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Mateos-Moreno, Daniel. "What is attractive about becoming a music teacher? Exploring the motivations of pre-service music teachers towards the profession." British Journal of Music Education 40, no. 3 (November 2023): 311–24. http://dx.doi.org/10.1017/s0265051723000335.
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AbstractUncovering the motivations towards a profession may contribute to a better understanding of how the profession is chosen and will be pursued. However, the research on the attractiveness of the music teaching profession is rather limited and predominantly focused on identity development, thereby overlooking other aspects that may play a role. In pursuing a case study, my aim is to contribute to this field of research by investigating the views of pre-service music teachers enrolled at the University of Karlstad in Sweden. The results depict a unique motivational profile compared to their counterparts in other subjects. These differential aspects are threefold, indicating a high prevalence of ‘extrinsic motivations’ driving their choice of profession, that ‘altruistic reasons’ have lower significance as a motivating factor, and that there is a poor perceived relevance of these individuals’ future profession. In addition, this study provides evidence of the prevalence of ‘musician identities’ over ‘teaching identities’ and foresees the dependence between the participants’ motivation and their future students’ progression. Moreover, I hypothesise that career changes and Pygmalion effects are to be expected if intrinsic motivation towards the profession is not fostered or if this population’s motivation is linked to the progress of their students rather than the challenge of motivating them in the first place.
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Tashpulatov, Farkhad Alisherovich. "DIDACTIC POSSIBILITIES OF USING MOTIVATIONAL TECHNOLOGIES IN PHYSICAL EDUCATION LESSONS." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY ECHNOLOGY 3, no. 4 (April 12, 2023): 402–5. https://doi.org/10.5281/zenodo.7820852.
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This article is about the didactic possibilities of using motivational technologies in physical education lessons. Concepts of motivation and the main theories of its formation are considered, they describe various psychological characteristics of motivations for sports, which can be determined by evaluating success levels and educational activities. Psychological characteristics of students' motivation to play sports are studied.
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A. S., Dr Laxmisha. "Education and Entrepreneurial Motivation." International Journal for Research in Applied Science and Engineering Technology 10, no. 8 (August 31, 2022): 1987–91. http://dx.doi.org/10.22214/ijraset.2022.46561.
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Abstract: Motivation is the process that motivates a person into action and induces him to continue the courses of action for the achievement of goals. Ambitions or aspiration motivates men, activise them, broaden their vision and make the life meaningful. Various ambitions which motivate a person to become an entrepreneur are need for independence, to make money, previous experience, unemployment, securing social status, availability of industrial shed or plot, fulfillment of father’s ambition etc. The paper focuses on factors motivating the entrepreneurs, the relationship between motivational factors and education qualification. The paper is based on primary sources collected from 60 entrepreneurs running their units in KSSIDC industrial estates of Shivamogga district. The response is collected using structured interview schedule using stratified random sampling technique.
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Cai, Guodong. "CLASSROOM TRANSFORMATIONAL LEADERSHIP PRACTICES ON VOCATIONAL STUDENTS' ACADEMIC MOTIVATION." Pacific International Journal 7, no. 1 (February 15, 2024): 44–51. http://dx.doi.org/10.55014/pij.v7i1.508.
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With the strategic expansion of vocational education in China, enhancing student motivation is imperative yet challenging. This mixed methods study investigates how vocational college administrators’ leadership styles correlate to student motivation. Surveying 370 students across 7 colleges in Shandong Province revealed moderate transformational leadership positively predicted intrinsic motivation and negatively predicted amotivation, while showing negligible association with controlled extrinsic motivations. Interviews with 15 students and 7 administrators offered qualitative insights into leadership’s motivational impact. Although moderately transformational overall, administrators lacking strategic vision and overemphasizing skills dampened engagement. Students desired more inspiration, participation, and individualized support. Findings suggest extending transformational leadership development in vocational colleges to foster internalized motivation. This study provides empirical evidence and guidance to enhance leadership strategies for motivating China’s emerging generation of vocationally-trained talent.
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Romero, R., Mª A. De las Heras, P. Sáenz-López, and E. J. Fernández Ozcorta. "One Step Closer to Understanding Motivation in Scientific Education: The Incorporation of Science Textbooks as a Predictor, Together with Motivational Climate and Basic Psychological Needs." Jurnal Pendidikan IPA Indonesia 9, no. 4 (December 31, 2020): 590–99. http://dx.doi.org/10.15294/jpii.v9i4.24864.
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Students’ increasing lack of interest in science has led to a disturbing situation that compels us to continue researching educational motivation, in this line, and within the framework provided by self-determination and achievement goal theories. The great importance of this variable can be attributed to its relevance in classes and its competence-related nature, which in principle makes it a motivating resource, as is the case with science textbooks. In particular, this study provides an in-depth understanding of motivation using various motivational predictors, while incorporating the motivational competence relevance of science books. One thousand students between the ages of 10 and 14 years participated. The research instrument used was a questionnaire consisting of 4 scales that measured the motivational competence relevance of science books, the task-oriented motivational climate, the basic psychological need for competence and the intrinsic motivation. Data were analyzed using correlation analysis and a structural equations model. The results showed that, among other aspects, motivation is influenced by competence, while competence is influenced by the task climate and the motivational competence relevance of science books. These findings suggest that in order to increase students’ intrinsic motivation, teachers must create a task-oriented climate, emphasize the value that student should attribute to science books from a motivational competence perspective, and satisfy the need for competence.
