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Journal articles on the topic 'Motivation in education. Middle school students'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Saygili, Gizem. "Identification of students’ learning motivation." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 4 (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 administer

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Gao, Zan, Amelia M. Lee, Melinda A. Solmon, and Tao Zhang. "Changes in Middle School Students’ Motivation Toward Physical Education Over One School Year." Journal of Teaching in Physical Education 28, no. 4 (2009): 378–99. http://dx.doi.org/10.1123/jtpe.28.4.378.

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This study investigated the relationships and mean-level changes of middle school students’ motivation (expectancy-related beliefs, task values, self-efficacy, and outcome expectancy) toward physical education over time, and how gender affected students’ motivation. Participants (N = 206) completed questionnaires over a 1-year period: once in the sixth and seventh grades and again in the seventh and eighth grades. Results yielded that self-efficacy and task values were positive predictors of students’ intention across cohorts. The mean levels of self-efficacy decreased over time for students i

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Huang, SuHua. "Factors Affecting Middle School Students’ Reading Motivation in Taiwan." Reading Psychology 34, no. 2 (2013): 148–81. http://dx.doi.org/10.1080/02702711.2011.618799.

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Zhang, Bo, and Jacob Misiak. "EVALUATING THREE GRADING METHODS IN MIDDLE SCHOOL SCIENCE CLASSROOMS." Journal of Baltic Science Education 14, no. 2 (2015): 207–15. http://dx.doi.org/10.33225/jbse/15.14.207.

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This study aims to fill a gap in middle school science education that no direct comparison has been conducted on three popular grading methods - point based, rubric based, and rubric plus written feedback based - on science achievement and motivation. Participants in this quasi-experimental study are 136 7th and 8th grade students from Midwest USA. Results indicate that for both grades, the written feedback group performs significantly better than the point-based and the rubric-only groups on both achievement and motivation measures. However, science achievement under rubric-based grading but

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Daher, Wajeeh. "Middle School Students’ Motivation in Solving Modelling Activities With Technology." Eurasia Journal of Mathematics, Science and Technology Education 17, no. 9 (2021): em1999. http://dx.doi.org/10.29333/ejmste/11127.

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Waxman, Hersholt C., and Shwu-Yong L. Huang. "Motivation and Learning Environment Differences in Inner-City Middle School Students." Journal of Educational Research 90, no. 2 (1996): 93–102. http://dx.doi.org/10.1080/00220671.1996.9944450.

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Mitchell, Stephen A. "Relationships between Perceived Learning Environment and Intrinsic Motivation in Middle School Physical Education." Journal of Teaching in Physical Education 15, no. 3 (1996): 369–83. http://dx.doi.org/10.1123/jtpe.15.3.369.

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In this article, a study focusing on the perceptions and motivations of middle school students in physical education classes is described. The Physical Education Learning Environment Scale (PELES) was developed to measure student perceptions of learning environment, or class climate, in physical education on dimensions of perceived challenge, perceived threat to sense of self, perceived competitiveness, and perceived control. The PELES was administered, together with the Intrinsic Motivation Inventory (IMI) to a sample (N = 622) of middle school students. Exploratory factor analyses provided e

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Lindvig, Inger Kjersti, and Trine Svenni. "Young migrant students’ motivators and drive for obtaining education." Nordic Journal of Comparative and International Education (NJCIE) 5, no. 1 (2021): 69–84. http://dx.doi.org/10.7577/njcie.4219.

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This article investigates how students from migrant backgrounds describe their motivators and drive for obtaining an education. It is based on a qualitative study of 17 young people aged 16-24. All are students in combination classes at a large upper-secondary school in Eastern Norway and are recent arrivals in Norway with little prior education. Half aspire to higher education, while the others are applying for vocational training. In this article, we link these educational ambitions to four forms of motivation. The immigrant motivator relates to high academic expectations among parents and o

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Portowitz, Adena, Patricia A. González-Moreno, and Karin S. Hendricks. "Students’ motivation to study music: Israel." Research Studies in Music Education 32, no. 2 (2010): 169–84. http://dx.doi.org/10.1177/1321103x10385049.

