Journal articles: 'Motivation in education Motivation in education Motivation Learning, Psychology of'

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Preuß, Anna Katharina. "The Impact of Personality and Motivation on Immersion in Simulation Games." International Journal of Game-Based Learning 10, no. 2 (April 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 experienced immersion. Also, the joy of learning correlates positively with immersion. The adapted model was partly supported: Results of this study can explain to some extent the interaction of personality traits and current motivation as well as their combined impact on immersion in live-action social science simulation games.

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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 (January 29, 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 for this research population was 60. There were a total of 19 (31.7%) male respondents and 41 (68.3%) female respondents. The results conclude that students’ guardians have a significant role to play in learning a new language. The primary method, for most students, to learn English language was through entertainment media such as television and movies. A significant motivator for students was the opinion of other people. There was a moderate, positive correlation between the two variables namely extrinsic and intrinsic motivation [r=.345, n = 60, p <.0005]. This shows that the two types of motivations are not mutually exclusive but can co-exist as they did in our sample. Both extrinsic and intrinsic motivations are crucial in the development of effective pedagogical practices.

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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 (January 15, 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 anxiety oriented L2 de-motivation, a modified closed ended questionnaire of 40 items was developed. The data was obtained from 400 (250 Male and 150 Females) L2 learners was analysed by applying the rarely used but much recommended exploratory factor analysis. Total 08 L2 de-motivational factors emerged: Teacher, syllabus, non communicative methods, L2 anxiety, lack of classroom resources, unfavourable classroom environment and rarely noted gender related L2 de-motivational factors. Moreover, in this study in contrast to earlier studies in Pakistan, we are able to not only identify the various L2 de-motivational factors in well defined forms but also construct and validate the modified questionnaire with the help of applying factor analysis. Thus the questionnaire can be exploited for future research in field of L2 de-motivation in general and particularly in Pakistan. Similarly, unlike the earlier studies, learners' negative attitudes towards English and learning its culture did not emerge as a L2 de-motivational factor. Moreover, new but equally contesting gender related L2 de-motivational factor also emerged. This study highlights that L2 teachers should adopt motivating teaching methods, interesting teaching materials and develop interesting syllabus. Moreover, L2 learners' needs analysis be given more importance for addressing their L2 de-motivation and thus enhancing their language proficiency in the Higher Education in Pakistan.

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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 (February 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 (moderate motivation levels with relatively higher external motivation), and (d) poor-quality profile (moderate external, low autonomous motivation). Findings showed students with good-quality or moderately positive profiles learned more from the video modeling in terms of problem-solving and self-assessment accuracy than students with poor-quality or moderately negative profiles. Furthermore, students with a moderately negative profile outperformed students with a poor-quality profile on problem-solving and self-assessment accuracy. Results further indicated that students with good-quality and moderately positive profiles experienced studying the video modeling examples as less effortful than students with poor-quality or moderately negative profiles. Overall, our results demonstrated that knowing about students’ motivational profiles could help explain differences in how well students learn problem-solving as well as self-assessment skills from watching video modeling examples.

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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 (March 21, 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 Dentistry were analyzed for the structure of their motivation to study. The techniques and methods used in the study were «Studying the motives of students` learning activities» by A. A. Rean and V. A. Yakunin, «Motivation for university education» by T. I. Ilyina, «Motivation for success» and «Motivation to avoid failures» by T. Ehlers.Results. The learning activity of dental students is supported by many motives. The strongest leading motives are professional, educational, and cognitive motives as well as motivation for obtaining a diploma. The motivational sphere of students embraces both external and internal motives that do not depend on external stimuli. The students are equally aimed at gaining knowledge and mastering the profession. In the sphere of motivation, the students have both motivations for achieving success, and the motives for avoiding failures. The methods of forming positive learning motivation in the classes of 4-year dentistry students are given.Conclusion. The educational activity of dental students is supported by professional, educational, cognitive, and pragmatic motives. The structure of motivation includes both external and internal motives that give it stability. Students are satisfied with their chosen profession, and their educational activities are not compelled. The dental students have motivations for archiving success and the motives for avoiding failures, expressed to a greater extend. It must be taken into account in motivational support.Authors declare no conflict of interest.The authors confirm that they respect the rights of the people participated in the study, including obtaining informed consent when it is necessary, and the rules of treatment of animals when they are used in the study. Author Guidelines contains the detailed information.