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Nachshoni, Amizur. "The Impact of Principal on Teacher Motivation in Secondary Schools." Journal of Artificial Intelligence General science (JAIGS) ISSN:3006-4023 4, no. 1 (April 23, 2024): 27–44. http://dx.doi.org/10.60087/jaigs.vol4.issue1.p44.
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This research investigates the influence of school principals' motivation on teachers, recognizing motivation as a complex process driving human behavior towards goals. Motivation's significance lies in its role in energizing individuals towards their aspirations. The study highlights two key motivations: the critical role of motivated teachers in education and the principal's leadership impact on teacher motivation. Literature underscores motivation's multifaceted nature and its link to organizational climate, rewards, and management practices. Challenges include establishing causality between principal actions and teacher motivation amid diverse educational contexts. Despite hurdles, insights gleaned shed light on the principal's influence and teacher motivation levels.
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Nachshoni, Amizur. "The Impact of Principal on Teacher Motivation in Secondary Schools." Journal of Artificial Intelligence General science (JAIGS) ISSN:3006-4023 4, no. 1 (April 23, 2024): 27–44. http://dx.doi.org/10.60087/jaigs.v4i1.79.
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This research investigates the influence of school principals' motivation on teachers, recognizing motivation as a complex process driving human behavior towards goals. Motivation's significance lies in its role in energizing individuals towards their aspirations. The study highlights two key motivations: the critical role of motivated teachers in education and the principal's leadership impact on teacher motivation. Literature underscores motivation's multifaceted nature and its link to organizational climate, rewards, and management practices. Challenges include establishing causality between principal actions and teacher motivation amid diverse educational contexts. Despite hurdles, insights gleaned shed light on the principal's influence and teacher motivation levels.
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Marie Magnifico, Alecia. "“Well, I Have to Write That:” A Cross-Case Qualitative Analysis of Young Writers’ Motivations to Write." International Journal of Educational Psychology 2, no. 1 (February 24, 2013): 19–55. http://dx.doi.org/10.4471/ijep.2013.17.
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Hickey (2003), taking a “stridently sociocultural” position on motivation, notes that conceptualizations of motivation must shift to successfully study “motivation-in-context” (p. 401). This study represents an attempt to navigate such a shift. Rather than taking established understandings of achievement goals and motivation orientations as given, this interview-based, qualitative analysis examines three creative writing environments—a secondary classroom, an extracurricular arts program, and an online game community—and analyzes adolescent participants’ understandings of their writing goals and motivations to write in particular settings. While such an approach relies on self-report and thus cannot capture implicit cognitions, its goal is to shed light on relationships among writers, contexts, and cognitions—and how traditional motivational paradigms may need to be amended to engage with such questions.
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Nurumova, Nazym. "THE INFLUENCE OF STEM EDUCATION ON MOTIVATION TOLEARN IN MATHEMATICS LESSONS." Педагогика и методы обучения 67, no. 2 (August 26, 2024): 112–27. http://dx.doi.org/10.47344/sdu20bulletin.v67i2.1285.
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This study examined the impact of STEM (Science, Technology, Engineering, and Mathematics) education on 8th-grade students' motivation towards learning mathematics at a Nazarbayev Intellectual School in Almaty. The research aimed to assess how STEM education influences motivational factors such as intrinsic value, self-regulation, self-efficacy, utility value, attainment value, and test anxiety. An experimental design was employedwith 52 participants divided into two groups: a control group using traditional teaching methods and an experimental group engaging in STEM approaches.The Mathematics Motivation Questionnaire (MMQ), adapted from the Science Motivation Questionnaire (SMQ), was utilized for data collection before and after the intervention. Results from paired samples T-tests and descriptive statistics showed significant enhancements in the motivational levels of students in the experimental group, indicating that STEM education effectively boosts motivation towards mathematics learning. This research underscores the significance of incorporating STEM educational practices into mathematics curricula to create a more engaging and motivating learning atmosphere. These findings are crucial for educators, curriculum designers, and policymakers focused on improving mathematics education and fostering a greater interest in STEM fields among middle school students, contributing to the existing literature on educational motivation.
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González Martínez, Miguel Luis, and Diana Belkys Mujica González. "Motivational strategies, an indispensable requirement in undergraduate education." SCT Proceedings in Interdisciplinary Insights and Innovations 1 (December 20, 2023): 33. http://dx.doi.org/10.56294/piii202333.
