Journal articles: 'Extrinsic barriers to learning'

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Rabin, Eyal, Maartje Henderikx, Yoram, M. Kalman, and Marco Kalz. "What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation." Australasian Journal of Educational Technology 36, no. 3 (June 29, 2020): 119–31. http://dx.doi.org/10.14742/ajet.5919.

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Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using pre- and post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants´ age, gender, level of self-efficacy, motivation, self-regulated learning skills and the intention to complete the course were used as predictors of those barriers to satisfaction. The barrier lack of interestingness/relevance was predicted by the self-regulation indices of self-evaluation, study-strategy and help-seeking. The barrier lack of time/bad planning was predicted by the self-regulation indices of goal setting, time management and study strategy and by the age of the respondent. The barrier lack of knowledge/technical problem was predicted by the level of self-efficacy, extrinsic motivation and the self-regulation index of time management, as well as by the behavioural intention to complete the course. Furthermore, an index averaging the extent of the barriers was predicted by the self-regulation indices of goal setting and study strategy, the level of self-efficacy and the level of extrinsic motivation. Theoretical and practical implications are discussed in order to help MOOC participants, instructors and designers to enhance learner satisfaction.

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Nguyen, Hong-Thu Thi. "Boosting Motivation to Help Students to Overcome Online Learning Barriers in Covid-19 Pandemic: A Case study." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 10 (May 25, 2021): 4. http://dx.doi.org/10.3991/ijim.v15i10.20319.

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In response to a public health emergency of COVID-19 pandemic, changing learning and teaching from face to face mode to online one is determined to be imperative. The fact that classrooms were temporarily prevented from continuing did not mean that learning and teaching were suspended. It was going on in a new approach supported by technology, which challenges students and teachers with various barriers. The paper explored the correlation between online learning barriers and motivations, whether the motivation-boosting strategies could help students overcome challenges in online learning duration and had any impact on students’ academic achievement or not. A quasi-experimental research was applied for 288 third-year students of law joining the second criminal law course at a university in Viet Nam. The experiment was conducted with the assistance of LMS, Microsoft Team, Skype and Zoom, along with Socrative, Kahoot and Social networks. The findings revealed that the extrinsic barriers had more impact on motivation than intrinsic ones; extrinsic barriers had high impact on the motivation and the learning results of students compared to the traditional learning method. The data also expressed that the motivation-boosting activities in the online learning process led positive changes in students’ learning motivation and academic achievement.

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Harris, Brigitte, Kwan Fan Cheng, and Charlotte Gorley. "Benefits and Barriers." Journal of Workplace Learning 27, no. 3 (April 13, 2015): 193–206. http://dx.doi.org/10.1108/jwl-07-2014-0053.

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Purpose – This study aims to describe the design of a provincial government ministry group mentoring program and examine mentees’ and mentors’ experiences in the program. Design/methodology/approach – A total of 151 mentees rated their satisfaction in a post-program survey. The survey was followed by in-depth, semi-structured interviews with 10 mentees and 11 mentors. Findings – In all, 87 per cent of mentees rated their learning as effective. Benefits to mentees were relevance of the learning, and senior leader/mentors use of current issues, events and personal stories. Delivery through a combination of Web conferencing and collaboration technologies was most effective. Mentors learned from mentees and other mentors. Regular and full mentee participation was an identified issue. In addition, not all mentoring teams worked well together. Research limitations/implications – The selection criteria favored participants who had a positive experience. Including more participants who were disengaged or less active may have revealed what inhibited full engagement. Complex underlying systemic and cultural issues negatively affected mentee participation and mentoring team effectiveness. It is unclear whether this was caused by intrinsic or extrinsic barriers. Further study could shed light on how to address participation issues. Practical implications – Selection criteria favored highly active participants who had a positive experience. Including more disengaged or less active participants may have revealed barriers to full engagement. Social implications – Despite a context of extreme organizational churn, this program delivered cost-effective and engaging learning to a large number of employees. Recommendations are made to further strengthen the program. Originality/value – This contextually grounded case study will be useful to those who plan to implement a group mentoring program.

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Nguyen, Thuy, Sara Pavitt, Courtney Wusthoff, and Caroline Rassbach. "Breaking a Cycle of Dependence to Improve Neurology Education: A Qualitative Study Exploring Pediatric Residents’ Perspectives." Clinical Pediatrics 58, no. 11-12 (August 27, 2019): 1158–65. http://dx.doi.org/10.1177/0009922819870557.

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Objective. To understand pediatric residents’ experiences and attitudes toward learning neurology; and to identify facilitators and barriers to learning neurology during residency. Study Design. Qualitative study using focus groups of pediatric residents at Stanford during November 2017. Focus groups were audio-recorded and transcribed verbatim. Investigators independently coded the transcripts and reconciled codes to develop themes using constant comparison associated with grounded theory. Results. Eighteen pediatric residents participated in 3 focus groups. Four themes emerged: (1) residents feel unprepared and uncomfortable; (2) intrinsic and extrinsic factors contribute to residents’ dependence on neurologists; (3) residents desire more teaching; and (4) residents are motivated to overcome their dependence on neurologists and optimize their learning. Conclusion. Pediatric residents are motivated to acquire more skills to assess and manage patients with neurological conditions. They recognize key factors that contribute to a cycle of dependence that impedes their learning and offer strategies to overcome these barriers.

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Hellerstein, Devora, Tina Waldman, Hanne Juel Solomon, and Michal Arnon. "When Students Can Choose: Online Self-Study or In-College Learning of English for Academic Purposes." World Journal of English Language 10, no. 2 (July 22, 2020): 25. http://dx.doi.org/10.5430/wjel.v10n2p25.