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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 (October 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 of the class, preference for challenge, interest in the lesson, and perceived importance of the lesson than students who were involved in organized sport. These differences in students' motivations decreased when scores on perceived learning goals and perceived physical competence were adjusted. Senior high school students (16 yr. old) were much less motivated than junior students (13 yr. old), but these differences were decreased or eliminated when scores on perceived learning orientation were controlled. These results suggest that to increase all students' motivation in physical education, a strong emphasis on personal progress should be adopted.

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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 (April 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 (February 8, 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 (November 15, 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, engagement, and motivation than those in the traditional course. This research suggests that students can learn just as effectively as traditional courses but have more favorable and positive experiences in the course through more, novel, interactive teaching methods. Future research implications are discussed.

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Mamekova, Assem Tanirbergenovna, Nurgul Korgadjanovna Toxanbayeva, Khapiza Tanirbergenovna Naubaeva, Slushash Sabitovna Ongarbayeva, and Kulmariya Nurtaevna Akhmediyeva. "A Meta-Analysis on the Impact of Gamification over Students’ Motivation." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 4 (August 26, 2021): 417–22. http://dx.doi.org/10.6000/2292-2598.2021.09.04.9.

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Controversy surrounds the effectiveness of educational gamification on learners’ motivation to study. Prior papers attempting to summarize the available empirical evidence on the topic encompass too many additional domains like the academic performance so that the motivational point is discentrated. Hence, the current meta-analysis aimed to synthesize research findings limited to the clearly stated impact of gamification on higher education students’ academic motivation. Results from random effects proportion meta-analysis applied to seven relevant studies with a total of 368 students showed a pooled proportion of 29.68%. In other words, game design elements incorporated into the learning activities were significantly motivating for only about one-third of participants. The assumption of homogeneity was violated for certain reasons. As part of the discussion, previous scholars’ efforts to identify moderating factors of successful gamification were overviewed, and their practicality was questioned. It is concluded that the issue of whether educational gamification can amplify students’ learning motivation remains an area for further research.

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Bellhäuser, Henrik, Björn Mattes, and Patrick Liborius. "Daily Fluctuations in Motivation." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 51, no. 4 (October 2019): 228–42. http://dx.doi.org/10.1026/0049-8637/a000226.

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Abstract. Intrinsic and extrinsic motivation are related to learning success and academic achievement of university students. Process models of self-regulated learning (SRL) suggest that daily academic motivation is affected by study satisfaction on the previous day. In this study, we conducted a secondary analysis of the data by Liborius et al. (2019) , in which the study behavior of a total of 105 students was surveyed daily over 154 days (including both the lecture period and non-lecture period). We tested a mediation model, assuming that SRL components (planning, self-efficacy, time investment, concentration, effort, and procrastination) increase intrinsic motivation and decrease extrinsic motivation on the next day through their effects on study satisfaction. The results showed the proposed mediation effects for all predictors except for planning. The study underlined the importance of investigating SRL and motivation on a daily level. Further, we showed that effects can vary between the lecture period and non-lecture period.

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Puklek Levpušček, Melita, and Anja Podlesek. "Links between academic motivation, psychological need satisfaction in education, and university students' satisfaction with their study." Psihologijske teme 28, no. 3 (2019): 567–87. http://dx.doi.org/10.31820/pt.28.3.6.

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Student motivation represents an important factor in their academic performance. The present study explored university students' academic motivation across the academic year and its relationship with psychological need satisfaction in the study context and academic adjustment. Deci and Ryan's Self-Determination Theory (SDT) presents a theoretical framework of this study. 124 students participated in both waves of data collection. They answered the Academic Motivation Scale, College Version (AMS-C 28) in the fall of the academic year, and seven months later they answered the question about their certainty of study choice and completed again the AMS-C 28. Additionally, they answered the items about their psychological need satisfaction (autonomy, competence, relatedness) in the current academic year and the items about their satisfaction with the study. The results showed that all forms of academic motivation (as distributed along the SDT motivational continuum) remained highly stable within one academic year. More autonomous motivational orientation related to higher perceived satisfaction of psychological needs. Furthermore, it significantly predicted students' satisfaction with the study and certainty about the study choice. When students' satisfaction of psychological needs in the current academic year was entered into the regression model, it predicted satisfaction with the study and certainty in study choice over and above the students' level of autonomous motivation. The study showed the importance of creating learning environments that respond to students' psychological study needs.