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Introduction: The difficulties present in motivation oblige the teacher to create a favorable environment that fosters the strengthening of values and the completion of a set of positive attitudes that favorably settle the formation of a personality prescribed in the professional model. Objective: to evaluate the motivation strategies used and establish pertinent strategic orientations in teachers belonging to the clinical area of the medical career at the medical university of Malanje, Angola. Method: qualitative study using the Likert scale on learning motivation among 28 teachers where the greatest number have more than 10 years of teaching experience. The alternatives were: the most positive (strongly agree), agree, neither agree nor disagree, disagree and the lowest scales: (strongly disagree). The results were summarized using relative percentage frequencies. Results: 100% of teachers consider that intrinsic and extrinsic motivations are of vital importance in motivation. The levels of professional performance constitute the bases of this process, the education in the work and the practices those of greater motivation. 85% disagreed with the influence of motivation on the reinforcement of knowledge and for independent study. (52.1%). Only 21.4% thought they strongly agree that the ideal moment of the class for motivation is at the beginning of its development, and 78.6% thought that they disagree. Conclusions: the bases of the functions and the levels of professional performance of LA competencies and professionals of excellence constitute the motivation of content and the methods of the sciences. Obviously, motivation generates a close link between the individual and reality, motivating favors the reinforcement of learning and positively induces independent study, increasing their relative or absolute need
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Baena-Extremera, Antonio, Manuel Gómez-López, Antonio Granero-Gallegos, and J. Arturo Abraldes. "Motivation, Motivational Climate and Importance of Physical Education." Procedia - Social and Behavioral Sciences 132 (May 2014): 37–42. http://dx.doi.org/10.1016/j.sbspro.2014.04.275.
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Granero-Gallegos, Antonio, Antonio Baena-Extremera, Manuel Gómez-López, and J. Arturo Abraldes. "Importance of Physical Education: Motivation and Motivational Climate." Procedia - Social and Behavioral Sciences 132 (May 2014): 364–70. http://dx.doi.org/10.1016/j.sbspro.2014.04.323.
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Bertiz, Yasemin, and Aslıhan Kocaman Karoğlu. "Distance Education Students’ Cognitive Flexibility Levels and Distance Education Motivations." International Journal of Research in Education and Science 6, no. 4 (September 19, 2020): 638. http://dx.doi.org/10.46328/ijres.v6i4.1022.
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This study was conducted to examine the relationship between distance education students’ cognitive flexibility levels and their distance education motivations. In the study, cognitive flexibility levels and distance education motivations were also investigated in terms of several variables (gender, age, computer and internet usage time, time spent weekly in distance learning environment and frequency of participation to synchronized classes). The participants of the study consisted of 615 students enrolled in the Turkish Language course which is carried out at a private university in Istanbul. Cognitive Flexibility Scale (Altunkol, 2011) and e-Learning Motivation Survey (Yıldırım, 2012) were employed for data collection. Study results revealed that there is a low level of positive relationship between cognitive flexibility levels of distance education students and their distance education motivations. Time spent in distance learning environment and the frequency of participation to synchronized classes are found as the factors that affect students’ distance education motivation. Computer usage time is found as the only factor that affects students’ cognitive flexibility level. There is not a significant relationship found between gender, age and internet usage time for cognitive flexibility and distance education motivation.
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Ibba, Mohammad Yusri, and Aurizia Siraji. "Motivational Factors Towards English Language Learning Success Among English as a Second Language Learners at Sulu College of Technology Senior High School." Psychology and Education: A Multidisciplinary Journal 38, no. 4 (May 23, 2025): 403–12. https://doi.org/10.70838/pemj.380408.
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This study aimed to examine the motivational factors influencing English language learning among senior high school students, focusing on both intrinsic and extrinsic motivations. It also investigated how demographic characteristics such as age, gender, parents’ educational attainment, and family income may affect these motivations. The research instrument included two parts: demographic profiling and a Likert scale-based assessment of motivational factors. Descriptive statistics (frequency and percentage) summarized demographics, while weighted mean and standard deviation assessed motivation levels. Inferential analyses included ANOVA, independent sample t-tests, and Pearson correlation. Findings revealed that most respondents were 18 years old or younger, with an equal gender distribution. Most students came from low-income families, and their parents had primarily attained high school or a college education. The overall results indicated that students are both intrinsically (M = 4.29, SD = 0.44) and extrinsically (M = 4.34, SD = 0.36) motivated to learn English, with extrinsic motivation slightly higher. No significant differences in motivation were found across different age groups (p = 0.294). However, female students showed significantly higher intrinsic motivation (M = 4.414) compared to males (M = 4.172), with a t-value of -2.80. Parental education did not significantly affect students' intrinsic (p = 0.119) or extrinsic motivation (p = 0.558). Similarly, family income did not significantly influence motivation levels (F = 1.792, p = 0.037). A statistically significant positive correlation (p = 0.000) was found between intrinsic and extrinsic motivation, indicating a meaningful relationship between the two. The study concludes that both intrinsic and extrinsic motivations are key drivers of English language learning among senior high school students, with gender being a notable factor, while age, income, and parental education show limited influence.
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Beymer, Patrick N., and Kristy A. Robinson. "Motivating by measuring motivation? Examining reactivity in a diary study on student motivation." Contemporary Educational Psychology 70 (July 2022): 102072. http://dx.doi.org/10.1016/j.cedpsych.2022.102072.
