, and peer relationships did not predict motivation significantly. However, class participation emerged as a crucial positive predictor, underlining its role in fostering student motivation. Analyzing academic performance and student engagement or motivation did not yield significant results, emphasizing the complexity of factors influencing student achievement. In conclusion, poverty consistently impacted student engagement and motivation, urging targeted interventions. Despite challenges, positive academic trends highlighted students' resilience. Class participation was crucial for motivation, emphasizing the need for a holistic understanding of factors shaping academic success. Non-significant findings suggested a need for further exploration into the intricate relationship between student engagement, motivation, and achievement in the context of economic disparities.
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Khoerunnisa, Risyda Aini, N. Fathurrohman, and Zaenal Arifin. "Teacher's Strategy in Improving Students Learning Motivation in Islamic Religious Education." Edumaspul: Jurnal Pendidikan 5, no. 2 (October 1, 2021): 212–15. http://dx.doi.org/10.33487/edumaspul.v5i2.2047.
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A motivational strategy in learning is a plan that includes a series of activities spescifically designed and developed to meet certain educational goals. Therefore, it is necessary to realize the goals of an ideal education plan in accordance with educational values. Therefore, teachers must have a learning motivation strategy to inspire students to learn in a fun, interesting and not monotonous way. To achieve the goal of increasing student motivation, teachers must increasingly choose and apply motivational teaching strategies, methods, and methods that are in accordance with these abilities. The purpose of this study is : a) Describing teachers strategies applied in increasing student motivation in Islamic Religious Education subjects. b) Describing the increase in students learning motivation in the subject of Islamic Religious Education.
 
 Keywords : Strategy, Learning Motivation, PAI Lessons.
 A motivational strategy in learning is a plan that includes a series of activities spescifically designed and developed to meet certain educational goals. Therefore, it is necessary to realize the goals of an ideal education plan in accordance with educational values. Therefore, teachers must have a learning motivation strategy to inspire students to learn in a fun, interesting and not monotonous way. To achieve the goal of increasing student motivation, teachers must increasingly choose and apply motivational teaching strategies, methods, and methods that are in accordance with these abilities. The purpose of this study is : a) Describing teachers strategies applied in increasing student motivation in Islamic Religious Education subjects. b) Describing the increase in students learning motivation in the subject of Islamic Religious Education.
 Keywords : Strategy, Learning Motivation, PAI Lessons.
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Nabilah, Jihan, and Dzulfikar Akbar Romadlon. "Faktor-Faktor Penyebab Kurangnya Motivasi Belajar Peserta Didik dalam Mata Pelajaran PAI di Sekolah Negeri." Jurnal PAI Raden Fatah 6, no. 2 (April 30, 2024): 328–44. https://doi.org/10.19109/zc75gv56.
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Motivation to learn plays a very important role in the learning process and the success of the learning process. A student will more easily be able to accept the material being taught when he has strong learning motivation, because apart from his obligation as a student to learn, he also has the desire to know and understand. material being taught. However, in fact, problems are still found related to the lack of student motivation to learn in Pai subjects. This research was conducted to determine the factors that cause students' learning motivation in Pai subjects to decrease or be low, the role of Pai teachers in increasing student learning motivation in Pai subjects and Pai teacher strategies in motivating student learning in Pai subjects as well as solutions to increase students' learning motivation. in PAI subjects. The research method used is qualitative research with a phenomenological approach. The subjects in this research were teachers and students.
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Altay qızı Bəndəliyeva, Gülgəz. "Encouraging student motivation." SCIENTIFIC RESEARCH 2, no. 1 (January 29, 2022): 11–14. http://dx.doi.org/10.36719/2789-6919/2/11-14.