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Rieber, Lloyd P. "Animation, incidental learning, and continuing motivation." Journal of Educational Psychology 83, no. 3 (1991): 318–28. http://dx.doi.org/10.1037/0022-0663.83.3.318.

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Valle, Antonio, Ramón G. Cabanach, José C. Núnez, Julio González-Pienda, Susana Rodríguez, and Isabel Piñeiro. "Multiple goals, motivation and academic learning." British Journal of Educational Psychology 73, no. 1 (March 2003): 71–87. http://dx.doi.org/10.1348/000709903762869923.

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Entwistle, Noel, Béla Kozéki, and Alistair Pollitt. "Measuring styles of learning and motivation." European Journal of Psychology of Education 2, no. 2 (June 1987): 183–203. http://dx.doi.org/10.1007/bf03172647.

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Kickmeier-Rust, Michael D., Elke Mattheiss, Christina Steiner, and Dietrich Albert. "A Psycho-Pedagogical Framework for Multi-Adaptive Educational Games." International Journal of Game-Based Learning 1, no. 1 (January 2011): 45–58. http://dx.doi.org/10.4018/ijgbl.2011010104.

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One of the trump cards of digital educational games is their enormous intrinsic motivational potential. Although learning game design is often understood on a one-fits-all level, the actual motivational strength of an educational game strongly depends on the individual learners, their very specific goals, preferences, abilities, strength and weakness, personality, and experiences with gaming. Considering motivation being a fragile and constantly changing state, it is important to continuously assess learning and gaming processes and the oscillations of motivation and immersion within a game. With this premise in mind, the authors developed a psycho-pedagogical approach to a non-invasive embedded assessment of motivational states and learning progress, feeding into a dynamic, ontology-driven learner (and gamer) model. To evaluate the approach, the demonstrator games were subject to intensive quantitative and qualitative experimental research. Results show that a meaningful personalization and an individual support are key factors of the success of learning games.

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Wei, Yan, Louise Spear-Swerling, and Mia Mercurio. "Motivating Students With Learning Disabilities to Read." Intervention in School and Clinic 56, no. 3 (June 18, 2020): 155–62. http://dx.doi.org/10.1177/1053451220928956.

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Students may lack the motivation to read for many reasons, including inadequate access to interesting texts, limited encouragement to read for pleasure from adults, instructional practices that do not foster engagement in learning, or a history of reading failure. This article focuses on students with reading disabilities who may have a long-standing dislike of reading born of repeated negative experiences with learning to read. Motivating these students to read for pleasure may seem like an unattainable goal. However, past difficulties in reading do not necessarily mean that children will dislike reading forever. In conjunction with appropriate academic interventions, student interest in reading might be improved by motivational interventions aligned with a theoretical framework discussed in this article: (a) choosing interesting texts to read, (b) stimulating knowledge-based interest, and (c) enhancing task-based interest.

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Beymenov, K. T., A. Sh Stybayeva, G. S. Imambekova, and G. U. Oralymbetova. "IN THE STRUCTURE OF MOTIVATION OF UNIVERSITY STUDENTS, THE LEARNING OF MOTIVATION TO ACHIEVE SUCCESS AND MOTIVATION OF FEAR OF FAILURE." BULLETIN Series Psychology 65, no. 4 (December 22, 2020): 36–39. http://dx.doi.org/10.51889/2020-4.1728-7847.06.

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The article analyzes motivation as one of the fundamental problems in psychology. Here, an important place in pedagogical research is occupied by the study of behavior, motivation, especially educational motives. Effective social and pedagogical interaction with a student can not be carried out without taking into account the peculiarities of his motivation. For objectively similar actions of students (for example, the desire to study well), there are various reasons (the desire to become a good specialist, the fear of losing a scholarship, the desire for respect in the group, etc.). Educational motivation is systemic in nature and represents a hierarchy of motives, where one or another group of motives prevails. The phenomenon of transformation of motivational processes, manifested in the process of transition from quantity to quality, in the field of education. Multiple loads of various disciplines of professional specialization lead to the formation of a stereotype in a particular state, reflecting psychological adaptation in the process of multiple educational activities.

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Reed, Phil. "Learning and Motivation, Editorial." Learning and Motivation 65 (February 2019): A1. http://dx.doi.org/10.1016/j.lmot.2019.02.002.