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This study aimed to better understand what motivations drive students to select a self-study massive open online course (MOOC) or an in-college course with an instructor. The students were enrolled in one of three level courses of English for Academic Purposes (EAP), which was an accredited course required for the completion of their Bachelor's Degree, at three teacher education colleges in Israel. The study applied a mainly quantitative data collection method, with a qualitative component. The researchers distributed a survey to 236 students studying in one of the two conditions. They compared survey results between the two groups to examine student background, motivations, and perceptions in relation to choice of preferred learning style. Findings indicated that demographic factors had little effect on the students’ choice. In terms of student motivations, while some differences were found between the two groups in learning preferences, the greatest motivations for selecting a MOOC were extrinsic, with more students driven by financial and time constraints rather than a preference for autonomous learning. The perceptions of students who chose a MOOC indicated low learner readiness to study independently and, as such, a higher risk of not passing the required course. Despite claims that MOOCs represent the democratization of education – providing access to all, regardless of age, gender, financial resources, or other barriers, our findings reveal inequality between students learning English for Academic Purposes in higher education based primarily on financial resources.

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Stewart, Heather, Deborah Wisby, and Hazel Roddam. "Physiotherapists’ reported attitudes to and perceived influences on their continuing professional development: results of an online questionnaire." International Journal of Therapy and Rehabilitation 27, no. 4 (April 2, 2020): 1–13. http://dx.doi.org/10.12968/ijtr.2018.0114.

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Background/aims Intrinsic and extrinsic factors influence physiotherapists’ participation in continuing professional development. A number of benefits of and barriers to participation in continuing professional development are identified in the literature, but relatively little is known about factors that influence attitudes towards continued learning. The aim of this study was to identify factors influencing UK physiotherapists’ attitudes towards continuing professional development, with a focus on career point and type of employment, in the context of motivational theories. Methods An online questionnaire consisting of Likert-style questions was used to collect data from UK physiotherapists. Nominal and ordinal data were analysed to determine differences between subgroups within the dataset. Results A total of 205 physiotherapists completed the online questionnaire. Physiotherapists were generally internally motivated towards continuing professional development, but attitudes were influenced by career point and whether physiotherapists worked in the NHS or in the private sector. External factors appeared to have a negative effect on motivation towards continuing professional development. Conclusion: Differences in attitudes at different points on the career path suggest that organisational structure may impede lifelong learning at some stages in career progression, while differences between those working privately and for the NHS may potentially reflect organisational differences between these types of employment.

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Roderick, Melissa, and Mimi Engel. "The Grasshopper and the Ant: Motivational Responses of Low-Achieving Students to High-Stakes Testing." Educational Evaluation and Policy Analysis 23, no. 3 (September 2001): 197–227. http://dx.doi.org/10.3102/01623737023003197.

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Advocates of high-stakes testing argue that providing strong incentives for students to take learning more seriously will result in greater student effort and motivation. Opponents argue that these policies set up low-achieving students to fail, looking to research on motivation for evidence that extrinsic and negative incentives such as the threat of retention will undermine students' engagement in school. This article seeks to evaluate these claims by examining the responses of 102 low-achieving sixth- and eighth-grade students to Chicago's highly publicized effort to end social promotion. Does this policy lead students to work harder? If so, to what extent does hard work pay off? The majority of these students described increased work effort under the policy. They reported greater attention to class work, increased academic press and support from teachers, and more time spent studying outside school. These efforts were confirmed by teachers' reports. Students with high levels of work effort generally had greater-than-average learning gains and positive promotional outcomes. Approximately one third, however, showed little work effort despite a desire not to be retained. These students faced significantly larger skill gaps and barriers to learning both within and outside school than did their peers with high work effort. How teachers manage high-stakes testing policies—whether they create environments that make low-achieving students feel supported and efficacious in responding to new demands and whether they direct students' efforts in productive ways—has an important impact on student motivation and passing rates.

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Csizér, Kata, Edit H. Kontra, and Katalin Piniel. "An investigation of the self-related concepts and foreign language motivation of young Deaf and hard-of-hearing learners in Hungary." Studies in Second Language Learning and Teaching 5, no. 2 (January 1, 2015): 229–49. http://dx.doi.org/10.14746/ssllt.2015.5.2.3.

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In recent years increased attention has been given in applied linguistics to the learning processes of various groups of special needs (SN) students, especially to those whose achievement is impeded by dyslexia or other learning difficulties. However, students with sensory impairment, particularly those who are Deaf or severely hard of hearing (HOH), seem to have remained on the periphery of second language acquisition (SLA) research although they constitute a highly interesting group both from a linguistic as well as a cultural point of view. Since the best approach to understanding how this special minority handles foreign language learning is by first exploring their so-called individual differences, a nationwide research project was launched in Hungary to investigate students’ language learning beliefs, motivation, strategy use and motivated learning behavior. As part of that project, the present paper intends to detail how self-related concepts of hearing impaired students at eight different SN schools an be described. In order to gain an in-depth understanding, a mixed-method research design was employed. First, a barrier-free instrument was used to measure learner variables among 105 14-19-year-old Deaf and HOH learners. Then 31 individual interviews were conducted with selected students using maximum variety sampling. The quantitative data indicate that Deaf and HOH (D/HH) learners lack pronounced, well-developed and detailed future ideal L2 selves and corresponding visions to guide their learning. Another important finding is the paramount importance of language learning experience for our D/HH participants. Based on the analysis of the qualitative data, we can conclude that students’ language learning experiences are largely shaped by the choice of language used as the medium of education, the intensity and content of the English classes as well as how far students internalize extrinsic motives.

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Fontaine, Guillaume, Sylvie Cossette, Marie-Pierre Gagnon, Véronique Dubé, and José Côté. "Effectiveness of a Theory- and Web-Based Adaptive Implementation Intervention on Nurses’ and Nursing Students’ Intentions to Provide Brief Counseling: Protocol for a Randomized Controlled Trial." JMIR Research Protocols 9, no. 7 (July 31, 2020): e18894. http://dx.doi.org/10.2196/18894.