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As a part of a larger international mapping exercise to examine students’ motivation to study music as compared to other school subjects, this article reports data drawn from a sample of 2257 Israeli students (primary to high school). Questionnaires were based on the expectancy-value theoretical framework by examining students’ perceptions of values, competence and task difficulty. Mixed-design ANOVAs were used to examine differences in students’ motivational beliefs across school levels, between music and non-music learners, and between girls and boys. Results of the analyses showed two major

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Astalini, Astalini, Darmaji Darmaji, H. Pathoni, et al. "Motivation and Attitude of Students on Physics Subject in the Middle School in Indonesia." International Education Studies 12, no. 9 (2019): 15. http://dx.doi.org/10.5539/ies.v12n9p15.

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Purpose: This study aims to determine whether there is a relationship between motivation and attitudes of students towards physics subjects in high school. Method: The type of research used is quantitative descriptive with correlational design. The data used by researchers were in the form of questionnaires/motivational questionnaires and attitudes with a total of 54 statements for attitude questionnaires and 23 statements for motivational questionnaires using liker scale 5. Data Analysis: using descriptive and inferential statistics. Findings: the results of this study researchers get good re

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Martin, Andrew J. "The Student Motivation Scale: Further Testing of an Instrument that Measures School Students' Motivation." Australian Journal of Education 47, no. 1 (2003): 88–106. http://dx.doi.org/10.1177/000494410304700107.

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This study examines the refined Student Motivation Scale applied to a sample of 2561 Australian high school students. The Student Motivation Scale measures six motivation boosters and four motivation guzzlers. Analysis of the data reveals a strong factor structure comprising reliable factors. Students scored relatively higher in self-belief, value of schooling, and learning focus but also relatively higher in anxiety. Senior and junior high school students reflect a more adaptive pattern of motivation than middle high school students—as do girls over boys. Boosters are more strongly (positivel

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Xiang, Ping, Bülent Ağbuğa, Jiling Liu, and Ron E. McBride. "Relatedness Need Satisfaction, Intrinsic Motivation, and Engagement in Secondary School Physical Education." Journal of Teaching in Physical Education 36, no. 3 (2017): 340–52. http://dx.doi.org/10.1123/jtpe.2017-0034.

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Purpose:Using self-determination theory, this study examined unique contributions of relatedness need satisfaction (to both teachers and peers) to intrinsic motivation and engagement (behavioral, cognitive, and emotional) over and above those of autonomy need satisfaction and competence need satisfaction among Turkish students in secondary school physical education.Method:Participants were 331 (162 boys, 169 girls) middle and high school students enrolled in physical education classes at four public schools in the southwest Turkey. Data were collected by previously validated questionnaires.Res

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Wright, Katherine Landau, Tracey S. Hodges, Sherry Dismuke, and Peter Boedeker. "Writing Motivation and Middle School: An Examination of Changes in Students’ Motivation for Writing." Literacy Research and Instruction 59, no. 2 (2020): 148–68. http://dx.doi.org/10.1080/19388071.2020.1720048.

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Girard, Stéphanie, Jérôme St-Amand, and Roch Chouinard. "Motivational Climate in Physical Education, Achievement Motivation, and Physical Activity: A Latent Interaction Model." Journal of Teaching in Physical Education 38, no. 4 (2019): 305–15. http://dx.doi.org/10.1123/jtpe.2018-0163.

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Purpose: To assess if high school students’ leisure-time physical activity is predicted by their perception of the motivational climate, their perceived competence, and their achievement goals in physical education (PE) and if these variables interact with each other.Methods: A sample of 843 high school students completed self-reported questionnaires in the middle and at the end of the school year. The data were analyzed by structural equation modeling and latent moderated structural equations.Results: Leisure-time physical activity was positively predicted by students’ performance-approach go

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Kelley, Michelle J., and Emmeline O. Decker. "The Current State of Motivation to Read Among Middle School Students." Reading Psychology 30, no. 5 (2009): 466–85. http://dx.doi.org/10.1080/02702710902733535.

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Pajares, Frank, and Laura Graham. "Self-Efficacy, Motivation Constructs, and Mathematics Performance of Entering Middle School Students." Contemporary Educational Psychology 24, no. 2 (1999): 124–39. http://dx.doi.org/10.1006/ceps.1998.0991.