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Al-Ansari, Eissa M. "THE DYNAMIC INTERPLAY OF STUDENT MOTIVATION AND COGNITION IN THE COLLEGE OF EDUCATION STUDENTS AT KUWAIT UNIVERSITY." Social Behavior and Personality: an international journal 33, no. 4 (January 1, 2005): 341–50. http://dx.doi.org/10.2224/sbp.2005.33.4.341.

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An everlasting controversial issue in is the problem of teaching students to become initiative-motivated, and self-regulating learners. This study focuses on the interactive relationships between students' motivation and cognition in the College of Education students at Kuwait University ‐ more specifically, the relationships between students' motivational orientation and their use of cognitive learning strategies as well as their metacognitive and effort management strategies (cf. Pintrich, 1988; Pintrich, Smith, & Mckeachie, 1989). Some preliminary empirical results from current research on college students' motivation, cognition, and achievement in different College of Education students are also presented.

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Papaioannou, Athanasios. "Differential Perceptual and Motivational Patterns When Different Goals Are Adopted." Journal of Sport and Exercise Psychology 17, no. 1 (March 1995): 18–34. http://dx.doi.org/10.1123/jsep.17.1.18.

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This study examined how perceived motivational climate in physical education is related to (a) perceptions of teachers’ differential treatment toward high and low achievers, (b) reported motivation and anxiety of children with high and low perceived competence during play or exercise with high- or low-ability children. One thousand three hundred ninety-three high school students completed measures of the above variables. The perception of teacher’s differential treatment was positively related to the perception of an environment emphasizing social comparison and negatively related to the perception of a climate emphasizing personal progress. Perceived competence had no effect on intrinsic motivation when extremely high learning goals were adopted. When low learning goals were adopted, motivation decreased for children with low perceived ability playing with high achievers and for children with high perceived ability playing with low achievers. A high learning-oriented climate should be created to enhance equality and maximize motivation.

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Pintrich, Paul R. "A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts." Journal of Educational Psychology 95, no. 4 (2003): 667–86. http://dx.doi.org/10.1037/0022-0663.95.4.667.

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Martynyuk, I. "Motivation of training of modern student youth." Fundamental and applied researches in practice of leading scientific schools 29, no. 5 (August 31, 2018): 33–39. http://dx.doi.org/10.33531/farplss.2018.5.04.

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The article presents the results of the research of the dominant motives of studying modern students, the correlation of internal and external motivation of their educational activities, the place of knowledge and development among terminal values and education among the instrumental values of students, expressiveness of need in knowledge and the formation of their motivation component of their readiness for self-education activities. To research the motivation of studying modern students were used such techniques: technique for diagnostics the motives of learning (in the modification of A. Rean, V. Yakunin), the technique of diagnostic the internal motivation of the learning by T. Dubovytska, technique “Valuable orientations” by M. Rokich, technique “SAMOAL”, the authorʼs questionnaire “I am learning a profession”. In the process of analysis of the results, methods of descriptive statistics were used: the definition of mean value and frequency analysis. An empirical study was conducted during the 2017-2018 years. Respondets were students of I-IV courses and masterʼs degree of National University of Life and Environmental Sciences of Ukraine (specialties: social work, psychology, agroengineering, forestry, constraction and civil engineering, economic cybernetics), Ternopil Volodymyr Hnatiuk National Pedagogical University (specialty: psychology), National Pedagogical Dragomanov University (specialty: psychology), Yuriy Fedkovych Chernivtsi National University (specialty: publishing and edition), a total of 321 persons. It is substantiated that the most students motivate their educational activity with the desire to become a highly skilled specialist, to ensure the success of future professional activities, to acquire deep and solid knowledge, to obtain intellectual satisfaction and receive a diploma. The dominance of internal incentives to study in students before external ones is indicated. There is described the attitude of respondents to knowledge, development, education as an average by value in term of the goals that should be sought, and ways of acting in any situation. The average level of expression of the need to know of respondents is highlighted. The high motivational component of studentʼs readiness for self-education is substantiated: the dominance of a positive attitude towards the chosen profession, an understanding of its requirements and its abilities, an awareness of the importance of improvement in activity, cognitive interest, the presence of a responsibility, the ability to set goals and make efforts for its achievement, to plan its activities. The prospects for organizing the educational process in universities are outlined, taking into account the identified peculiarities of the motivation of learning modern students: creating an atmosphere that support the internal motivation of learning, helping to obtain intellectual satisfaction from the learning process and stimulating to constant self-development in the chosen profession.