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Background Brief counseling can motivate patients to initiate health behavior change. However, increasing the provision of brief counseling by nurses is difficult due to contextual and practitioner-level factors impeding nurses’ motivation and intentions to provide brief counseling (eg, unfavorable attitude toward brief counseling, lack of perceived control linked to barriers). Theory-based implementation interventions could address these practitioner-level factors and support evidence-based practice in the context of brief counseling. Web-based, adaptive e-learning (electronic learning) programs are a novel type of implementation intervention that could address the limitations of current brief counseling training programs, such as accessibility and personalization. Objective This paper presents a study protocol for evaluating the effectiveness of the E_MOTIVA implementation intervention—a theory- and web-based adaptive e-learning program—to increase nurses’ and nursing students’ intentions to provide brief counseling for smoking, an unbalanced diet, and medication nonadherence. Methods A two-group, single-blind, randomized controlled trial will be conducted with nurses and nursing students enrolled in a Bachelor of Science in Nursing program in Quebec, Canada. Participants in the experimental group will be allocated to the E_MOTIVA intervention—a theory- and web-based adaptive e-learning program—while participants in the active control group will be allocated to the E_MOTIVB intervention, a knowledge- and web-based standardized e-learning program. The E_MOTIVA intervention was designed to influence the constructs of the Theory of Planned Behavior (eg, attitude, subjective norms, and perceived behavioral control) in the context of brief counseling. The Cognitive Load Index and User Engagement Scale will be used to assess participants’ cognitive load and engagement related to e-learning. Participants will complete the Brief Counseling Nursing Practices Questionnaire–Abridged Version at baseline and follow-up. All study measures will be completed online. Results The study is ongoing. The results of the study will provide answers to the primary hypothesis (H1) that experimental group participants will demonstrate a greater change in the score of intentions to provide brief counseling between baseline (–T1) and follow-up (T4). Secondary hypotheses include greater improvements in scores of attitude (H2), subjective norms (H3), perceived control (H4), behavioral beliefs (H5), normative beliefs (H6), and control beliefs (H7) regarding brief counseling in the experimental group between baseline and follow-up. We also anticipate lower intrinsic and extrinsic cognitive loads (H8, H9), higher germane cognitive load (H10), and higher engagement (H11, H12) in the experimental group. Conclusions This study will be among the first in evaluating a novel type of implementation intervention, a theory- and web-based adaptive e-learning program, in nurses and nursing students. This type of intervention has the potential to support evidence-based practice through accessible, personalized training in wide-ranging domains in nursing. Trial Registration ISRCTN Registry ISRCTN32603572; http://www.isrctn.com/ISRCTN32603572 International Registered Report Identifier (IRRID) PRR1-10.2196/18894

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Swatta, Kate. "Barriers to Learning." Aboriginal Child at School 16, no. 4 (September 1988): 48–52. http://dx.doi.org/10.1017/s0310582200015510.

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Jessup, Martha A., Janice C. Humphreys, Claire D. Brindis, and Kathryn A. Lee. "Extrinsic Barriers to Substance Abuse Treatment among Pregnant Drug Dependent Women." Journal of Drug Issues 33, no. 2 (April 2003): 285–304. http://dx.doi.org/10.1177/002204260303300202.

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The objective of this qualitative study was to examine extrinsic barriers to substance abuse treatment among pregnant and parenting women enrolled in residential perinatal substance abuse treatment programs in Northern California. Life history interviews were conducted with 36 women to examine help-seeking behaviors before treatment enrollment. Data analysis used the analytic framework of Mandelbaum (1973) to describe dimensions, turnings, and adaptations of participants. Results indicated that the majority (n = 34) of participants sought prenatal care but identified fear of punitive actions from helping institutions and individuals as a major barrier. Other extrinsic barriers included substance abuse treatment program barriers, partners, the status of opiate dependency, and the status of pregnancy. Biological, socio-cultural, and psychosocial dimensions of participants' care-seeking experiences were identified. The turning was pregnancy and adaptations included preserving the family, managing fear and manifesting faith. Findings describe the transformation of the therapeutic alliance and the gendered impact of two decades of the War on Drugs in the United States. Participants' coping strategies suggest that the desire for child custody and concern for fetal and child well-being was a priority and motivated care seeking despite extrinsic barriers perceived to be threatening to the woman's safety and autonomy.

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Huang, Hsiu-Mei, and Shu-Sheng Liaw. "Exploring Learners' Self-Efficacy, Autonomy, and Motivation toward E-Learning." Perceptual and Motor Skills 105, no. 2 (October 2007): 581–86. http://dx.doi.org/10.2466/pms.105.2.581-586.

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A questionnaire survey was conducted with 116 college students (47 men, 69 women) in Central Taiwan to investigate predictive relationships among four attitudinal variables, perceived self-efficacy, learners' autonomy, intrinsic motivation, and extrinsic motivation toward e-learning. Analysis showed learners' autonomy was predictive of both intrinsic (57% independent variance explained) and extrinsic motivation (61% independent variance explained). Although perceived self-efficacy was not a predictor of intrinsic motivation and extrinsic motivation, it correlated significantly with extrinsic motivation.

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Ariadni, Dwi Karina, Siti Zahara Nasution, and Reni Asmara Ariga. "Factors Affecting Nursing Students’ Learning." Caring: Indonesian Journal of Nursing Science 2, no. 1 (July 21, 2020): 49–55. http://dx.doi.org/10.32734/ijns.v2i1.4167.