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Kaitov, Aleksandr P. "Theoretical aspects of the problem of educational motivation development among students of higher education in foreign studies." Tambov University Review. Series: Humanities, no. 1 (2023): 24–38. http://dx.doi.org/10.20310/1810-0201-2023-28-1-24-38.
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The relevance of the research topic is due to the importance of the problem of educational motivation development among students of higher education to improve the quality and efficiency of higher education. Analysis and generalization of foreign experience makes it possible to identify and include in the domestic educational practice of developing the educational motivation of students of higher education the most successful pedagogical solutions and developments that have empirically proven their effectiveness. Purpose: based on the analysis of foreign sources on the problem of educational motivation development of students of higher education, to determine and characterize the current theories applied to the study of educational motivation of students, the factors that influence its development, methods and teaching strategies. We prove that the main condition for the positive development of students’ motivation for learning and research activities is the creation by university teachers of a motivating educational environment, including: encouraging students to focus on the goals of mastery, developing competence, granting autonomy, creating zones of proximal development, etc. It is concluded that it is expedient to include foreign experience in teaching students positive motivational strategies focused on the development of motivational competence in the domestic educational practice of higher education.
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Kinsella, Maurice, John Wyatt, Niamh Nestor, Sue Rackard, and Jason Last. "Supporting students’ transition into higher education: Motivation enhancement strategies." ACCESS: Contemporary Issues in Education 42, no. 1 (March 2, 2022): 3–20. http://dx.doi.org/10.46786/ac22.8193.
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In this article, we explore first-year students’ transition into higher education (HE), focusing on the motivational factors that enhance their engagement. We argue that Student Support Professionals (SSPs) can play a pivotal role in heightening student motivation, given the broad range of academic, administrative, and pastoral responsibilities that this role entails. Against this background, we ask two questions: Firstly, how should we understand student motivation with specific regard to its antecedents, manifestations, and consequences? Secondly, what motivation-enhancement strategies can SSPs integrate into their practice to build a productive relationship with students? Drawing on self-determination theory (SDT) insights, we provide a taxonomy of student motivation, arguing that: Motivation exists in a continuum of self-regulation, motivation is contextual, motivation is multidimensional, and motivation is causally significant. Building on this taxonomy we offer practical guidance to SSPs who are looking to catalyse students’ intrinsic motivation, identifying three specific motivational enhancement strategies, namely: Fostering competence by establishing realistic expectations between oneself and students; fostering relatedness by providing resources for holistic student engagement; and fostering autonomy by empowering students in their decision-making. We argue that central to SSPs’ ability to foster engagement is possessing a conceptual and experiential understanding of student motivation, which can heighten their ability to respond to students’ needs. SSPs should approach this process of motivation enhancement as collaborative—working with students to discover both motivational impediments and motivation-enhancing resources to better engage with their HE experience.
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Zhang, Yuting. "Analysis of Motivation in My English Learning Experience." International Journal of Education and Humanities 14, no. 3 (June 16, 2024): 178–80. http://dx.doi.org/10.54097/a4jwhj74.
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In recent decades, China has witnessed great developments in its economy, intercultural communication, and English education. English was a compulsory course taught in secondary schools and first two years of universities as a foreign language in most places. The large number of English learners leads to many sophisticated researches focusing on English education in China. Motivation is an essential factor in mastering a second language. This essay aims to investigate the motivation in my 13 years’ English learning and its influences on my actual learning process, and thus promote English education in China. Dörnyei’s L2 Motivational Self System was chosen as a guided theory since it combines a lot of important theoretical L2 approaches and elaborated motivation in a rather comprehensive way. In this essay, I will first briefly discuss the concept of L2 Motivational Self System. Then, I will analyse how the motivations affect my learning process with the guidance of L2 Motivation Self System. Finally, I will explore the effective application of this theory in teaching English to Chinese speakers.
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Bachynska, Olena. "THE ROLE OF MOTIVATION IN THE QUALITY ASSURANCE SYSTEM OF HIGHER EDUCATION." sj-economics scientific journal 47, no. 4 (December 30, 2022): 4–15. http://dx.doi.org/10.58246/sjeconomics.v47i4.584.
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The purpose of the study is to determine the factors influencing the effectiveness of the staff of the IHE and justify their own approach to the system of motivation of research and teaching staff. The subject of the research is a set of theoretical and methodological provisions and practical aspects of managing the professional development of scientific and pedagogical workers of the IHE in the structure ensuring the quality of educational services.
 The article defines the category "quality of higher education" and outlines the stages at which the quality of training specialists with higher education is ensured.
 It is proven that motivation is an effective tool for managing the staff of the IHE, taking into account external and internal factors of the functioning educational institution. The key tool of the motivational mechanism is the formation of motivation for work and decision-making on work (inaction) to meet the need. The motivational core includes two groups' motives: external and internal. Internal motivation is related to the content of work and its significance for the employee, and external motivation is aimed at stimulating work by the administration of the enterprise. The motivational potential of a researcher is formed under the influence of external and internal incentives to work.
 The main task of the management of higher education should be the formation of a holistic mechanism for the application of tangible and intangible methods of motivating research and teaching staff.