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Loera, Gustavo, Robert Rueda, and Youn Joo Oh. "Learning and Motivational Characteristics of Urban Latino High School Youth." Urban Education 53, no. 7 (2015): 875–98. http://dx.doi.org/10.1177/0042085915602536.

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The academic achievement rates of urban Latino students are significantly lower than those of non-minority youth. To date, most of the research on this topic has focused on learning and motivational characteristics of underrepresented youth in elementary and middle school and much less on urban high schools. This study investigated variables related to learning, motivation, and engagement among high school–aged Latino youth. We found that learning and motivational variables were predictive of academic engagement for Latinos, paralleling work with non-minority samples. Motivational variables ar

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Hoffman, Adam J., and Beth Kurtz-Costes. "Promoting science motivation in American Indian middle school students: an intervention." Educational Psychology 39, no. 4 (2018): 448–69. http://dx.doi.org/10.1080/01443410.2018.1527019.

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Shen, Bo, Nate McCaughtry, Jeffrey J. Martin, and Mariane Fahlman. "Motivational Profiles and their Associations with Achievement Outcomes." Journal of Teaching in Physical Education 28, no. 4 (2009): 441–60. http://dx.doi.org/10.1123/jtpe.28.4.441.

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With the belief that theoretical integration in motivation may help us better understand motivational behavior, we designed this study to explore adolescents’ motivational profiles and their associations with knowledge acquisition, leisure-time exercise behaviors, and cardiorespiratory fitness. Middle school students from a large urban inner-city school district (N = 603, ages 12–14) completed questionnaires assessing motivational constructs and leisure-time exercise behavior. Knowledge and cardiorespiratory fitness were also assessed with a knowledge test and the Progressive Aerobic Cardiovas

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Johnson, Christine E., Heather E. Erwin, Lindsay Kipp, and Aaron Beighle. "Student Perceived Motivational Climate, Enjoyment, and Physical Activity in Middle School Physical Education." Journal of Teaching in Physical Education 36, no. 4 (2017): 398–408. http://dx.doi.org/10.1123/jtpe.2016-0172.

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We used achievement goal theory to examine students’ physical activity (PA) motivation and physical education (PE) enjoyment. Purposes included: 1) determine whether schools with different pedagogical approaches varied in student perceptions of mastery and performance climate dimensions, enjoyment, and PA; 2) examine gender and grade differences in enjoyment and PA; and 3) determine if dimensions of motivational climate predicted enjoyment and PA levels in PE, controlling for gender and grade. Youth (n = 290, 150 girls) from three southeast United States middle schools wore a pedometer and com

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Wang, Yubing, and Ang Chen. "Effects of a Concept-Based Physical Education on Middle School Students’ Knowledge, Motivation, and Out-of-School Physical Activity." Journal of Teaching in Physical Education 39, no. 3 (2020): 407–14. http://dx.doi.org/10.1123/jtpe.2019-0067.

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Purpose: This study aimed to determine the extent to which a concept-based physical education curriculum, specifically the Science of Healthful Living (SHL) curriculum, influenced middle school students’ knowledge, motivation for physical education (PE) and physical activity (PA), and out-of-school PA. Methods: A static group comparison design was adopted to analyze the differences on fitness knowledge, autonomous motivation for PE and PA, and out-of-school PA between eighth-grade students who studied the SHL curriculum (the experimental condition, n = 168) and their peers who studied a multia

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Щербакова, О. "ТИПОЛОГІЯ АКАДЕМІЧНИХ ЗДІБНОСТЕЙ УЧНІВ ОСНОВНОЇ ШКОЛИ З РІЗНОЮ УСПІШНІСТЮ У НАВЧАННІ". Вісник ХНПУ імені Г. С. Сковороди "Психология", № 61 (2019): 169–85. http://dx.doi.org/10.34142/23129387.2019.61.10.