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Araşdırmada mövzuya aid müxtəlif ədəbiyyatlar nəzərdən keçirilərək motivasiya haqqında ümumi məlumat verilmişdir. Dörnyei (2001) araşdırmasına əsasən motivasiyanın necə yaradıldığı, necə artırılacağına aid üç mərhələsi haqqında danışılmışdır. Gorhan və Christopher (1992) araşdırmasına əsasən müəllimin motivasiyanı azaldan davranışları haqqında danışılmışdır. Sonda isə motivasiyanın növləri olan daxili, xarici və müvəffəqiyyət motivasiyası xarakterizə edilmişdir. Son illərə aid mövzu ilə əlaqəli çoxlu tədqiqatlar mövcuddur. Bir neçəsini misal göstərmək olar: Smith, Darves (2017). Encouraging student autonomy, through higher order thinking skills; Göğüş, Yetke. (2014). Öğretmen Yontemlerinin Çeşitlendirilmesi ile öğrenci motivasiyonunun artırılması; Vatansever Bayraktar, (2015), Sınıf yonetiminde öğrenci motivasiyonu ve motivasiyonu etkileyen etmenler; və başqaları. Bu çalışmanın əsas məqsədi: motivasiya haqqında müəyyən ədəbiyyatları nəzərdən keçirərək, müxtəlif təcrübələrlə tanış olaraq motivasiyaya aid bəzi məqamları qeyd etmək və müəllimlərə bu sahədə müəyyən qədər kömək etməkdir. Açar sözlər: motivasiya, şagird, davranış, müəllim, dərs Gulgaz Altay Bandaliyeva Encouraging student motivation Summary The study provides an overview of motivation by reviewing various literature on the subject. According to Dornyei’s (2001) study, there are three stages in how motivation is created and how it is increased. According to a study by Gorhan and Christopher (1992), teachers’ motivational behaviors are discussed. In the end, the tayps of motivation internal, external and motivation for success are characterized. There is a lot of research on the subject in recent years. Here are a few examples: Smith, Darves (2017). Encouraging student autonomy, through higher order thinking skills; Göğüş, Yetke. (2014). Increasing student motivation by Diversifying Teacher Methods; Vatansever Bayraktar, (2015), Student motivation and factors affecting motivation in classroom management; and others. The main purpose of this study: reviewing certain literature on motivation, getting acquainted with different experiences, noting some points related to motivation and helping teachers to some extent in this field. Key words: motivation, student, behavior, lesson
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Rahmiati, Rahmiati. "The Attempt to Improve Mathematics Learning Motivation Using the Geoboard (Spiked Board) Among Grade II Elementary School Students." Global Journal of Business and Social Science Review (GJBSSR) Volume 4 (2016: Issue-3) 4, no. 3 (August 13, 2016): 74–78. http://dx.doi.org/10.35609/gjbssr.2016.4.3(11).
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Objective - The purpose of the research is to increase the motivation of student in SDN Duren Tiga especially for level II on learning mathematics in Geoboard. This research is to reform studying mathematics which has to purpose the active learning, creative, effective, fun and growing the motivation to all of the student in learning mathematics. Methodology/Technique - The research methodology used in this research is action research with two cycles. There are 4 procedures on this research. First procedures are planning, acting, Observing and Reflecting. The subject of this research is the students of level II. There are 40 students which consist of 20 male and 20 female in 2011 – 2012. In this research, the researcher does as a teacher in SDN Duren Tiga, level II. Findings - The result of this research shows on the increasing of the motivation on studying mathematics. There are three motivation classifications. First is the low motivation. Second is Middle motivation and the last is High motivation. The result shows that the low motivations in cycle I. Cycle II have a 0% from the total students. On cycle I, the middle motivation is 35% from the total student. Even though on cycle I, high motivations have 65% from total students and in the cycle II, the percentage decreases to 7.5% from total students. The totals of percentage increase to 92.5% from total students in cycle II. Based on the result, the researcher concludes that the geoboard media proves the increasing of the motivation in studying mathematics to students level II in SDN Duren Tiga. Novelty - The usage of geoboard in this subject can help the student to understand the subject and it can be increasing the motivation students. Type of Paper - Conceptual Keywords: Motivation, Learning, Mathematics, Media Geoboard, Grade II.
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Liu, Yujuan, Brent Ferrell, Jack Barbera, and Jennifer E. Lewis. "Development and evaluation of a chemistry-specific version of the academic motivation scale (AMS-Chemistry)." Chemistry Education Research and Practice 18, no. 1 (2017): 191–213. http://dx.doi.org/10.1039/c6rp00200e.