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Eccles, Jacquelynne S. "Studying the development of learning and task motivation." Learning and Instruction 15, no. 2 (April 2005): 161–71. http://dx.doi.org/10.1016/j.learninstruc.2005.04.012.

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Leutner, Detlev. "Motivation and emotion as mediators in multimedia learning." Learning and Instruction 29 (February 2014): 174–75. http://dx.doi.org/10.1016/j.learninstruc.2013.05.004.

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Vollmeyer, Regina, and Falko Rheinberg. "Motivation and metacognition when learning a complex system." European Journal of Psychology of Education 14, no. 4 (December 1999): 541–54. http://dx.doi.org/10.1007/bf03172978.

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Zubeidat Ihab, Dallasheh Waleed,. "The Relationship between Learning Motivation and Demographic, Socio-Emotional Aspects among Arab Minority Preservice Teachers in Israel." Psychology and Education Journal 58, no. 2 (February 4, 2021): 186–201. http://dx.doi.org/10.17762/pae.v58i2.1549.

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Learning motivation means driving influences from internal (intrinsic) or external (extrinsic) forces that give learners power to learn effectively, implicating processes of learning engagement. This study examines the differences in learning motivation levels among preservice teachers in the Arab minority in Israel according to demographic and socio-emotional aspects, and the relationships between level of learning motivation and various socio-emotional characteristics. 543 Arab minority students of education (with different majors) were chosen by means of random cluster sampling, and were asked to fill out questionnaires. The findings indicated significant differences in the level of the students' learning motivation for only two demographic variables: study program and specialization. Significant negative relationships were found between learning motivation and depression and social anxiety, and significant positive relationships were found between learning motivation and perceived social and family support and self-esteem. Multiple regression results revealed that the most significant factors that explained the variance of learning motivation among Arab minority preservice teachers were perceived social and family support (13.5%), followed by social anxiety (1.9%), and self-esteem (1.1%). These findings contribute to the understanding of the nature of the relationship between learning motivation and other demographic and socio-emotional aspects of preservice teachers from Israeli Arab society.

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Paris, Scott G., and Evelyn R. Oka. "Self-Regulated Learning among Exceptional Children." Exceptional Children 53, no. 2 (October 1986): 103–8. http://dx.doi.org/10.1177/001440298605300201.

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Self-regulated learning should be an educational objective for handicapped children and unsuccessful students. Self-regulated learning combines cognitive skill and motivational will so that students can select challenging tasks, apply effective learning strategies, and measure their success against personal standards. Self-regulated learning builds confidence in children and enables them to acquire effective problem-solving skills that extend beyond the classroom. A variety of classroom programs that enhance children's learning strategies, metacognition, and motivation, are described to show how instruction can foster self-regulated learning.

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Nishida, Tamotsu, Hirohia Isogai, Peter Åström, Staffan Karp, and Martin Johansson. "Cross-Cultural Comparison of Motivation to Learn in Physical Education: Japanese vs Swedish Schoolchildren." Psychological Reports 101, no. 2 (October 2007): 597–613. http://dx.doi.org/10.2466/pr0.101.2.597-613.

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The present study compared differences between Japanese and Swedish schoolchildren in learning motivation-related variables in physical education. The subjects were 1,562 Japanese fifth and sixth graders (776 boys and 786 girls) ranging in age from 10 to 12 years and 573 Swedish fifth graders (306 boys and 267 girls) from 10 to 13 years ( M = 11.4, SD = 0.5). They completed three questionnaires to evaluate the children's learning motivation, factors supporting motivation to learn, and preferences of learning behavior. The questionnaires were taken from Nishida's Diagnosis of Learning Motivation in Physical Education Test, a multidimensional and comprehensive test that measures learning motivation. A 2 times 2 (country by sex) multivariate analysis of variance indicated both Swedish boys and girls scored significantly higher than the Japanese children on most subscales. Results were discussed in relation to differences in the sports environment and culture of the two countries.

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Muwonge, Charles Magoba, Ulrich Schiefele, Joseph Ssenyonga, and Henry Kibedi. "Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students." South African Journal of Psychology 49, no. 1 (May 18, 2018): 122–35. http://dx.doi.org/10.1177/0081246318775547.

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Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.

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DeCaro, Daniel A., Marci S. DeCaro, and Bethany Rittle-Johnson. "Achievement motivation and knowledge development during exploratory learning." Learning and Individual Differences 37 (January 2015): 13–26. http://dx.doi.org/10.1016/j.lindif.2014.10.015.