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Baida, Ihor, Volodymyr Mironov, and Nataliia Miatenko. "Motivation for Self-learning as a Condition for the Professional Competencies Formation." Digital Platform: Information Technologies in Sociocultural Sphere 5, no. 1 (June 30, 2022): 17–30. https://doi.org/10.31866/2617-796X.5.1.2022.261283.
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The purpose of the article is to consider the main components of motivation in learning and identify ways to increase the cognitive motivation of students to self-education; to characterize the process of improving the training of future professionals in modern education and the concept of motivating students to self-education. The research methodology consists of a systematic approach, principles of scientific and pedagogical research and pedagogical observation, as well as methods of systematization and generalization (to understand the set of factors, mechanisms and processes, covering the concept of motivation; analysis of basic concepts of motivating students to self-education). The scientific novelty is to determine ways to form the motivation of cognitive independence as a dynamic process that determines human behaviour. Conclusions. The concept of motivation covers a set of factors, mechanisms, and processes that stimulate the emergence of real or potentially directed activity, particularly the formation of motivation for self-learning. It is emphasized that the scientific-cognitive motive contributes to a high level of independence in a person who does not need external stimuli. At the same time, it is necessary to take into account the methodology of increasing students’ cognitive motivation for self-education, considering motivation as a process of motivating action to achieve a certain goal. It is proved that the ways of forming cognitive independence can be ways of mastering educational material, the order of staffing students in groups, the relationship between motive and purpose, the availability and accessibility of educational and methodological support, the use of interactive technologies, creating a problem situation and finding solutions, procedural theory of expectation, organization of motivational effect, as well as introspection methods, game technologies, psychological and pedagogical training, methodical means of communicative attack, proof and persuasion, suggestion, overcoming obstacles, delegation, consolidating positive impressions, solving problems through dialogic conversation, the use of interactive technologies.
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Wang, Yuying, Wei Xu, Kaining Guan, Jin Zhao, and Ping Wu. "English Teachers’ Post-Pandemic Motivation in Macau’s Higher Education System." Theory and Practice in Language Studies 14, no. 7 (July 17, 2024): 1990–2001. http://dx.doi.org/10.17507/tpls.1407.05.
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English teachers’ post-pandemic motivational experiences within Macau’s hybrid postcolonial context have not been extensively investigated, although teacher motivation is crucial to the quality of education and student outcomes. This qualitative study aimed to address this gap by interviewing 13 English teachers across Macau universities about their motivations. Semi-structured interviews were iteratively coded to identify key themes. The results indicated that intrinsic motivations included a passion for teaching and helping students, as well as an altruistic desire to contribute. Positive relationships between students and teachers motivated participants, while disengaged student behavior, a lack of participation in policies, unclear roles, and unbalanced workloads demotivated them. University culture, curriculum, and governance were viewed as a means of providing purpose and empowerment through social responsibility. The motivational sustainability process included recommendations regarding reducing teaching hours, improving teacher governance, improving research support, and clarifying faculty responsibilities as part of the motivational sustainability process. While the results were limited to an exploratory study, they provided insight into how to align practices with the intrinsic aspirations of Macau’s university English teachers to re-engage them.
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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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Elkhaira, Indana, Nidya Audina B.P., Engkizar Engkizar, Munawir K., Zainal Arifin, Zainal Asril, Syafrimen Syafril, and Ingrid Brita Deborah Mathew. "Seven Student Motivations for Choosing the Department of Early Childhood Teacher Education in Higher Education." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 6, no. 2 (December 31, 2020): 95–108. http://dx.doi.org/10.14421/al-athfal.2020.62-01.
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Choosing a career as an Early Childhood Education Teacher is both challenging and joyful. Not everyone is interested in this profession except for those who have strong motivation. This study aims to identify students’ exact motivation to select the Early Childhood Education Department at Public University. This study uses combined qualitative and quantitative methods (exploratory mixed methods design). Sources of qualitative data were taken from twenty informants through in-depth interviews and analyzed using NVivo 10 analysis software, while sources of quantitative data were taken from a hundred correspondents and analyzed using SPSS 20 software. Both qualitative and quantitative data analyses showed that students have seven motivations to select the Early Childhood Education Department. Those seven motivations are: i) parents encouragement (81%); ii) job opportunities after graduation (83%); iii) loving kids (85%); iv) teaching is a noble profession (100%); self-will (70%); vi) the choice to be a teacher (76%); and vii) Early Childhood Education is not difficult, but joyful (80%). The study has successfully revealed seven students’ motivations for selecting the Early Childhood Education Department at Public University. This study’s results can be used as preliminary data for subsequent researchers to examine this problem in different contexts and issues. This study’s findings need to be continued by the next researcher by examining the correlation between motivational aspects with various other variables. However, this data can also be used as an initial reference for examining the issues and problems in different contexts.
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Chiu, Chao-Wen. "Navigating Motivation: Freshmen’s Quest for English Proficiency in Taiwanese University Contexts." English Language Teaching 17, no. 4 (March 23, 2024): 34. http://dx.doi.org/10.5539/elt.v17n4p34.