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Fundamentally concerned with motivation, self-determination theory (SDT) represents a framework of several mini-theories to explore how social context interacts with people's motivational types categorized by degree of regulation internalization. This paper aims to modify an existing theory-based instrument (Academic Motivation Scale, or AMS) and provide validity evidence for the modified instrument (Academic Motivation Scale-Chemistry) as a measure of seven types of student motivation toward chemistry. The paper explores how motivation as measured by AMS-Chemistry is related to student academic achievement and attendance. In a pilot study, the unmodified AMS showed good reliability, reasonable data fit, and the ability to detect motivational differences by sex in college chemistry courses. Based on the pilot study results, expert panel discussions, and cognitive interviews with students, the Academic Motivation Scale – Chemistry (AMS-Chemistry) was developed. AMS-Chemistry was administered to university students in a first semester general chemistry course twice within a semester. An examination of validity evidence suggested that the AMS-Chemistry data could be used to investigate student motivation toward chemistry. Results showed students were extrinsically motivated toward chemistry on average, and there was an overall motivational difference favoring males with a medium effect size. Correlation studies showed motivation was not associated with academic achievement at the beginning of the term, but intrinsic motivation subscales (to know, to experience, and to accomplish) were positively associated with academic achievement at the end of the term. Results also showed that students who persisted in class attendance scored higher on intrinsic motivation subscales than those who did not persist. The 28-item AMS-Chemistry is easy to administer and can be used to better understand students’ motivation status and how it might change across the curriculum. Faculty interested in promoting student intrinsic motivation may also use the AMS-Chemistry to evaluate the impact of their efforts.
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Rahayu, Sri, Wiwin Warsinih, and Rasilah Rasilah. "Increasing Student Learning Motivation in Mathematics Learning: Literatur Review." Journal of Mathematics Instruction, Social Research and Opinion 3, no. 3 (August 21, 2024): 311–18. http://dx.doi.org/10.58421/misro.v3i3.277.
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Motivation is a crucial factor influencing student performance in the Mathematics learning process. This research aims to identify strategies to enhance student motivation in Mathematics, addressing the common issue of low enthusiasm and reduced classroom activity. The objective is to develop effective teaching methods that increase student perseverance and independent learning in Mathematics. The study applied a mixed-methods approach, combining quantitative surveys to measure student motivation levels and qualitative interviews with teachers to explore successful motivational strategies. Data was collected from 200 high school students and 20 Mathematics teachers in Jakarta. Statistical analysis was used to identify significant factors affecting Motivation, while thematic analysis provided insights into effective teaching practices. The results indicate interactive teaching methods, personalized feedback, and real-world problem-solving activities significantly boost student motivation. Students reported higher engagement and better performance when these strategies were implemented. The study concludes that adopting these methods can effectively address low Motivation in Mathematics, improving student outcomes.
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Pratama, Andy Riski. "ANALISIS PENYEBAB MOTIVASI YANG RENDAH DALAM PEMBELAJARAN BAHASA ARAB DI PONDOK PESANTREN AL MA'ARIF." al-Urwatul Wutsqo : Jurnal Ilmu Keislaman dan Pendidikan 4, no. 2 (December 31, 2023): 51–52. http://dx.doi.org/10.62285/alurwatulwutsqo.v4i2.77.
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This article discusses the challenges in learning Arabic at the Alma'arif Islamic Boarding School, especially regarding the lack of student motivation. Arabic is considered important in the context of understanding the Koran and Hadith, as well as an integral part of Islamic educational institutions in Indonesia. Despite this, many students face difficulties in motivating themselves to learn Arabic. The research method used is descriptive qualitative, with a focus on student motivation in learning Arabic. The research results show that student motivation varies, influenced by intrinsic and extrinsic factors, as well as internal and external conditions. Students with high motivation show high enthusiasm and involvement, while students with low motivation tend to lack focus and do not complete assignments on time. Analysis causes a lack of student motivation in identifying several factors, including monotonous teaching methods, lack of relevance of material, conditions of facilities and learning environment that are not conducive, as well as lack of support and understanding from the teacher. Apart from that, the absence of awards and recognition for student achievements is also considered a factor in reducing motivation.
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Mccaslin, Mary. "Learning Motivation: The Role of Opportunity." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (November 2008): 2408–22. http://dx.doi.org/10.1177/016146810811001105.