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Et al., Bilqis Firyal Nabilah. "“ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5139–52. http://dx.doi.org/10.17762/pae.v58i1.1735.

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This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.

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Martin, Andrew J. "The Relationship Between Parents' Enjoyment of Parenting and Children's School Motivation." Australian Journal of Guidance and Counselling 13, no. 2 (December 2003): 115–32. http://dx.doi.org/10.1017/s103729110000282x.

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This paper examines parents' perceptions of their child's school-related motivation and their enjoyment of parenting. Drawing on Martins (2003a) Student Motivation Wheel, 10 facets of motivation were explored among a sample of 481 parents. These facets comprised six motivation boosters (self-belief, value of schooling, learning/mastery focus, planning, study management, persistence), two motivation mufflers (anxiety, failure avoidance), and two motivation guzzlers (uncertain control, self-sabotage/self-handicapping). Parents rated girls significantly higher than boys in value of schooling, learning focus, planning, and study management. Of the boosters, children's persistence was the strongest predictor of respondents' enjoyment of parenting. Of the mufflers, failure avoidance was the strongest (negative) predictor of parenting satisfaction. In terms of guzzlers, uncertain control was the strongest (negative) predictor of respondents' enjoyment of parenting. Compared with mothers' enjoyment of parenting, fathers' satisfaction in their role was more strongly related to their children's school-related motivation.

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King, Naomi, and Louise Bunce. "Academics' perceptions of students' motivation for learning and their own motivation for teaching in a marketized higher education context." British Journal of Educational Psychology 90, no. 3 (December 9, 2019): 790–808. http://dx.doi.org/10.1111/bjep.12332.

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Järvenoja, Hanna, Sanna Järvelä, and Jonna Malmberg. "Supporting groups’ emotion and motivation regulation during collaborative learning." Learning and Instruction 70 (December 2020): 101090. http://dx.doi.org/10.1016/j.learninstruc.2017.11.004.

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Benton, Stephen L. "Introduction to special issue: Brain research, learning, and motivation." Contemporary Educational Psychology 35, no. 2 (April 2010): 108–9. http://dx.doi.org/10.1016/j.cedpsych.2010.04.007.

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Blumenfeld, Phyllis C. "Classroom learning and motivation: Clarifying and expanding goal theory." Journal of Educational Psychology 84, no. 3 (1992): 272–81. http://dx.doi.org/10.1037/0022-0663.84.3.272.

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Wolters, Christopher A. "Self-regulated learning and college students' regulation of motivation." Journal of Educational Psychology 90, no. 2 (1998): 224–35. http://dx.doi.org/10.1037/0022-0663.90.2.224.

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Lam, Shui-fong, Rebecca Wing-yi Cheng, and William Y. K. Ma. "Teacher and student intrinsic motivation in project-based learning." Instructional Science 37, no. 6 (September 16, 2008): 565–78. http://dx.doi.org/10.1007/s11251-008-9070-9.

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Jing, Zhang, and Li Suting. "Research on Moral Education Affinity from the Perspective of Psychology." ETHICS IN PROGRESS 11, no. 1 (October 9, 2020): 120–32. http://dx.doi.org/10.14746/eip.2020.1.7.

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Moral education affinity has a very important influence on the smoothdevelopment of moral education activities and the improvement of educationaleffectiveness. From the perspective of psychology, the needs and emotions ofthe educatees are its motivational mechanism, the will of the educatees is itsmaintenance mechanism, psychological compatibility is its guarantee mechanism,and the learning psychology of the educatees is the reinforcement mechanism.The generation of moral education affinity is the process of educators’ activeinterpersonal attraction, the application of positive psychological effect, the changeof educatees’ attitude, and the psychological exchange and interaction betweeneducators and educatees. The main way to cultivate moral education affinity isto fully pay attention to the needs or changes of the educatees, make efforts tostimulate and strengthen the learning motivation, maintain the main status androle of the educatees, and enhance the appeal and affinity of the educationalprocess through the unity of knowledge and action.

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HAZAN, BELIZ, WEI ZHANG, ECEM OLCUM, ROSE BERGDOLL, EVAN GRANDOIT, FAIGY MANDELBAUM, GEORJEANNA WILSON-DOENGES, and LAURA A. RABIN. "GAMIFICATION OF AN UNDERGRADUATE PSYCHOLOGY STATISTICS LAB: BENEFITS TO PERCEIVED COMPETENCE." STATISTICS EDUCATION RESEARCH JOURNAL 17, no. 2 (November 30, 2018): 255–65. http://dx.doi.org/10.52041/serj.v17i2.169.