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High learning motivation is influenced by some factors from intrinsic factor (in self) and extrinsic factor. This study aims to describe the intrinsic factors and extrinsic factors in learning motivation. This is a descriptive design study with quota random sampling. 90 respondents were involved in this study. Results of intrinsic factors measured by interest in the field of knowledge studied: 47.8% of respondents collect tasks given in accordance with the time set, and 41.1% of respondents diligently follow the lecture. The results of the study of extrinsic factors are measured by the quality of lecturers who teach: 51.1% of lecturers often provide questions clearly and briefly. Based on the method of lecturing: simulation methods in the laboratory often increase the motivation to learn. Based on the lecture’s room: 57.8% stated that a clean lecture’s room can improve the concentration of learning. Based on the complete book in the library: 47.8% encourage respondents to do the task quickly. Based on the learning facilities: 47.8% are always motivated to learn if the lecturer uses LCD. Support of parents (76.7%) in meeting the needs of respondents in learning.The management of nursing education is suggested to motivate students during lectures based on intrinsic factors and extrinsic factors. Keywords : learning motivation, affecting factor, nursing student

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Thohir, Lalu. "Motivation in a Foreign Language Teaching and Learning." Vision: Journal for Language and Foreign Language Learning 6, no. 1 (April 1, 2017): 20. http://dx.doi.org/10.21580/vjv6i11580.

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In learning English as a foreign language, where learners are separated logistically and psychologically from the target culture, motivation plays a critical role and it is one of the main determining factor in a second/foreign language learning achievement. Motivation is defined as some kind of internal drive which pushes someone to do things in order to achieve something and to achieve success, someone needs to be motivated.Motivation is distinguished into different kinds, such as integrative and instrumental, intrinsic and extrinsic, global, situational and task. However, the most widely cited distinction of motivation is between intrinsic and extrinsic motivation.In the field of language learning, motivation is sometimes distinguished from orientation. As an ideal for self-determined behavior, the intrinsic motivation is considered to be more powerful than extrinsic motivationin the success of learning a language, however, most of learning activities which the language learners do are initiated and driven by extrinsic motivation.There are three areas – goalsand goal setting, learning environment, and interesting classes – in which the language teachers could directly influence the language learners’ motivation and their continuing participation in the classroom. Providing positive feedback and enhancing the autonomous learning are among important means to increase the learners’ motivation. In addition, emphasizing two forms of positive extrinsic motivation – identificationand integration, while minimizing two forms of negative extrinsic motivation – external regulation and introjection could boost the intrinsic motivation of the learners.

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Laal, Marjan. "Barriers to lifelong learning." Procedia - Social and Behavioral Sciences 28 (2011): 612–15. http://dx.doi.org/10.1016/j.sbspro.2011.11.116.

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Ngana-Mundeke, Annie. "Language Barriers to Learning." Anthropology News 41, no. 4 (April 2000): 25. http://dx.doi.org/10.1111/an.2000.41.4.25.

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Crawley, James. "Removing barriers to learning." SecEd 2018, no. 14 (May 17, 2018): 6. http://dx.doi.org/10.12968/sece.2018.14.6.

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Crawley, James. "Removing barriers to learning." SecEd 2018, no. 15 (May 17, 2018): 6. http://dx.doi.org/10.12968/sece.2018.15.6.

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Nelson, Peggy B., and Sig Soli. "Acoustical Barriers to Learning." Language, Speech, and Hearing Services in Schools 31, no. 4 (October 2000): 356–61. http://dx.doi.org/10.1044/0161-1461.3104.356.

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There are surprisingly large numbers of children with various auditory disorders in the schools. Their classrooms are often noisy, reverberant, and active places of learning. For these children, their auditory problems plus the poor classroom acoustics cause significant learning problems. Poor listening conditions can affect all children, but they affect those with auditory disorders more. Improving classroom acoustics can significantly reduce the negative educational impact of auditory disorders. This article reviews relevant literature on acoustical barriers to successful learning and provides guidance for school personnel making decisions regarding classroom facilities.

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Santos, Marion C. "Nurses’ Barriers to Learning." Journal for Nurses in Staff Development 28, no. 4 (2012): 182–85. http://dx.doi.org/10.1097/nnd.0b013e31825dfb60.

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Gracy, Delaney, Roy Grant, Grifin Goldsmith, Anupa Fabian, Lori Peek, and Irwin E. Redlener. "Health Barriers to Learning." SAGE Open 4, no. 1 (January 7, 2014): 215824401352061. http://dx.doi.org/10.1177/2158244013520613.

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Simanjuntak, Ermida. "Guiding Questions Method and Extrinsic Learning Motivation of First Year University Students." ANIMA Indonesian Psychological Journal 30, no. 3 (April 25, 2015): 148–54. http://dx.doi.org/10.24123/aipj.v30i3.544.

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The study aimed to examine the effects of guiding questions method on university students’ extrinsic motivation to study. The theory used was the ARCS model from Keller (1987) regarding extrinsic motivation to study. This study used a quasi-experimental method using a sample of 51 university students enrolled in General Psychology subject. Measurement used was an extrinsic motivation to study scale consisting of ARCS aspects which are attention, relevance, confidence, and satisfaction. Data was analysed using paired sample t-test and results showed that the guiding questions method was not effective to increase students’ extrinsic motivation to study. However, results also showed an increase in the ”satisfaction” aspect of extrinsic motivation to study following the guiding questions method.

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Kähkönen, Anna-Leena, Antti Laherto, and Anssi Lindell. "Intrinsic and Extrinsic Barriers to Teaching Nanoscale Science: Finnish Teachers' Perspectives." Journal of Nano Education 3, no. 1 (June 1, 2011): 1–12. http://dx.doi.org/10.1166/jne.2011.1017.

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Clarke, Dave. "Intrinsic and Extrinsic Barriers to Health Care: Implications for Problem Gambling." International Journal of Mental Health and Addiction 5, no. 4 (May 19, 2007): 279–91. http://dx.doi.org/10.1007/s11469-007-9089-1.

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Mahendra, Nidhi. "South Asian Stories: Firsthand Client Perspectives on Barriers to Accessing Speech-Language Pathology Services." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 19, no. 1 (March 2012): 29–36. http://dx.doi.org/10.1044/cds19.1.29.