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Background/Context Student motivation typically has been studied as it relates to extrinsic (e.g., reinforcement) and intrinsic (e.g., choice) sources of influence. Our observation of Grades 3–5 classrooms engaged in Comprehensive School Reform (CSR), however, unexpectedly indicated that opportunities for both rewards and choice were scarce. This study sought to better understand what might influence student motivation in these settings. Purpose The purpose of this study was (1) to listen to students to understand how they talked about school, classroom learning, and related issues that appeared to matter to them; (2) to observe students in their daily negotiations of school tasks, challenges, and relationships; (3) to then design survey measures to capture these students’ perspectives and motivational dynamics; and (4) to determine if the apparent student motivational dynamics generalized to other students in similar contexts. Research Design The author conducted a participant observation project in a single school, engaged in school reform, that served students living in poverty. The study involved frequent (N = 45) school visits from the spring of one school year through the spring of the next. The goal was to generate hypotheses about what might inform student motivational dynamics in the context of CSR schools. Conclusions/Recommendations The central theme to emerge from the participant observation study was the key role of opportunity in students’ learning motivation and motivation to learn. Motivational opportunities were organized into three types: supports, challenges, and threats. Each was represented in survey measures that appear useful in capturing the motivational dispositions and beliefs about school of students in Grades 3–5 in similar contexts.
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Zhang, Keyue. "Discussing the Motivations of Chinese Pupils to Study Abroad and Predicting Its Effects on Adaptation Based on Self-determination Theory." Lecture Notes in Education Psychology and Public Media 30, no. 1 (December 7, 2023): 223–29. http://dx.doi.org/10.54254/2753-7048/30/20231684.
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As the escalating population of Chinese international students has emerged, their adaptation has become a concern for educators all around the world. Previous literature has rarely explored the impacts of individual factors, such as motivation, on students' adaptation processes. So, this article discusses the motivations possessed by Chinese international students first and then attempts to clarify their importance in adapting. It provides a perspective for foreign universities and researchers to address the issue of international student maladjustment, which contributes to the psychological well-being of students who study overseas. This study is secondary research. Based on self-determination theory, this article categorises the motivation of Chinese international students into intrinsic and extrinsic motivation. Then, this article investigates the effects of these two types of motivation on students' adaptation journeys. The study found that the extrinsic motivations of Chinese students are: 1. Better living environment and lower expenses; 2. Future occupations; 3. The expectations of parents; 4. Professional Curriculum. Intrinsic motivations are 1. Spiritual Freedom; 2. Self-improvements. In comparison, intrinsic motivation is more beneficial to student adaptation. As a result, this article suggests educators need to focus on developing students' intrinsic motivation to learn.
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Balashov, Eduard. "METACOGNITIVE STRATEGIES AND MOTIVATION OF STUDENT LEARNING." Scientific Notes of Ostroh Academy National University: Psychology Series 1 (March 30, 2023): 13–21. http://dx.doi.org/10.25264/2415-7384-2023-16-13-21.
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Relevance of the proposed issue has been determined by determined by the importance of understanding a personality of the student as a subject of their own self-regulated learning. There has been a scientific need to characterize the concept of self-regulated learning, analyse the features of the use of metacognitive strategies in the learning activities of students. In the article, the author has theoretically analysed the psychological features of use of metacognitive strategies in motivating the learning activity of students. For empirical evaluation of the levels of the educational strategies use and the direction of student motivation, we have used the questionnaires “Learning Strategies” (by S. Kostromina, T. Dvornikova) and “Scales of Academic Motivation” (by T. Gordeeva, O. Sychev, E. Osin). Theoretical analysis and empirical research have shown a positive correlation between the use of metacognitive strategies and student motivation. As a result of analysing the correlations between metacognitive strategies and motivation, we have drawn the conclusion that learning activities interest students in the presence of intrinsic motivation, and is accompanied by emotional experiences in the use of appropriate metacognitive strategies. The methodological recommendations aimed at the effective application of the motivating strategies of students, as well as the formation of their appropriate learning motivation have been developed.
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Kondratev, Igor M., and Ekaterina V. Dudorova. "Special features of academic and sports motivation of students engaged and not engaged in sports." Вестник Пермского университета. Философия. Психология. Социология, no. 3 (2020): 475–85. http://dx.doi.org/10.17072/2078-7898/2020-3-475-485.