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English language proficiency is crucial in today’s globalized world, prompting Taiwanese universities to mandate one to four years of English courses. With the implementation of a national bilingual education program for college students, universities aim to enhance English proficiency through Freshman English courses, facilitating a smooth transition to English-mediated instruction in subsequent years, particularly in specialized subjects. Despite the official emphasis on English’s importance for future success, the effectiveness of language instruction hinges on understanding students’ motivations. This study investigates English learning motivations among Taiwanese undergraduates, utilizing a Likert-scale questionnaire to discern general trends. The sample comprises 360 undergraduates from a northern Taiwanese university, with factor analysis revealing five motivational factors: intrinsic appreciation, instrumental motivation, external expectations motivation, exam-driven motivation, and interpersonal influence. These findings offer valuable insights into the multifaceted nature of English language learning motivations among Taiwanese freshmen, contributing to existing literature by highlighting nuanced motivational factors. The identified motivational factors hold implications for both theoretical understanding and pedagogical approaches, providing educators with insights to tailor instruction to students’ diverse motivations. This study aims to enrich the discourse on language learning motivation and serve as a foundation for future research in similar contexts.
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Starosta , Volodymyr, and Halyna Shykitka . "MOTIVATION OF PROFESSIONAL ACTIVITY PRESCHOOL AND PRIMARY EDUCATION TEACHERS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(49) (December 18, 2021): 208–14. http://dx.doi.org/10.24144/2524-0609.2021.49.208-214.
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The relevance of the problem and task of modern society is to increase the motivation of teachers. Thus, the motivation of teachers' professional activity needs research. The purpose of the article is to study and compare the motivation of teachers' professional activity of preschool and primary education depending on the educational institution, its location, as well as the pedagogical experience of the respondents. Methods of the research: theoretical - in order to highlight the state of study and features of motivation of professional activity of teachers in preschool and primary education, formulation of conclusions of the study, etc. (comparison, generalization, etc.); empirical − to identify indicators of motivation (electronic survey, pedagogical observation); mathematical - to process the results using the computer program IBM SPSS Statistics 23. Results of the research: the attention of scientists (during 1970-2021, according to the Web of Science) is more focused on studying students' motivation than teachers' motivation. We conducted an online survey of 151 respondents (2019-2021). The Cronbach Alpha reliability coefficient is equal to 0,830 (for the entire questionnaire). Most teachers of preschool (about 63%) and primary (about 77%) education have optimal motivational complexes, namely: internal motivation or external positive motivation prevails, or their values are the same, but greater than external negative motivation. The internal motivation of teachers prevails among other motivational complexes in the studied variants of comparison, namely depending on: the type of educational institutions of the respondents (preschool and primary education); from the pedagogical experience of the respondents, the location of educational institutions. We confirmed the formation of such (mostly optimal) motivational complexes for professional activities of teachers of preschool and primary education using the c2-criterion; did not find statistically significant differences in the studied indicators of motivation depending on the teaching experience, location of the educational institution.
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Wolters, Christopher A. "Regulation of Motivation: Contextual and Social Aspects." Teachers College Record: The Voice of Scholarship in Education 113, no. 2 (February 2011): 265–83. http://dx.doi.org/10.1177/016146811111300202.
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Background Models of self-regulated learning have been used extensively as a way of understanding how students understand, monitor, and manage their own academic functioning. The regulation of motivation is a facet of self-regulated learning that describes students’ efforts to control their own motivation or motivational processing. The regulation of motivation includes students’ knowledge, monitoring, and active management of their motivation or motivational processing. Purpose The purpose of this article is threefold. One, a conceptual understanding of regulation of motivation highlighting three core facets is presented. These aspects are knowledge of motivation, monitoring of motivation, and use of strategies to regulate motivation. Two, prior empirical work documenting the regulation of motivation across contexts is reviewed. This work indicates that students at different developmental levels use motivational regulation strategies and that their use varies as a function of the academic task or context. Three, social influences on the development of regulation of motivation that include modeling, scaffolding, direct instruction, and sociocultural processes are discussed. Research Design This article is an analytic essay in which selected prior research is reviewed only briefly. Conclusions/Recommendations Overall, it is argued that motivational regulation is a critical aspect of self-regulated learning that must be studied more thoroughly. Specific avenues for future studies are noted and include work that examines students’ knowledge and monitoring of motivation, how regulation of motivation varies across contexts, and how instructional and social processes impact its development.
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Musina, Vera P. "Specifics of motivation of higher education students’ learning." Alma mater. Vestnik Vysshey Shkoly, no. 8 (August 2023): 88–92. http://dx.doi.org/10.20339/am.08-23.088.
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The article reveals the specifics of motivation for teaching university students. A compiled and tested set of psycho-diagnostic techniques for studying the characteristics of the manifestation of learning motivation in university students is described. It is shown that students with low motivation for learning, compared with students with high motivation for learning, have a number of features in the motivational sphere and personality traits. Recommendations for the psychological services of the university on the development of learning motivation among university students are presented.