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This article details the experience of two South Asian individuals with family members who had communication disorders. I provide information on intrinsic and extrinsic barriers reported by these clients in responses to a survey and during individual ethnographic interviews. These data are part of a larger study and provide empirical support of cultural and linguistic barriers that may impede timely access to and utilization of speech-language pathology (SLP) services. The purpose of this article is to shed light on barriers and facilitators that influence South Asian clients' access to SLP services. I provide and briefly analyze two case vignettes to provide readers a phenomenological perspective on client experiences. Data about barriers limiting access to SLP services were obtained via client surveys and individual interviews. These two clients' data were extracted from a larger study (Mahendra, Scullion, Hamerschlag, Cooper, & La, 2011) in which 52 racially/ethnically diverse clients participated. Survey items and interview questions were designed to elicit information about client experiences when accessing SLP services. Results reveal specific intrinsic and extrinsic barriers that affected two South Asian clients' access to SLP services and have important implications for all providers.

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Khoiruman, Muhamad Alfi. "Online Learning Problems; Students' English Learning Barriers." Darussalam English Journal (DEJ) 1, no. 1 (June 14, 2021): 51. http://dx.doi.org/10.30739/dej.v1i1.1037.

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Policies related to online learning which were then simultaneously used as a learning system did not appear without problems. As a result, countries that are not ready with this system, of course, face many problems, especially for teaching staff and students. This study, tries to explore problems that have the potential to hinder students' understanding during online learning, which means that researchers will only focus on obstacles in the learning process, both internal to students and external from teachers and parents, not technical matters such as network constraints, no quota and other related matters. Subjects in this study were 15 junior high school students in Penan, Pejarakan, Ampenan. Qualitative research with this descriptive approach, in the process using Observation and Interview methods as the main way to obtain data where the results of this study classify the main problems that arise into 3 parts, namely; 1) There is a delay from the subject in participating in online class activities, 2) There is a tendency not to take learning activities seriously by doing other activities such as playing games, watching TV and other activities and 3) the lack of time and the ability of companions during the learning process is good because they do not have sufficient understanding of the material or other activities or work to be undertaken.

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Sulistyowati, Nur Wahyuning. "PENGARUH MOTIVASI EKSTRINSIK DAN PRESTASI BELAJAR AKUNTANSI TERHADAP MINAT INVESTASI DAN KEPUTUSAN INVESTASI MAHASISWA FE PROGRAM STUDI AKUNTANSI UNESA." JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN 3, no. 1 (March 18, 2017): 76. http://dx.doi.org/10.26740/jepk.v3n1.p76-90.

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This study aimed to analyze the effect of extrinsic motivation and academic achievement for investment interest and investment decisions study. The results showed that extrinsic motivation has direct significant effect on accounting learning achievement. Accounting learning achievement does not significantly influence the investment interest. Extrinsic motivation has significant effect on investment interest. investments Interest significantly influence investment decisions. accounting Learning achievement has significant effect on investment decisions, and extrinsic motivation significantly influence investment decisions. While extrinsic motivation indirectly has a significant influence on investment decisions through investment interest, so that the interest showed to mediate investment extrinsic motivation on student investment decisions, and learning achievement of accounting has a significant influence on investment decisions through investment interest, so that the investment interest shown to mediate the learning achievement of accounting student investment decisions. The findings in this study is that the investment interest plays an important role in investment decisions of students.

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Azis, Kamasia, Florentina Maria Panda, and Indah Slamet Budiarti. "The Influence of Extrinsic Learning Motivation Toward Physics Learning Outcomes of the Tenth Graders of Jayapura Muhammadiyah SHS During the Covid-19 Pandemic." Impulse: Journal of Research and Innovation in Physics Education 1, no. 1 (June 28, 2021): 1–10. http://dx.doi.org/10.14421/impulse.2021.11-01.

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This study aims to determine the relationship, and the influence of extrinsic learning motivation on student learning outcomes. This type of research is ex post research facto. The data collection technique used was a questionnaire. The data obtained were analyzed using the SPSS 16 program. The study population was 61 class X students. The research sample was class X1 with a total sample of 30 students. The analysis technique used was correlation techinique. Research results and data processing asymp value sig (2-tailed) 0,000 < 0,05, meaning that there is a relationship between extrinsic learning motivation and student learning outcomes. The pearson correlation value of 0,934 is interpreted to have a very strong relationship. The value of R Square 0,872 means that the influence of extrinsic learning motivation on learning outcomes is 87,2%. Sig value 0,000 < 0,05 meaning that there is an influence on extrinsic learning motivation learnig outcomes of students.

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Suciah, Fitrah, Hamdana, and Fatmawati. "Extrinsic Motivation With Learning Achievements Student Of Nursing." Comprehensive Health Care 3, no. 1 (April 3, 2019): 1–10. http://dx.doi.org/10.37362/jch.v3i1.214.

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It must be stressed, that motivation is related to a goal. Learning outcomes will be optimal if there is motivation. Seeing the phenomena there are still many nursing students of Panrita Husada Bulukumba who obtained the final GPA while in the low category. Not only that, but there are also some complaints during the lecture process that are obtained from interviews with students who can interfere with the learning process. This study aims to determine the relationship of extrinsic motivation in terms of the role of the lecturer, the condition of the learning environment, the learning methods used by the lecturer, facilities, and infrastructure with the learning achievements of nursing students. This research uses a quantitative analytic design with a cross-sectional approach. The population in this study was 297 respondents. The number of samples was 100 respondents using a simple random sampling technique. The data collection method is done by using bivariate questionnaire sheets using Fisher's exact test. The results showed that there was a significant difference in proportion or relationship between the role of lecturers and learning achievement (p = 0.003), learning environment conditions and learning achievement (p = 0.043), lecturer learning methods and learning achievement (p = 0.029), facilities and infrastructure with learning achievement (p = 0.040). The conclusion is that there is a significant relationship between extrinsic motivation (the role of the lecturer, the condition of the learning environment, the lecturer learning method, and learning support facilities or facilities and infrastructure) with the learning achievement of the nursing student Panrita Husda Bulukumba.