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The paper provides results of research on academic and sports motivation of student-athletes and students who do not participate in sports. The study was carried out in the period from May 2019 to February 2020 in Perm State University. It engaged 140 students: 70 involved in sports and 70 not involved. The average age of the interviewees was M = 19.85. The following methods were used to study the students’ educational and sports motivation: Self-Efficacy Scale (as adapted by D.S. Kornienko, A.Ya. Fominykh); Self-Efficacy to Regulate Exercise (as adapted by D.S. Kornienko, A.Ya. Fominykh); Sports Motivation Scale (as adapted by D.S. Kornienko, A.Ya. Fominykh); Scale of Academic Motivation (as adapted by T.O. Gordeeva). The results of the study show that students who are not involved in sports have more pronounced types of academic motivation, such as cognitive and achievement motivation. Student-athletes are more strongly motivated than non-athletic students in such types of motivations as positive emotions, improvement, learning, achievement, approval. Student-athletes have a higher level of sportsmanship and overall self-efficacy than non-athletic students. Some correlations between sports and academic motivation within groups have been found. In the group of student-athletes, a negative correlation was found between the motivation for excellence in sports and the motivation for self-esteem in learning. As for non-athletic students, external motivation is linked to approval motivation. The positive correlation of achievement motivation with emotions and cognition has been established.
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Fauzy, Ilham, Diki Padilah, Fairuz Charisma Alzena, Fatimah Azzahra, and Firmansyah Kamodin. "Optimizing Learning by Enhancing Students’ Motivation." FMDB Transactions on Sustainable Humanities and Society 1, no. 2 (June 7, 2024): 91–99. https://doi.org/10.69888/ftshs.2024.000267.
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This study investigates the strategies for optimizing learning by enhancing students’ motivation at Madrasah Aliyah Manba’ul Ulum, Asshidiqiyah 06 Islamic Boarding School in Serpong. Motivation is a crucial factor that influences students’ learning outcomes, engagement, and academic success. The research highlights the need to develop and implement effective approaches to enhance student motivation in an Islamic boarding school setting. The study aims to identify key motivational factors, strategies employed by teachers, and the overall impact of these strategies on students’ academic performance. The research adopts a mixed-methods approach, combining qualitative and quantitative research methods. Data were collected through surveys, interviews, and classroom observations to comprehensively understand the school’s motivational climate. The sample consists of students, teachers, and school administrators, who provide insights into student motivation and the strategies to enhance it. The study identifies several intrinsic and extrinsic motivational strategies that can significantly improve students’ engagement in learning. These include goal-setting, providing constructive feedback, creating a supportive and stimulating learning environment, and fostering a sense of belonging among students. Teachers are encouraged to recognize the unique needs of each student and tailor their approach accordingly, allowing for more personalized and effective learning experiences.
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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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Nurma Mukarromah, Lingga, Surti Kurniasih, and Devi Putri Rozalina. "Application of Audiovisual Learning Media based on Culturally Responsive Teaching to Improve Students' Learning Motivation." Report of Biological Education 5, no. 1 (June 30, 2024): 1–10. http://dx.doi.org/10.37150/rebion.v5i1.2296.
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Background: Each student has different characteristics, they will develop certain attitudes, interests, appreciation and goals. Therefore, the teacher's duty is to form motivation that can encourage students to do something to achieve their learning goals. This research aims to determine the effect of applying audiovisual learning media in the form of songs based on culturally responsive teaching in improving students' learning motivation on biodiversity material. Method: This research applies the collaborative classroom action reasearch methods with a quantitative approach with to sudy subjects of 36 students. The instruments used were students' initial motivational interview sheets, learning implementation observation sheets, student attitudes and skills observation sheets, and student learning motivation questionnaires. Students' learning motivation measured in this study included 10 indicators of 1) There is desire. to be successful, 2) There is encouragement and need to learn, 3) Perseverance in facing tasks, 4) Tenacity in facing difficulties, 5) Independence in acting, 6) Providing time, 7) Trying to estimate the results of various strategies, 8) Enjoying finding and solving problems - questions, 9) Courage to face failure, 10) Ability to rise from failure. Results: The results show that percentage of student motivation in cycle 1 obtained an average motivation score of 74.27%, while in cycle 2 the average percentage of student motivation was 79.57%. Overall, the average percentage of student motivation in cycles 1 and 2 was 76.92%. Conclusion: The implementation of audiovisual learning media in the form of CRT-based songs in biodiversity material can improve students' learning motivation. This can be seen from the average percentage of students' learning motivation of 76.92% with moderate motivation interpretatios. Keywords : Classroom Action Research; Motivation; Audiovisual Media; Learning Songs; Culturally Responsive Teaching; Biodiversity
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Tukiyantini, Sri. "The Implementation of Jigsaw Type of Cooperative Learning to Improve Students’ Motivation and Learning Outcomes." Jurnal Basicedu 7, no. 3 (July 7, 2023): 1474–84. http://dx.doi.org/10.31004/basicedu.v7i3.5039.