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Aim of the study to determine the typology of academic ability of the middle school students. Methodology. The study used the Amthauer test to evaluate verbal, non-verbal (spatial) and mathematical intelligence for students in grades 7-9, a non-verbal subtest of the E. Torrens method, an adapted method for the psychodiagnostics of E. Deci and R. Ryan's academic self-regulation for students. In total, 331 pupils of 7-9 grades participated in the study (204 pupils study under the Intelligence of Ukraine project, 127 pupils of gymnasiums), including 189 academically successful pupils and 142 acad

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Eccles, Jacquelynne S., Allan Wigfield, Carol Midgley, David Reuman, Douglas Mac Iver, and Harriet Feldlaufer. "Negative Effects of Traditional Middle Schools on Students' Motivation." Elementary School Journal 93, no. 5 (1993): 553–74. http://dx.doi.org/10.1086/461740.

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Papaioannou, Athanasios G., Nikolaos Tsigilis, Eudoxia Kosmidou, and Dimitrios Milosis. "Measuring Perceived Motivational Climate in Physical Education." Journal of Teaching in Physical Education 26, no. 3 (2007): 236–59. http://dx.doi.org/10.1123/jtpe.26.3.236.

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A new instrument of motivational climate in physical education is presented with the goal of measuring perceptions of teachers’ emphasis on mastery, performance–approach, performance–avoidance, and social approval goals. The measure was based on the principle of compatibility, according to which climate perceptions and achievement goals should be compatible between each other in terms of target, action domain, life context, and time. The measure was administered to 928 middle school students alongside scales of intrinsic motivation, amotivation, and satisfaction. The statistical analyses inclu

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Sturtevant, Elizabeth G., and Grace S. Kim. "Literacy Motivation and School/Non-School Literacies Among Students Enrolled in a Middle-School ESOL Program." Literacy Research and Instruction 49, no. 1 (2009): 68–85. http://dx.doi.org/10.1080/19388070802716907.

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Rathunde, Kevin, and Mihaly Csikszentmihalyi. "Middle School Students’ Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments." American Journal of Education 111, no. 3 (2005): 341–71. http://dx.doi.org/10.1086/428885.

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Fulk, Barbara M., Frederick J. Brigham, and Darlene A. Lohman. "Motivation and Self-Regulation." Remedial and Special Education 19, no. 5 (1998): 300–309. http://dx.doi.org/10.1177/074193259801900506.

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The purpose of this study was to investigate the motivational characteristics of 3 groups of adolescents: students with learning disabilities (LD), students with emotional or behavioral disorders (EBD), and students with average achievement (AA). Three questionnaires, the Motivation Orientation scale, the Purposes of School scale, and the Motivated Strategies for Learning questionnaire were administered to junior high and middle school students with LD and EBD, and to an age-matched group of students with AA. These self-report measures were administered to students in small groups in one sessi

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Scales, Peter C., Martin Van Boekel, Kent Pekel, Amy K. Syvertsen, and Eugene C. Roehlkepartain. "Effects of developmental relationships with teachers on middle‐school students’ motivation and performance." Psychology in the Schools 57, no. 4 (2020): 646–77. http://dx.doi.org/10.1002/pits.22350.

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Martin, Tamica G., Andrew J. Martin, and Paul Evans. "Student engagement in the Caribbean region: Exploring its role in the motivation and achievement of Jamaican middle school students." School Psychology International 38, no. 2 (2016): 184–200. http://dx.doi.org/10.1177/0143034316683765.

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Using an expectancy-value framework, the present investigation is the first to explore the generality of this theorizing and research in the emerging regional context of the Caribbean. Given high underachievement in the Caribbean region, we addressed the need to better understand the role of engagement in students’ academic motivation and achievement. A total of 585 year 6 to 9 students from five Jamaican schools responded to a survey assessing their motivation milieu (academic expectations and values held by their parents, teachers, and peers), their self-motivation (expectancies and values),

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Vaughn, Sharon, and Jeanne Shay Schumm. "Middle School Teachers' Planning for Students with Learning Disabilities." Remedial and Special Education 15, no. 3 (1994): 152–61. http://dx.doi.org/10.1177/074193259401500303.