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Teaching undergraduate psychology statistics poses challenges to instructors and students due to the perceived complexity of the material and lack of student motivation. With the goal of boosting student competency and engagement in statistics, our study introduced a gamified learning environment into the laboratory portion of the undergraduate psychology statistics course in which the gamified learning group was compared to the traditional group. Changes in intrinsic motivation, perceived competence, and objective pre- and post-test course content were assessed. Objective posttest scores were positively associated with perceived competence in statistics for the gamified learning group. Perceived competence is a strong predictor of achievement and foundational prerequisite of intrinsic motivation, suggesting that in contrast with the traditional group, students in the gamified group were further on the path towards developing intrinsic motivation and improved scholastic achievement. First published November 2018 at Statistics Education Research Journal Archives

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Waschull, Stefanie B. "Predicting Success in Online Psychology Courses: Self-Discipline and Motivation." Teaching of Psychology 32, no. 3 (July 2005): 190–92. http://dx.doi.org/10.1207/s15328023top3203_11.

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This article addresses factors associated with student success in online psychology courses. Prior to beginning an online course, students completed measures of self-discipline and motivation, time commitment, study skills, preference for text-based learning, access to technology, and technology experience. Schrum and Hong (2002) proposed that these student characteristics predict online course success. I used scores on these factors to predict student performance in online introductory psychology and online human growth and development courses. Self-discipline and motivation was the only factor predictive of online psychology course success. My results contradict the model proposed by Schrum and Hong but are consistent with research on the role of motivation in success.

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Et al., Dr Kampol Navun. "Non - Native Speakers Motivation in Learning English as Second Language." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1490–95. http://dx.doi.org/10.17762/pae.v58i1.934.

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The demand for a good communication is the basis for every language learning activity, regardless of the language being learned. Studies on language leaning have shown that motivation is a key role, which moves a learner towards attaining proficiency in the goal language. The target of studying may be communicative, linguistic, materialistic or academic. It could also take from the need to improve one’s linguistic skills already acquired, in order to be a more competent user of the language and to be better communicator. In this situation, as a cognitive factor motivation plays an important role in learning English as a second or a Foreign language. The objective of this present article analyzes the motivation in learning English as second language of non - native speakers. The non - native speakers are from different social and educational backgrounds. The results of the study show that motivation is an important portion which language learning and varies with individual learners. What triggers motivation is the focus of the study that takes a few interesting attitudes of the leaners to limelight.

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Hay, Ian. "Motivation, Self-Perception and Gifted Students." Gifted Education International 9, no. 1 (January 1993): 16–21. http://dx.doi.org/10.1177/026142949300900104.

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This review looks at the role of motivation and self-perception (self-esteem and self-concept) for children identified as gifted and talented. The aim is to first discuss some of the research findings and their implication for gifted and talented students. The second aim is to include some suggestions parents and teachers can consider to assist the development of positive motivation and self-perception within gifted and talented students. The paper argues that self-perception and motivation are improved when students work on tasks that have personal meaning, purpose and choice, in a learning environment that is orientated towards higher level thinking, problem solving and decision making. The non-cognitive variables of motivation and self-perception are significant issues in understanding the development of gifted and talented children as these affective variables help to explain why only some of the children with high ability are successful in achieving their potential. The historic trend in education and psychology has been to isolate the affective and cognitive variables that influence children's development, placing affect with personality and cognition with learning and memory (Beane, 1986; Wylie, 1987). Increasingly researchers and practitioners are now recognizing that the affective, non-cognitive variables associated with education are significant in influencing the outcome of learning and in understanding how children approach and master learning tasks (Ames, 1984, 1986; Bandura, 1986; Bloom, 1976; Delisle & Renzulli, 1982; Dweck, 1986; Hattie, 1992; Heckhausen, 1987; Markus & Wurf, 1987; McCombs, 1988; Sternberg, 1982; Vygotsky, 1978; Wittrock, 1988).

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DEVRİM, Nehir. "THE IMPORTANCE OF RELATEDNESS SUPPORT IN EDUCATION." EUROASIA JOURNAL OF SOCIAL SCIENCES & HUMANITIES 8, no. 21 (July 25, 2021): 51–58. http://dx.doi.org/10.38064/eurssh.233.