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Low student learning motivation can have an impact on decreasing student learning outcomes. So it takes applying a special learning model to increase student motivation. Therefore, this study aims to increase student motivation and learning outcomes through the Jigsaw cooperative learning model. This study uses classroom action research adopted from the Kemmis and McTaggart models. Four stages of research have been used in these two research cycles. A total of 34 class XI students were involved as research respondents. Student motivation was assessed using observation sheets, and learning outcomes were assessed using multiple-choice tests. Motivational data and student learning outcomes were analyzed using percentage techniques. Motivation and student learning outcomes increased significantly after two cycles of action. Student motivation increased from 66.25% in cycle 1 to 80.63% in cycle 2. Meanwhile, student learning outcomes increased from 73.03 in cycle 1 to 82.26 in cycle 2. So, it can be concluded that the application of the cooperative learning model Jigsaw is effective in increasing student motivation and learning outcomes.
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M. Taufiq Bawazier and Yuliastutik Yuliastutik. "Implementasi Model Pembelajaran Problem Based Learning Dalam Meningkatkan Motivasi Belajar Siswa Pada Mata Pelajaran Pendidikan Agama Islam Di SMA Islam Perlaungan Waru Sidoarjo." Jurnal Budi Pekerti Agama Islam 2, no. 1 (January 24, 2024): 135–49. http://dx.doi.org/10.61132/jbpai.v2i1.68.
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The Problem Based Learning learning model is a learning model that begins with giving problems to students where the problems given are everyday experiences or have been experienced by students. Then students solve the problems given to gain new knowledge. It is expected that students are able to learn knowledge related to these problems, as well as students have skills in solving problems. The purpose of this research is to increase student motivation in PAI subjects at Perlaungan Islamic High School. The research method used is descriptive qualitative. The data collection techniques used are in-depth interviews, observation and documentation. Data analysis was carried out through data reduction, data presentation and then drawing conclusions. The sources of data in this study are school principals, deputy heads of curricula, PAI teachers, and students. The results of the study show that: 1. Implementation of the Problem Based Learning learning model in PAI subjects at Perlaungan Islamic High School there are five stages, namely, student orientation to problems, organizing students to learn, guiding educators to search for data on a problem, developing and presenting the work , analyze and evaluate. 2. Student learning motivation, there are two learning motivations, namely, intrinsic motivation, intrinsic motivation there are three indicators namely, there is a desire and desire to succeed, there are encouragement and needs in learning, there are hopes and ideals, and extrinsic motivation, there are five extrinsic motivations indicators namely, there is appreciation in learning, there are interesting activities in learning, there is a conducive learning environment, teacher-student relationships, student-student relationships.
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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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Suardin, Muhammad Yusnan, Tarno, Lukman Saputra, and Saada Omar. "Enhancing Student Motivation to Learn Using Self-Determination Theory as a Framework." Buletin Edukasi Indonesia 2, no. 03 (October 2, 2023): 113–20. http://dx.doi.org/10.56741/bei.v2i03.240.
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This qualitative research study conducted at Sekolah Dasar Negeri 1 Kapoa during the 2020/2021 academic year delves into the intricate web of factors influencing fourth-grade students' motivation to learn, particularly within the context of the pandemic. Through interviews and meticulous data analysis, this research unravels the multifaceted nature of student motivation, shedding light on both internal and external elements that come into play. While physiological factors such as vision and hearing were found to have limited direct influence on motivation, the study highlights the pivotal role of psychological factors. Competence, talents, and family harmony emerged as significant determinants of students' learning motivation. Moreover, external factors proved crucial contributors to this intricate motivational landscape. Parental support, effective teaching methods, peer interactions, and community engagement played vital roles in shaping students' motivation. This research underscores the complexity of student motivation and its dependence on many factors. Understanding these influences is paramount for educators, parents, and policymakers alike. Tailoring teaching approaches, providing robust family support, and creating a nurturing learning environment are key strategies to enhance student motivation and foster academic success. As such, further research and targeted interventions addressing these motivational factors can contribute to the development of more effective, student-centered educational practices.