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Chien, Hui-Min. "A STUDY OF VOLUNTEERS’ SCIENCE SERVICE SATISFACTION IN RELATION TO THEIR SELF-DIRECTED LEARNING AND MOTIVATION." Journal of Baltic Science Education 16, no. 2 (April 25, 2017): 188–98. http://dx.doi.org/10.33225/jbse/17.16.188.
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In Taiwan, the Science Volunteer Locomotive (SVL) Program has been in operation for the past ten years. During these years of its implementation, the SVL Program has continued to participate in and co-ordinate various national scientific activities. This study examined the relationships between volunteers’ prime motivations, self-directed learning and satisfaction among Taiwanese science volunteers. To explore volunteers’ perspectives on their involvement in science service, in this research, we developed three questionnaires to investigate the relationships among volunteers’ motivation, self-directed learning and satisfaction with their science service. The study sample included 289 volunteers, taken from a project for science volunteers run by the Ministry of Science and Technology in Taiwan. The results indicate that the prime motivations and self-directed learning of science volunteers are focused on doing something meaningful for others and for society in general. It was found that the science volunteers’ motivation, self-directed learning and satisfaction all had significant positive correlations. The findings suggest that science training programs may provide some motivational support to enhance satisfaction, so that science volunteers will be more inclined to participate in collaborative scientific projects. Keywords: prime motivation, service satisfaction, science volunteers, self-directed learning.
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Kotkas, Tormi, Jack Holbrook, and Miia Rannikmäe. "A THEORY-BASED INSTRUMENT TO EVALUATE MOTIVATIONAL TRIGGERS PERCEIVED BY STUDENTS IN STEM CAREER-RELATED SCENARIOS." Journal of Baltic Science Education 16, no. 6 (December 15, 2017): 836–54. http://dx.doi.org/10.33225/jbse/17.16.836.
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Students’ lack of motivation in learning school science has been recognized as a problem, due to its negative impact on students´ STEM-related career choices. For supporting students´ motivation to study science, the use of an introduction which sets the scene, sometimes called a scenario, has been recommended. Although scenarios, which introduce STEM-related careers in an everyday life problem solving context, are seen as useful tools for the teachers, they are not automatically guaranteed to be motivating to students. The current research aims to develop an empirically tested and validated instrument to measure the impact of context-based scenarios, through evaluating perceived motivational triggers such as relevance, interest and enjoyment by 7th grade students. An analysis of students´ responses showed that the test scenario was able to trigger mostly situational interest toward the topic of energetics. Only a small number of students indicated motivation to take the learning of this topic further. Keywords: STEM-related careers, STEM career-related scenarios, science teaching materials, motivational triggers, instrument evaluation.
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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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Monderna, Emanuele, and Natalia Voinarovska. "Promoting Personal Motivation within Professional Education." Journal of Educational and Social Research 9, no. 2 (May 1, 2019): 1–7. http://dx.doi.org/10.2478/jesr-2019-0007.
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Abstract Current research is dedicated to the issues of apprising personal and professional motivation of youth in the process of their training in higher educational institutions. Principal components of the motivational field of a personality, beneficial for professional success and productivity, have been examined, including such prominent types of motives as cognitive, social, professional, material and achievement. Individual dispositions have been scrutinized as the integral elements of the motivational scope of a person. Consistent patterns and missions of cognitive motivation within the educational process raised as one of the key questions throughout the research. Analyzing of meaningful and dynamic characteristics of personal motives enabled the authors of this paper to classify personal motives for self-development in the process of education, among which there are self-realization, self-affirmation, self-expression and self-actualization. Central assumption here is the correlation between an individual’s professional and personal activity and transformation of the tasks of professional and personal development. Theoretical framework consists of A.Leontiev’s, A.Maslow’s and C.Sanderson’s approaches to the notion of “motivation” as the inside encouraging reason for individual’s motions and activities.
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Feng, Xiaolong. "Using Team Building-based Instruction to Foster EFL Learners’ Motivation under the Context of Education 4.0." World Journal of English Language 12, no. 5 (May 8, 2022): 90. http://dx.doi.org/10.5430/wjel.v12n5p90.
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Under the context of Education 4.0, motivation for language learning takes on a range of meanings and implications that are inextricably bound up with more socially meaningful contexts. Hence, the quality of motivation matters. It is imperative that EFL education make adjustments to strengthen learners’ motivation to achieve the desired learning outcomes and develop skills required in Education 4.0 era. Drawing on interdisciplinary knowledge of applied linguistics and organizational behavioral science, the current research explored the effects of team building-based instruction on EFL students’ motivation. The participants of the study were 84 undergraduate EFL learners at a Chinese university. Questionnaire and open-ended questions were employed to collect data. The results showed that, on average, participants reported high mean values for each of the motivation components, indicating that team building-based instruction played a positive role in motivating most students in the course. Nonetheless, students’ responses towards the components vary significantly, especially for the ‘interest’ scale and ‘usefulness’ scale. Several motivating factors that led to students’ motivation to engage in the course were identified: group dynamics, project design, technology, and assessment. The research concluded that team building-based instruction should take both linguistic factors and non-linguistic factors into consideration to fully motivate and engage students. In the end, the researcher proposed implications for motivational pedagogy and practices.