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Self Determination Theory, developed by Edward L. Deci and Richard Ryan, is a motivation theory suggesting that if the innate psychological needs of people are met, their motivation will be achieved without external influence and intervention. According to this theory, autonomy (the ability to make decisions about one's own life on its own), competence (having control over outcomes and believing that one has the ability and ability to do any job) and relatedness support (to interact, connect, and value others) are psychological needs and are the optimal conditions for intrinsic motivation. In this study, the relationship between relatedness support provided by teachers in their instructional behavior and its relationship to student engagement was investigated. Students' engagement in the lesson is considered as part of their learning motivation. Designed as a cross-sectional observation study, 191 students from private and public high schools in Ankara were observed at three different times in the same class by two independent observers who received training in Self Determination Theory from the Department of Psychology. With the questions directed to the students, a positive correlation was found between students’ behavioral engagement (raising finger, asking questions, obeying the class rules, completing the given tasks), emotional engagement (enthusiasm, curiosity, interest, optimism), cognitive engagement (advanced deep information processing level and self-regulation skills) and agentic engagement (students' constructive contribution to their own learning, initiating new tasks) and the relatedness support provided by their teachers. When teachers spend time with their students, when they are physically nearby them, when they answer students’ questions, when they are clear and organized in the instructions given about the lesson, students' participation in the lesson has increased. The study also showed that teachers 'awareness of their own instructional behavior was positively correlated with students' intrinsic motivation. Feeling related to the classroom environment, the lesson, peers and the teacher enhances classroom motivation.

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Haynes, Norris M. "A comparison of learning and motivation among high school students." Psychology in the Schools 27, no. 2 (April 1990): 163–71. http://dx.doi.org/10.1002/1520-6807(199004)27:2<163::aid-pits2310270212>3.0.co;2-0.

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Jang, Hyungshim. "Supporting students' motivation, engagement, and learning during an uninteresting activity." Journal of Educational Psychology 100, no. 4 (2008): 798–811. http://dx.doi.org/10.1037/a0012841.

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Dr Smitha M Reddy, Reshma HS,. "Inlfuence of Brain-Based Learning Stratgies on Academic Motivation, Stress and Self-Esteem of High School Students in North Banagalore." Psychology and Education Journal 58, no. 2 (February 20, 2021): 6329–32. http://dx.doi.org/10.17762/pae.v58i2.3154.

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Brain-Based Learning Strategy stimulates the whole brain for effective function which results in greater academic progress. This being the case it is bound to result in academic motivation, removal of stress and an increase in the self-esteem of students without any doubt. Brain-Based Learning Strategy provides a safe and threat-free environment whereby the meaningful presentation of content prepares the learners’ brains to store, process and retrieve the information in a soothing way. The main objective of this paper is to study the influence of brain-based learning strategies on the academic motivation, stress and self-esteem of high school students in North Bangalore, identity the factors of brain-based learning which influence learning process among high school students and then move on to identifying the factors of motivation, stress and self-esteem which influence the academic performance of high school students with respect to brain-based learning. The results of the study have confirmed that brain-based learning would result in motivation, removal of stress and higher self-esteem thereby resulting in improved academic performance.

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Wandi Syahfutra, Ardiya,. "Using Hypnoteaching Method To Enhance Students’ Motivation In Learning English." Psychology and Education Journal 58, no. 2 (February 10, 2021): 912–17. http://dx.doi.org/10.17762/pae.v58i2.2026.

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In the Education sector, teaching and learning process still being a concern faced by the teacher and students in learning English Foreign Language. Some methods in teaching have been developed but in fact several obstacles still faced by EFL students in learning English. Teachers as educators still getting difficulties in exploring the methods or strategies in teaching which these problems infected to the students understanding and motivation in learning English. This writing aims to find out the suitable method used by the teacher and various problems faced by students in learning English. To find the answer of the problems the researcher used quantitative method with quasi-experimental design. Based on the results of the research data processed using the paired-sample t test, there were found significant differences before and after implementing the hypnoteaching method in learning English with alpha results less than 0.05, and the data of questionnaire mean of measure at 4.41 with Likert scale level in high category. This study is beneficial in enriching literature in the scope of English education study programs, especially in Indonesia and others adopting English as a foreign language as a matter of applying appropriate and a more effective learning methods

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