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Utama, Mohamad Maulidin Alif. "Student Motivation in Thematic Learning at Elementary Schools." Southeast Asian Journal of Islamic Education 3, no. 1 (December 30, 2020): 1–21. http://dx.doi.org/10.21093/sajie.v3i1.2877.
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The purpose this article is to describe learning motivation in the application of integrative thematic learning, relationship between the implementation of thematic learning and student motivation, and thematic learning in fostering learning motivation. As a reflection of the development of increasingly advanced educational technology, changes in learning from conventional learning approach to thematic learning implementation is an innovation process in learning as an improvement effort in improving education. Therefore, the implementation of thematic learning is an important aspect in the success of student learning, especially in improving students' learning arousal or student learning motivation. The method used is library research and the result is discussed descriptively. The application of thematic learning can foster student motivation. Students will pay more attention to the lesson. With the advantages of thematic learning, it is very suitable if thematic learning is a beacon in motivational growth, as thematic learning becomes the guidance in fostering student learning motivation.
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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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Lawalata, Reiner JHG. "IMPORTANCE OF EXTRINSIC MOTIVATION ON STUDENTS IN ENGLISH DEPARTMENT AT STKIP KRISTEN WAMENA." Pedagog Jurnal Ilmiah 1, no. 2 (July 31, 2023): 8–11. https://doi.org/10.71387/pji.v1i2.42.
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In education, motivation is necessary for students as to keep their spirit alive and be enthusiastic to learn and finish their education. Motivation may come from within self and outside. Also, it might come from outside, which has an important role for a student, as same motivation from within oneself. We call it as extrinsic motivation. The aim of this research is to show several extrinsic motivations, such as peers/classmates, teachers, the environment, and internal feelings that encourage student to learn. This research uses a qualitative method with an interview as the instrument and is conducted at STKIP Kristen Wamena, Wamena, Papua Pegunungan province. Moreover, this research shows the importance of extrinsic motivations for students in education field, especially in learning English.
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Al-Sharief, Sultan M. "The Motivational Divide: EFL Teachers’ Beliefs About Student Motivation." Journal of Language Teaching and Research 15, no. 6 (November 1, 2024): 1988–99. http://dx.doi.org/10.17507/jltr.1506.24.
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Researchers and practitioners typically view motivation as a key factor in successful language learning. As teachers strive to motivate their students in language classrooms, they develop divergent opinions regarding the extent to which their students are motivated. Characterizing this as a motivational divide, this study attempts to affirm the existence of this divide and closely investigate other related teachers’ beliefs that may further reinforce it. A questionnaire was employed to explore 48 English teachers’ beliefs about learner motivation. Three groups of teachers were identified: the largest percentage believed that students were motivated, followed by almost equal percentages of those who believed that students were unmotivated or those neutral. Several related beliefs seem to contribute to this divide, especially the stereotypical perceptions of Saudi students and beliefs that students do not appreciate the future value of studying English as a foreign language, along with judgments about the signs of student classroom engagement. Generally, a pattern was observed in the teachers’ responses to most statements, indicating the existence of a motivational divide. This study concludes by stressing the importance of teachers’ beliefs about learner motivation in effective motivational classroom practices.
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Gaol, Andrea Fernando Lumban, Nelyahardi Nelyahardi, and Rully Andi Yaksa. "Faktor Motivasi dalam Mendorong Keberhasilan Belajar Siswa di SMA Negeri 4 Kota Jambi." Journal on Education 5, no. 2 (January 14, 2023): 2801–7. http://dx.doi.org/10.31004/joe.v5i2.927.