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The flow of the planning process model was used to investigate one science and two social studies middle school teachers' preplanning, interactive planning, and postplanning for students with learning disabilities who were mainstreamed into their general education classes. Data were collected from interviews, classroom observations, free-flowing commentary of their lesson plans (think alouds), teachers' planning, videotaped teaching episodes, stimulated recalls, rating scales, and open-ended questions. data analysis revealed that content coverage, classroom/student management, and interest/mot

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Chen, C.-H., and M.-H. Chou. "Enhancing middle school students' scientific learning and motivation through agent-based learning." Journal of Computer Assisted Learning 31, no. 5 (2014): 481–92. http://dx.doi.org/10.1111/jcal.12094.

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Mouratidis, Athanasios, Maarten Vansteenkiste, Willy Lens, and Georgios Sideridis. "The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model." Journal of Sport and Exercise Psychology 30, no. 2 (2008): 240–68. http://dx.doi.org/10.1123/jsep.30.2.240.

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Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants’ well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predic

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Dewi, Eka. "TEAM GAMES TOURNAMENT COOPERATIVE LEARNING STRATEGY AND LEARNING MOTIVATION ON STUDENT LEARNING OUTCOMES OF ISLAMIC RELIGIOUS EDUCATION SMP NEGERI 2 BABALAN LANGKAT REGENCY." ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam 3, no. 2 (2019): 79. http://dx.doi.org/10.30821/ansiru.v3i2.5852.

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<p>This study aims to find out and stress: (1) the effect of learning strategies<br />on the learning outcomes of Islamic Religious Education in Babalan State<br />Junior High School 2, Langkat Regency, (2) the effect of learning<br />motivation on learning outcomes of Islamic Religious Education in<br />Babalan Middle School 2, Langkat Regency, and 3) the interaction between<br />learning strategies and learning motivation towards the learning outcomes<br />of Babalan Middle School 2 Islamic Education in Langkat District. The<br />study was cond

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Ladd, Helen F., and Lucy C. Sorensen. "Returns to Teacher Experience: Student Achievement and Motivation in Middle School." Education Finance and Policy 12, no. 2 (2017): 241–79. http://dx.doi.org/10.1162/edfp_a_00194.

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We use rich longitudinally matched administrative data on students and teachers in North Carolina to examine the patterns of differential effectiveness by teachers’ years of experience. The paper contributes to the literature by focusing on middle school teachers and by extending the analysis to student outcomes beyond test scores. Once we control statistically for the quality of individual teachers using teacher fixed effects, we find large returns to experience for middle school teachers in the form both of higher test scores and improvements in student behavior, with the clearest behavioral

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Süren, Nadide, and Mehmet Ali Kandemir. "The Effects of Mathematics Anxiety and Motivation on Students’ Mathematics Achievement." International Journal of Education in Mathematics, Science and Technology 8, no. 3 (2020): 190. http://dx.doi.org/10.46328/ijemst.v8i3.926.

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This study aims to investigate whether there is an effect of anxiety and motivation, and if so, the level of this effect on students’ mathematics achievement in the transition test from middle school to high school. In this research, anxiety and motivation levels of the students were examined together with variables such as gender, pre-school education, support and training courses, and private tutoring. The sample of the study consisted of 777 eighth-grade students in a province of Aegean region of Turkey. Mathematical Motivation Scale (MMS) and Mathematics Anxiety Scale for Elementary School

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Achadah, Alif. "Strategi Guru dalam Meningkatkan Motivasi Belajar Siswa Pada Mata Pelajaran Pendidikan Agama Islam Kelas VIII di SMP Nahdhotul Ulama’ Sunan Giri Kepanjen Malang." Jurnal Darussalam: Jurnal Pendidikan, Komunikasi dan Pemikiran Hukum Islam 10, no. 2 (2019): 363. http://dx.doi.org/10.30739/darussalam.v10i2.379.

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Motivation strategy in learning is a planning towards motivation which contains a series of activities that are specifically designed and designed, to achieve various specific educational goals. Therefore, to achieve the desired educational program objectives in accordance with educational values. So that the teacher is expected to have several motivational learning strategies that can inspire students to learn comfortably, pleasantly and not monotonously. To achieve the goal of increasing student motivation, a better effort is needed from the teacher in choosing and applying motivational stra

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Song, Hae-Deok. "Motivating Ill-Structured Problem Solving in a Web-Based Peer-Group Learning Environment: A Learning-Goal Perspective." Journal of Educational Computing Research 33, no. 4 (2005): 351–67. http://dx.doi.org/10.2190/bepd-nd3h-cxn4-gr30.