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SUZUKI, TAKASHI, and SHIGEO SAKURAI. "Intrinsic-Extrinsic Utility Values and Academic Learning Motivation." Japanese Journal of Educational Psychology 59, no. 1 (2011): 51–63. http://dx.doi.org/10.5926/jjep.59.51.

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Kremen, Lisa C., Joanna M. Fiszdon, Matthew M. Kurtz, Steven M. Silverstein, and Jimmy Choi. "Intrinsic and Extrinsic Motivation and Learning in Schizophrenia." Current Behavioral Neuroscience Reports 3, no. 2 (April 5, 2016): 144–53. http://dx.doi.org/10.1007/s40473-016-0078-1.

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Paul, Rajendra. "Understanding Individual Learning for Organizational Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 15 (October 1996): 791–95. http://dx.doi.org/10.1177/154193129604001509.

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Suitable application of the knowledge about individual learning to develop organizational learning processes is the focus and scope of this paper. Organization is an abstract concept. Consequently, organizational learning depends to a large extent on the learning by individual employees. Cognitive learning is treated in greater detail than physical learning, although the two often occur and are treated simultaneously. The attributes of the individual learning process discussed here include intrinsic and extrinsic factors like motivation, feedback, environment, social influences, and role of emotions.

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Ulfa, Maria, and Allif Syahputra Bania. "EFL student’s motivation in learning English in Langsa, Aceh." Studies in English Language and Education 6, no. 1 (March 9, 2019): 163–70. http://dx.doi.org/10.24815/siele.v6i1.12860.

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The research deals with the intrinsic and extrinsic motivation of EFL learners in learning English. This research used the qualitative design to find out the EFL learners’ motivation in learning English, specifically to their intrinsic and extrinsic motivation. The participants consist of 40 senior high school students in Langsa. The questionnaire was the instrument used in collecting data. The questionnaire consists of 35 items, in which they are divided into two parts. The first part, numbers 1 until 20, is to collect the information about intrinsic motivation and inquires about interest, need, hobby and goal. Meanwhile, the second part, numbers 21 until 35, is to collect information about extrinsic motivation and inquires about teachers, parents, and the environment. The results showed that the component in the extrinsic motivation that gave the biggest impact to the students are the teachers; who are the student’s biggest influence in learning English. Meanwhile, the biggest component of intrinsic motivation is the students’ own learning goals. The paper further describes each of these factors in relation to their motivation. The implication of this study related to the teachers’ efforts and capability in motivating their students to learn English is also discussed.

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Ramadhani, Hetti Sari. "EFEKTIVITAS METODE PEMBELAJARAN SCL (STUDENT CENTERED LEARNING) DAN TCL (TEACHER CENTERED LEARNING) PADA MOTIVASI INSTRINSIK & EKSTRINSIK MAHASISWA PSIKOLOGI UNTAG SURABAYA ANGKATAN TAHUN 2014 â€“ 2015." Persona:Jurnal Psikologi Indonesia 6, no. 2 (December 15, 2017): 66–74. http://dx.doi.org/10.30996/persona.v6i1.1302.

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AbstractÂ Â Â Â Â Â Â Â Â Â Â Â His study aims to see the effectiveness of learning methods scl (student center learning) and tcl (teacher center learning) on intrinsic & extrinsic motivation student psychology UNTAG Surabaya Year 2014-2015. The research subjects took random sampling of 100 students from the class of 2014 and 2015. The intrinsic and extrinsic motivation scales used consisted of 21 valid and reliable items. The data were analyzed using Independent Sample T Test test which had previously tested normality and homogeneity. Based on the calculation result known Sig value. 0,946> 0,05 meaning that there is no difference of intrinsic motivation and extrinsic motivation at UNTAG student of psychology class of 2014 and 2015 which received learning method scl (student center learning) and tcl (teacher center learning).Â Keyword: intrinsic & extrinsic motivation, scl (student center learning) and tcl (teacher center learning)

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Nordhaug, Odd. "Structural Learning Barriers in Organizations." Scandinavian Journal of Educational Research 38, no. 3-4 (January 1994): 299–313. http://dx.doi.org/10.1080/0031383940380311.

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Ancheta Jr., Rosein, Roberto Padua, Shirley Ann A. Caballes, Dharyll Prince M. Abellana, Custer C. Deocaris, Celbert M. Himang, Lanndon A. Ocampo, Miriam F. Bongo, and Jun Jun A. Obiso. "Management of Industry 4.0 – reviewing intrinsic and extrinsic adoption drivers and barriers." International Journal of Technology Management 81, no. 3/4 (2019): 210. http://dx.doi.org/10.1504/ijtm.2019.10027028.

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Obiso, Jun Jun A., Celbert M. Himang, Lanndon A. Ocampo, Miriam F. Bongo, Shirley Ann A. Caballes, Dharyll Prince M. Abellana, Custer C. Deocaris, Roberto Padua, and Rosein Ancheta Jr. "Management of Industry 4.0 – reviewing intrinsic and extrinsic adoption drivers and barriers." International Journal of Technology Management 81, no. 3/4 (2019): 210. http://dx.doi.org/10.1504/ijtm.2019.105310.

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Hans Setiadi Wijaya, Nikodemus. "Linking job dissatisfaction, learning motivation, creative work involvement, and proactive personality." Problems and Perspectives in Management 17, no. 1 (February 6, 2019): 32–41. http://dx.doi.org/10.21511/ppm.17(1).2019.04.

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This study examines the links among job dissatisfaction, intrinsic and extrinsic learning motivation, and creative work involvement (CWI). It also investigates the moderating effect of proactive personality. The research data were obtained from two surveys conducted four months apart involving 271 employees. Negative impacts of job dissatisfaction on (1) intrinsic learning motivation and (2) CWI were discovered. Positive impacts of both intrinsic and extrinsic learning motivation on CWI were found. Intrinsic learning motivation mediated the relationship between job dissatisfaction and CWI. In addition, proactive personality played moderating roles in the relationships between job dissatisfaction and (1) intrinsic learning motivation, extrinsic learning motivation and (2) CWI.

