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Relevant bibliographies by topics / Motivation in education Motivation in education Motivation Learning, Psychology of

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Academic literature on the topic 'Motivation in education Motivation in education Motivation Learning, Psychology of'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "Motivation in education Motivation in education Motivation Learning, Psychology of"

1

Preuß, Anna Katharina. "The Impact of Personality and Motivation on Immersion in Simulation Games." International Journal of Game-Based Learning 10, no. 2 (2020): 1–20. http://dx.doi.org/10.4018/ijgbl.2020040101.

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The cognitive-motivational process model of learning describes how personality traits in a specific situation influence current learner motivation and through certain mediators, the learning outcome. This study investigates the influence of personality traits and current motivation on these mediators. For 86 high school students playing a simulation game, the Big Five, the need for cognition, current motivations, immersion, and joy of learning were measured. A hierarchical regression analysis showed that need for cognition, interest, and challenge significantly and positively impacts the exper

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Et al., Muhammad Ajmal. "Exploring the Role of Motivation in English Language Teaching: Learners and Teachers Perspective." Psychology and Education Journal 58, no. 1 (2021): 534–45. http://dx.doi.org/10.17762/pae.v58i1.804.

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This study aims at exploring and investigating the role of motivation in learning and teaching of English language. It highlights the fact if extrinsic motivation is likely to have an impact on the learning process of a student stronger than intrinsic motivation, or both types of motivations have a significant role to play in the process. The study also focuses on the role of a teacher in building a conducive environment to sustain a healthy competition in teaching a second language. The questionnaire was sent to undergraduate students of 2 universities by using Google forms. The sample size f

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Dr. Syed Shujaat Ali, Mr. Salman Nasir, Dr Mansoor Ali,. "Focusing on English Learners' Concerns: Investigating De-Motivational Sources of ESL Learners in Classroom Setting of a Public Sector University of Pakistan." Psychology and Education Journal 58, no. 1 (2021): 5782–94. http://dx.doi.org/10.17762/pae.v58i1.1987.

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L2 de-motivation has considerable role in diminishing or slowing down the second/L2 (English) learning outcomes. However, L2 de-motivation in general and the context of Pakistan in particular is under-researched. So, the main purpose of the study is to identify various L2 de-motivational factors of the BS Undergraduate L2 learners of the Department of English of a remote and under-researched Kohat University of Science and Technology, Khyber Pakhtunhwa, Pakistan. Drawing upon the questionnaires of the well referenced L2 de-motivation experts and also adding some items related to gender and anx

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Wijnia, Lisette, and Martine Baars. "The role of motivational profiles in learning problem-solving and self-assessment skills with video modeling examples." Instructional Science 49, no. 1 (2021): 67–107. http://dx.doi.org/10.1007/s11251-020-09531-4.

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AbstractIn the current study, we examine the role of situation-specific motivational profiles in the effectiveness of video modeling examples for learning problem-solving and self-assessment accuracy in the domain of biology. A sample of 342 secondary school students participated in our study. Latent profile analysis resulted in four motivational profiles: (a) good-quality profile (high autonomous motivation, moderate introjected and external motivation), (b) moderately positive profile (moderate motivation levels with relatively higher autonomous motivation), (c) moderately negative profile (

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Lampusova, V. B., L. Yu Orekhova, and L. I. Shalamay. "Educational motivation of the senior students of Dental faculty." Scientific Notes of the Pavlov University 26, no. 4 (2020): 34–39. http://dx.doi.org/10.24884/1607-4181-2019-26-4-34-39.

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Introduction. The question of learning motivation turns out to be the leading one in psychology of study. The content and structure of motivation form a certain motivational level of a student as well as the degree of his educational activity. During the years of study at the university, the correlation of motives changes, influencing the academic progress of the students.The objective of our study was to investigate the motivation peculiarities of educational activity in 4th year-students of the Faculty of Dentistry.Methods and materials. Forty-eight 4th year – students of the Faculty of Dent

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Papaioannou, Athanasios. "Perceptions of Motivational Climate, Perceived Competence, and Motivation of Students of Varying Age and Sport Experience." Perceptual and Motor Skills 85, no. 2 (1997): 419–30. http://dx.doi.org/10.2466/pms.1997.85.2.419.

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This study examined differences in students' motivation in Greek physical education classes depending on age and amount of experience in sport and the extent to which these differences reflected divergent perceptions of competence and classes' motivational climate. 1,393 students responded to questionnaires measuring motivational climate, perceived competence, preference for challenge, interest in the lesson, and perceived importance of the lesson. Students who were not involved in out-of-school sport activities had lower scores on perceived physical competence, perceived learning orientation

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Mayer, Richard E. "Incorporating motivation into multimedia learning." Learning and Instruction 29 (February 2014): 171–73. http://dx.doi.org/10.1016/j.learninstruc.2013.04.003.

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Nichols, Joe D., and Raymond B. Miller. "Cooperative Learning and Student Motivation." Contemporary Educational Psychology 19, no. 2 (1994): 167–78. http://dx.doi.org/10.1006/ceps.1994.1015.

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Aripova, Shahnoza. "“STUDENTS’ MOTIVATION IN AUTONOMOUS LEARNING”." Psychology and Education Journal 58, no. 1 (2021): 4966–71. http://dx.doi.org/10.17762/pae.v58i1.1717.

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In this very article, teaching and learning a foreign language is not only about mastering all the theoretical rules and skills, but also the role of motivation in enhancing student performance is of importance. Particularly, it is devoted to the role of motivation in increasing students ’competence to learn autonomously. It also suggests some of the ways to motivate learners in order to be wholly involved in the learning process

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Stansbury, Jessica A., and David R. Earnest. "Meaningful Gamification in an Industrial/Organizational Psychology Course." Teaching of Psychology 44, no. 1 (2016): 38–45. http://dx.doi.org/10.1177/0098628316677645.

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Motivation and game research continue to demonstrate that the implementation of game design characteristics in the classroom can be engaging and intrinsically motivating. The present study assessed the extent to which an industrial organizational psychology course designed learning environment created with meaningful gamification elements can improve student perceptions of learning, course experience, and learning outcomes compared to a traditional course. A mixed analysis of covariance revealed that those in the gamified condition showed significantly higher perceptions of learning, engagemen

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