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Motivation effort is one of the critical components that enable students to engage in the process of ill-structured problem solving. This article chronicles the development and evaluation of a motivation-supported problem-solving environment promoting learning goals. The environment was created by developing learning-goal oriented contexts that included (1) presenting task messages that stressed the intrinsic value of learning, (2) allowing learners to control their own learning activities, and (3) providing self-referenced evaluations. Forty-six middle-school students participated. One major

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Neugebauer, Sabina Rak. "Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument." Assessment for Effective Intervention 42, no. 3 (2016): 131–49. http://dx.doi.org/10.1177/1534508416666067.

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While educators and researchers agree on the crucial role of literacy motivation for performance, research on methods for accurately assessing adolescent reading motivation is still uncommon. The most used reading motivation instruments do not attend to the multiple content areas in which adolescents read. The present study examines a new content-area sensitive measure of reading motivation. One hundred forty middle school students across content-area classrooms participated. Exploratory factor analysis was used to examine the factor structure of this measure, and associations among existing m

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Hoffman, Lynn M., and Katharyn E. K. Nottis. "Middle School Students' Perceptions of Effective Motivation and Preparation Factors for High-Stakes Tests." NASSP Bulletin 92, no. 3 (2008): 209–23. http://dx.doi.org/10.1177/0192636508322662.

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Reppy, Dorothy, and Karen H. Larwin. "The Association Between Perception of Caring and Intrinsic Motivation: A Study of Urban Middle School Students." Journal of Education 200, no. 1 (2019): 48–61. http://dx.doi.org/10.1177/0022057419875123.

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Spanning the course of two decades, educational leaders have invested government finances into the social-emotional needs of adolescents. Government programs provide student questionnaires to survey the scholastic climate from students’ perceptions. Previous research discusses the correlation between students’ perception and their success in school due to fulfillment of their transescent needs. This research study ventured to distinguish a possible correlation between urban middle school students’ perceptions of feeling “cared-for” and their intrinsic motivation. Results suggest that today’s u

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Mucherah, Winnie, and Alyssa Yoder. "Motivation for Reading and Middle School Students' Performance on Standardized Testing in Reading." Reading Psychology 29, no. 3 (2008): 214–35. http://dx.doi.org/10.1080/02702710801982159.

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Chen, Han, Haichun Sun, Jun Dai, and Michael Griffin. "Relationships Among Middle School Students’ Expectancy Beliefs, Task Values, and Health-Related Fitness Performance." Journal of Teaching in Physical Education 36, no. 1 (2017): 40–49. http://dx.doi.org/10.1123/jtpe.2016-0073.

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Purpose:The purpose of the study was to identify gender and body weight differences in Chinese adolescents’ perceived expectancy value (EV) motivation in their physical education (PE) class. The study also explored the relationship between EV and adolescents’ health-related fitness performances.Method:A group of seventh and eighth graders (N = 224) from China were measured on EV toward PE as well as health-related fitness levels. A two-way MANOVA test was used to examine gender and body weight differences in EV motivations. Several two-step hierarchical multiple regression analyses were conduc

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Morais, C., J. L. Araújo, and I. Saúde. "Awakening to chemistry through storytelling and practical activities: middle school students interacting with pre-school children." Chemistry Education Research and Practice 20, no. 1 (2019): 302–15. http://dx.doi.org/10.1039/c8rp00096d.

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A storytelling approach has been seen as a powerful way to teach science and arouse interest and promote positive attitudes toward learning science in the early years. The purpose of our study was to determine how middle school students – Key Stage 3 (KS3) aged 12–14 in Portuguese schools – experienced learning chemistry through storytelling and how they, in turn, experienced creating stories using a storytelling approach with pre-school children. We aimed to perceive the appropriation of concepts of chemistry by the pre-school children through their drawings, the results collected during the

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Sun, Haichun, and Ang Chen. "An Examination of Sixth Graders’ Self-Determined Motivation and Learning in Physical Education." Journal of Teaching in Physical Education 29, no. 3 (2010): 262–77. http://dx.doi.org/10.1123/jtpe.29.3.262.