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Ikram, Hamid, Shahnaz Perveen, and Hafsa Javed. "RELATIONSHIP BETWEEN LEARNING STRATEGIES AND MOTIVATION OF DISTANCE LEARNERS." Humanities & Social Sciences Reviews 9, no. 3 (May 29, 2021): 617–25. http://dx.doi.org/10.18510/hssr.2021.9361.

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Purpose of the study: The study aimed to discover the learning strategies of distance learners and their relationship with their intrinsic and extrinsic motivation. Methodology: The study followed a quantitative correlational research design. The study sample comprised 550 female and male students enrolled as distance learners at the university level. The tool of learning strategies MSLQ was adopted from Pintrich et al. (1991) and the scale of intrinsic and extrinsic motivation was adopted from Lepper et al. (2005). The data were analyzed through descriptive and inferential statistical techniques. Main Findings: The findings of the inquiry concluded that the learning strategies of distance learners were directly associated with both intrinsic and extrinsic motivations. Applications of this study: This study is applicable to assess the intrinsic and extrinsic motivation of distance learners enrolled at the university level. Moreover, this study is helpful to understand the relationship between the motivation of learners and their learning styles. Novelty/Originality of this study: Much of the research work has been done in the mainstream education sector, but there is a shortage of empirical data on the relationship between the learning styles of distance learners and their motivation. Thus, this research could be a torchbearer in this area.

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Charron, Guillaume, and Christian R. Landry. "No evidence for extrinsic post-zygotic isolation in a wild Saccharomyces yeast system." Biology Letters 13, no. 6 (June 2017): 20170197. http://dx.doi.org/10.1098/rsbl.2017.0197.

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Although microorganisms account for the largest fraction of Earth's biodiversity, we know little about how their reproductive barriers evolve. Sexual microorganisms such as Saccharomyces yeasts rapidly develop strong intrinsic post-zygotic isolation, but the role of extrinsic isolation in the early speciation process remains to be investigated. We measured the growth of F 1 hybrids between two incipient species of Saccharomyces paradoxus to assess the presence of extrinsic post-zygotic isolation across 32 environments. More than 80% of hybrids showed either partial dominance of the best parent or over-dominance for growth, revealing no fitness defects in F 1 hybrids. Extrinsic reproductive isolation therefore likely plays little role in limiting gene flow between incipient yeast species and is not a requirement for speciation.

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Liu, Yun, Soren Holm, Jan Meisner, Yuan Jia, Qiong Wu, Toby J. Woods, Todd J. Martinez, and Jeffrey S. Moore. "Flyby reaction trajectories: Chemical dynamics under extrinsic force." Science 373, no. 6551 (July 8, 2021): 208–12. http://dx.doi.org/10.1126/science.abi7609.

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Dynamic effects are an important determinant of chemical reactivity and selectivity, but the deliberate manipulation of atomic motions during a chemical transformation is not straightforward. Here, we demonstrate that extrinsic force exerted upon cyclobutanes by stretching pendant polymer chains influences product selectivity through force-imparted nonstatistical dynamic effects on the stepwise ring-opening reaction. The high product stereoselectivity is quantified by carbon-13 labeling and shown to depend on external force, reactant stereochemistry, and intermediate stability. Computational modeling and simulations show that, besides altering energy barriers, the mechanical force activates reactive intramolecular motions nonstatistically, setting up “flyby trajectories” that advance directly to product without isomerization excursions. A mechanistic model incorporating nonstatistical dynamic effects accounts for isomer-dependent mechanochemical stereoselectivity.

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Indah, Martia Yosi Nurfa, Maya Mardi Yanti, Yollawati Arifi, Ade Ayu Mutiara Pawestri, and Hermahayu Hermahayu. "Motivasi Belajar Siswa Sekolah Dasar Di Kota Magelang." Jurnal VARIDIKA 32, no. 1 (July 18, 2020): 61–69. http://dx.doi.org/10.23917/varidika.v32i1.11141.

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Student learning motivation refers to how students get the urge to learn. Learning motivation can be obtained from three aspects, namely extrinsic, intrinsic, and combination motivation. This study aims to determine the analysis related to how the level of motivation for elementary school student learning is influenced by intrinsic factors, extrinsic factors, as well as a combination of both factors. The method used in this research is descriptive quantitative, with data collection methods that refer to the Scale of Intrinsic versus Extrinsic Orientation in The Classroom (Susan Harter's Intrinsic Orientation Scale in Classes) owned by Susan Harter in 1981. Based on the analysis using the SPSS program, as many as 50 , 4% (57 students) of 113 elementary school students in Magelang City had a high level of motivation to learn combination. While the remaining 49.6% (35 students) are divided into categories of extrinsic learning motivation categories, namely 31% of 113 students, and 18.6% (21 students) of 113 students have a tendency for intrinsic learning motivation.

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Saygili, Gizem. "Identification of students’ learning motivation." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 4 (September 17, 2018): 74–82. http://dx.doi.org/10.18844/prosoc.v5i4.3706.

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The purpose of this study is to identify the overall learning motivation of primary and middle school students. In this research study, the effect of such variables as gender, parents’ educational status, academic achievement and grade level on primary and middle school students’ intrinsic and extrinsic motivation levels were investigated. This study has a descriptive model as it aims to reveal and explain the current situation in detail. The participants of this study were primary and middle school students from different schools in Isparta. The motivation level detection scale was administered to determine the overall learning motivation of the participants. Mann–Whitney U and Kruskal–Wallis T tests were used to compare the mean scores with respect to variables. The results imply that the intrinsic and extrinsic motivation levels of the primary school students who participated in this study did not differ in their gender, academic achievement and their parents’ educational status.Keywords: Primary school education, learning, learning motivation.