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Learning motivation is very important because it affects the success of students' learning. A person who lacks motivation to learn may not be able to do learning activities well. Everyone has a purpose in carrying out an activity. The level of motivation is always used as an indicator of the good and bad academic performance of the student. The purpose of this study is to find out how the motivational factor in encouraging student learning success at SMA Negeri 4 Jambi City. This type of research is quantitative using a descriptive method, the number of students sampled in this study was 72 students using purposive sampling techniques. The data collection tool used is a questionnaire instrument. The results of this study show that the motivational factor in encouraging student learning success is in the high category with a percentage of 79.33%. The results of this study are expected to provide assistance to BK teachers in developing motivation in student learning so that students have a higher learning success rate and this research can be a reference in providing services that are in accordance with student needs.
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Irwan Desiharto, Dede Maulana Malik, and Siti Qomariyah. "Peran Motivasi Guru Dalam Meningkatkan Hasil Belajar Siswa Materi Pendidikan Agama Islam Di SD Muhammad Al-Unaizy." Bhinneka: Jurnal Bintang Pendidikan dan Bahasa 2, no. 2 (February 19, 2024): 138–49. http://dx.doi.org/10.59024/bhinneka.v2i2.721.
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One of the problems in learning is that teachers rarely motivate students, and students are not motivated. Finally, students are less motivated and their learning outcomes are not achieved well. The research aims to determine student learning motivation in improving learning outcomes, student learning outcomes in PAI lessons before and after getting motivation, and determine the role of PAI teacher motivation in improving student learning outcomes. This research uses field research with descriptive qualitative methods. Data collection techniques were carried out using observation, interviews and documentation in the field. This research was conducted at Muhammad Al-Unaizy Elementary School. The results of this research show that providing motivation before studying at SD Muhamad Al-Unaizy has gone well. Thus, this motivational activity can improve student learning outcomes at the end of the meeting. Supporting factors in this activity include parental support, adequate infrastructure. The inhibiting factor is the level of students' varying levels of absorption in absorbing motivation from the teacher.
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Lozano-Jiménez, José Eduardo, Elisa Huéscar, and Juan Antonio Moreno-Murcia. "Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students." Sustainability 13, no. 9 (April 29, 2021): 5006. http://dx.doi.org/10.3390/su13095006.
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Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of the intervention on the perception of autonomy support to improve student involvement; this relationship is mediated by the improvement of psychological needs and academic motivation. The results are discussed around the recommendation of motivational strategies that the higher education teacher should implement to promote students’ involvement.
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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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Alkaabi, Sultan Ali R., Warda Alkaabi, and Glen Vyver. "Researching Student Motivation." Contemporary Issues in Education Research (CIER) 10, no. 3 (June 30, 2017): 193–202. http://dx.doi.org/10.19030/cier.v10i3.9985.
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Motivation has been studied by different scientists in different fields of knowledge such as biology, psychology, and education for a long period, which has cultivated a wealth of knowledge in these disciplines. The richness in motivation theories poses complexity in motivation research. Due to these complexities, many researchers focus on using a single motivation theory in their studies. Using multiple motivation theories in a singular study is not a common practice in education research. This study presents a unifying framework for approaching motivation research in education which offers an opportunity to use multiple motivation theories in educational research, and other disciplines.
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Bovenko, Angela. "Student motivation theory." E3S Web of Conferences 273 (2021): 12041. http://dx.doi.org/10.1051/e3sconf/202127312041.
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The article examines the relevant native and foreign theories of sports activity (SA) motivation. The results of scientific research in this area are analyzed, recommendations for identifying the type and increasing the level of motivation of athletes are presented. Theoretical analysis and generalization of literary data allowed to single out individual demonstrations in the formation of sports motivation, the importance of the influence of self-esteem, the influence of temperament, the influence of the level of anxiety in athletes on the formation of motivation was established. The conditions for the formation of sports motivation have been determined. For high results in sports, the motivation of the athlete at all stages of training has a significant impact. The focus on interpersonal comparison and victory develops competitive motivation, competitiveness. The development of internal and external motivation ensures the formation of goals and objectives of sports activities, favorable stable motives, and leads to the improvement of sports skills. Based on the current literary discussion, we have identified the motives that presumably provide long-term motivation for engaging in sports and the motives that are likely to be perceived as reducing it.
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Miller, J. Tim. "Student Employee Motivation!" Recreational Sports Journal 17, no. 2 (February 1993): 12–15. http://dx.doi.org/10.1123/nirsa.17.2.12.
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