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Self-determination theory (SDT), when applied in education, emphasizes helping learners internalize extrinsic motivation so as to regulate their learning behavior from an amotivation state to intrinsic motivation. The purpose of this study was to examine the relationship between SDT components and learning in middle school physical education. Sixth grade students (n = 242) from 15 randomly selected schools provided data on SDT and their knowledge and skill learning achievement as assessed using a pre- and post-measurement design. Structural equation modeling analyses revealed that extrinsicall

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Zhang, Tao, Melinda A. Solmon, Maria Kosma, Russell L. Carson, and Xiangli Gu. "Need Support, Need Satisfaction, Intrinsic Motivation, and Physical Activity Participation among Middle School Students." Journal of Teaching in Physical Education 30, no. 1 (2011): 51–68. http://dx.doi.org/10.1123/jtpe.30.1.51.

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Using self-determination theory as a framework, the purpose of this study was to test a structural model of hypothesized relationships among perceived need support from physical education teachers (autonomy support, competence support, and relatedness support), psychological need satisfaction (autonomy, competence, and relatedness), intrinsic motivation, and physical activity. Participants were 286 middle school students in the southeastern U.S. They completed previously validated questionnaires assessing their perceived need support from teachers, need satisfaction, intrinsic motivation, and

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Neugebauer, Sabina R., and Ken A. Fujimoto. "Distinct and Overlapping Dimensions of Reading Motivation in Commonly Used Measures in Schools." Assessment for Effective Intervention 46, no. 1 (2018): 39–54. http://dx.doi.org/10.1177/1534508418819793.

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The current investigation addresses critiques about motivation terminology and instrumentation by examining together three commonly used reading motivation assessments in schools. This study explores the distinctiveness and redundancies of the constructs operationalized in these reading motivation assessments with 222 middle school students, using item response theory. Results support distinctions between constructs grounded in self-determination theory, social cognitive theory, and expectancy-value theory as well as conceptual overlap, among constructs associated with competence beliefs and s

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Zhang, Tao, Melinda A. Solmon, and Xiangli Gu. "The Role of Teachers’ Support in Predicting Students’ Motivation and Achievement Outcomes in Physical Education." Journal of Teaching in Physical Education 31, no. 4 (2012): 329–43. http://dx.doi.org/10.1123/jtpe.31.4.329.

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Examining how teachers’ beliefs and behaviors predict students’ motivation and achievement outcomes in physical education is an area of increasing research interest. Guided by the expectancy-value model and self-determination theory, the major purpose of this study was to examine the predictive strength of teachers’ autonomy, competence, and relatedness support toward students’ expectancy-related beliefs, subjective task values, concentration, and persistence/effort in physical education. Participants were 273 middle school students (143 girls, 130 boys) enrolled in a southeastern suburban pub

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Khamis, Vivian, Samir Dukmak, and Hala Elhoweris. "Factors affecting the motivation to learn among United Arab Emirates middle and high school students." Educational Studies 34, no. 3 (2008): 191–200. http://dx.doi.org/10.1080/03055690701811297.

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Stropkovics, Kaleb Lo. "Reciprocal Learning: Academic Supports in Middle and Secondary Schools." Journal of Teaching and Learning 13, no. 1 (2019): 59–69. http://dx.doi.org/10.22329/jtl.v13i1.5992.

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This paper addresses the student support systems available in Chinese schools, with reference to those available in Canadian schools, in order to understand the most effective foundations for academic success and student motivation. The focus of educational support within Chinese and Ontario schools is rooted around times of high-stress exams, such as the Senior High School Entrance Exam (Zhongkao, 中考) and the National Higher Education Entrance Exam (Gaokao, 高考) in China, and the Education Quality and Accountability Office (EQAO) Literacy Exam and the Canadian Achievement Tests (CAT) in Ontari

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Liu, Ping. "Transition From Elementary to Middle School and Change in Motivation: An Examination of Chinese Students." Journal of Research in Childhood Education 18, no. 1 (2003): 71–83. http://dx.doi.org/10.1080/02568540309595023.

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