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Wisniewski, Michael, D. Michael Glenn, Lawrence Gusta, and Michael P. Fuller. "Using Infrared Thermography to Study Freezing in Plants." HortScience 43, no. 6 (October 2008): 1648–51. http://dx.doi.org/10.21273/hortsci.43.6.1648.

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Factors that determine when and to what extent a plant will freeze are complex. Although thermocouples have served as the main method of monitoring the freezing process in plants, infrared (IR) thermography offers distinct advantages and the use of this latter technology has provided new insights on the processes of ice nucleation and propagation. This technology is based on the fact that freezing is an exothermic event. The temperature and spatial resolution of a high-resolution IR camera has enabled researchers to clearly define initial sites of nucleation as well as monitor the ice front as it spreads into surrounding tissues. Ice nucleation is induced by both extrinsic and intrinsic nucleators. Ice nucleation-active bacteria and moisture are two major extrinsic agents. In herbaceous plants, the influence of extrinsic ice nucleators on ice nucleation can be moderated by thick cuticles or the application of synthetic hydrophobic barriers. The situation in woody plants, however, is different. Woody plants appear to possess native, intrinsic nucleating agents that are as active as many extrinsic agents. However, the identity of the intrinsic nucleating agents in woody plants is not known. Despite the presence of intrinsic nucleating agents, barriers exist in woody plants that inhibit growth of ice from older stems into primary, lateral appendages. This is important because many tissues in woody plants that are frost-sensitive are flowers and primary, elongating shoot tissues that arise from buds attached to older stems. Pictures derived from video segments of the freezing process and data on the ability to block nucleation through the use of hydrophobic kaolin are provided.

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Yamauchi, Hirotsugu. "An Approach to the Hierarchical Model of Motivation in a Classroom: A Reply to Rousseau and Vallerand." Psychological Reports 90, no. 1 (February 2002): 273–78. http://dx.doi.org/10.2466/pr0.2002.90.1.273.

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Rousseau and Vallerand's comments on our recent article led to the present study of correlations between students' perception of teachers' attitudes, intrinsic-extrinsic motivation, and learning strategy with structural equation modeling. The analysis shows students' perception of teachers' attitudes influences the intrinsic-extrinsic motivation, which as mediator in turn affects students' learning strategies, and the paths were divided into two streams, one with more intrinsic attributes and the other with more extrinsic ones.

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Lin, Yi-Guang, Wilbert J. McKeachie, and Yung Che Kim. "College student intrinsic and/or extrinsic motivation and learning." Learning and Individual Differences 13, no. 3 (2003): 251–58. http://dx.doi.org/10.1016/s1041-6080(02)00092-4.

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Atitsogbui, E. N., S. I. Garagulya, and R. M. K. Atitsogbui. "Some Extrinsic Motivational Factors for Learning Critical Foreign Languages." IOP Conference Series: Earth and Environmental Science 272, no. 3 (June 22, 2019): 032209. http://dx.doi.org/10.1088/1755-1315/272/3/032209.

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Broker, J. P., R. J. Gregor, and R. A. Schmidt. "Extrinsic feedback and the learning of cycling kinetic patterns." Journal of Biomechanics 22, no. 10 (January 1989): 991. http://dx.doi.org/10.1016/0021-9290(89)90134-6.

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Weaver, Margie A., and Packianathan Chelladurai. "Mentoring in Intercollegiate Athletic Administration." Journal of Sport Management 16, no. 2 (April 2002): 96–116. http://dx.doi.org/10.1123/jsm.16.2.96.

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Associate/Assistant athletic administrators from Division I (139 males, 123 females) and Division III (130 males, 123 females) universities of the NCAA responded to a questionnaire consisting of (a) items eliciting background information, (b) perceived and preferred mentoring functions measured by the Mentor Role Instrument (Ragins & McFarlin, 1990), (c) perceived barriers to mentoring measured by Perceived Barriers Scale (Ragins & Cotton, 1991), and a scale of satisfaction developed for the study. Factor analysis yielded three facets of satisfaction: Work Group, Extrinsic Rewards, and Intrinsic Rewards. The results of MÁNOVA showed that an equal proportion of males and females had experienced mentoring relationships, and mentored individuals were more satisfied with work than their non-mentored counterparts. Respondents from Division I received significantly higher salaries, and they were more satisfied with their extrinsic rewards than the respondents from Division III. Finally, correlational analyses showed positive but weak relationships between mentoring functions and the satisfaction facets.

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Iryanti, Ikke, and Ratno Purnomo. "PENGARUH PENERAPAN SKS, MOTIVASI EKSTRINSIK, DAN DISIPLIN BELAJAR TERHADAP PRESTASI BELAJAR EKONOMI SISWA KELAS XI IPS SMAN 3 PURWOKERTO." Soedirman Economics Education Journal 1, no. 1 (October 18, 2019): 43. http://dx.doi.org/10.32424/seej.v1i1.1979.

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Abstract The purpose of the study was to analyze the effect of applying credits, extrinsic motivation, and learning discipline on economic learning achievement in class XI IPS SMAN 3 Purwokerto. This research uses a quantitative approach with a survey method. The population of this research was all students of class XI of SMAN 3 Purwokerto. To analyze hypotheses using multiple linear regression analysis. The Conclusions are: 1. The application of the Semester Credit System (SKS) does not influence the economic Significantly learning achievement of students of class XI IPS SMAN 3 Purwokerto; 2. extrinsic motivation has a positive effect on students' achievement of economic learning in class XI IPS SMAN 3 Purwokerto; 3. Learning discipline has a positive economic effect on the learning achievement of students of class XI IPS SMAN 3 Purwokerto; 4. Keywords: SKS application, extrinsic motivation, learning discipline, Learning Achievement.

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Journal articles on the topic 'Extrinsic barriers to learning'

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