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Lazowski, Rory A., and Chris S. Hulleman. "Motivation Interventions in Education." Review of Educational Research 86, no. 2 (June 2016): 602–40. http://dx.doi.org/10.3102/0034654315617832.
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Krystoň, Miroslav. "Motivation in Senior Education." Lifelong Learning 2, no. 3 (2012): 64–73. http://dx.doi.org/10.11118/lifele2012020364.
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At present, the issue of senior education quite markedly exceeds the framework of educational sciences and acquires an interdisciplinary character. The paper deals with the analysis of one of the most important aspects of the process of senior education - motivation. The author’s consideration is based on the changing view on the significance of senior education, and he analyses the specific features of motivation in relation to ageing strategies.
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Pelaccia, Thierry, and Rolland Viau. "Motivation in medical education." Medical Teacher 39, no. 2 (November 21, 2016): 136–40. http://dx.doi.org/10.1080/0142159x.2016.1248924.
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Mann, K. V. "Motivation in medical education." Academic Medicine 74, no. 3 (March 1999): 237–9. http://dx.doi.org/10.1097/00001888-199903000-00011.
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Khoerunnisa, Risyda Aini, N. Fathurrohman, and Zaenal Arifin. "Teacher's Strategy in Improving Students Learning Motivation in Islamic Religious Education." Edumaspul: Jurnal Pendidikan 5, no. 2 (October 1, 2021): 212–15. http://dx.doi.org/10.33487/edumaspul.v5i2.2047.
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A motivational strategy in learning is a plan that includes a series of activities spescifically designed and developed to meet certain educational goals. Therefore, it is necessary to realize the goals of an ideal education plan in accordance with educational values. Therefore, teachers must have a learning motivation strategy to inspire students to learn in a fun, interesting and not monotonous way. To achieve the goal of increasing student motivation, teachers must increasingly choose and apply motivational teaching strategies, methods, and methods that are in accordance with these abilities. The purpose of this study is : a) Describing teachers strategies applied in increasing student motivation in Islamic Religious Education subjects. b) Describing the increase in students learning motivation in the subject of Islamic Religious Education.
 
 Keywords : Strategy, Learning Motivation, PAI Lessons.
 A motivational strategy in learning is a plan that includes a series of activities spescifically designed and developed to meet certain educational goals. Therefore, it is necessary to realize the goals of an ideal education plan in accordance with educational values. Therefore, teachers must have a learning motivation strategy to inspire students to learn in a fun, interesting and not monotonous way. To achieve the goal of increasing student motivation, teachers must increasingly choose and apply motivational teaching strategies, methods, and methods that are in accordance with these abilities. The purpose of this study is : a) Describing teachers strategies applied in increasing student motivation in Islamic Religious Education subjects. b) Describing the increase in students learning motivation in the subject of Islamic Religious Education.
 Keywords : Strategy, Learning Motivation, PAI Lessons.
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Wijnia, Lisette, and Virginie F. C. Servant-Miklos. "Behind the times: a brief history of motivation discourse in problem-based learning." Advances in Health Sciences Education 24, no. 5 (October 14, 2019): 915–29. http://dx.doi.org/10.1007/s10459-019-09923-3.
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Abstract That idea that problem-based learning (PBL) is more motivating that traditional education has been prevalent since the inception of PBL at McMaster University in the late 1960s. Evidencing this through empirical research, however, has proven to be a lot more problematic. This paper retraces how the discourse on motivation started from a laymen’s conception in the early days of PBL, and slowly evolved into a field of scientific inquiry in the 1980s and 1990s. However, looking at the evolution of motivation theory over the same period, we show that motivation discourse in the burgeoning literature on motivation and PBL remained largely wedded to the laymen’s approach, and failed to catch up with the new achievement-goal theory and self-determination theory approaches. This paper proceeds to analyse the explosion of studies on PBL and motivation after 2000, acknowledging efforts to move away from anecdotal accounts and provide theoretical grounding to the research. However, once again, we show that the majority of the research employed outdated motivational measures that do not fully grasp the complexity of contemporary motivation theory. The paper concludes on the observation that single-course and curriculum-wide research interventions have yielded no conclusive results on the effect of PBL on intrinsic motivation, and that future research should therefore seek to use up-to-date motivational constructs in more targeted interventions.
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Penca Palčič, Marjana. "Motivacija za obrazovanje." Obrazovanje odraslih/Adult Education, no. 2 2008 (2008): 125–37. http://dx.doi.org/10.53617/issn2744-2047.2008.8.2.125.
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Today, education stands before new challenges as the consequence of changing social and economic relations. So, it requests change in thinking or at least reflection on several relevant elements. Among others, there are verification and evaluation of achievements and how they impact on students' motivation for education. Taken into consideration are changes in reflection about the learning process and achieved knowledge as well as sharing information about educational goals up to the university level. Verification and evaluation are components of educational process permeating all phases of teaching and learning. Feedback helps individuals to comprehend their learning, knowledge and relation they built toward education and achieved knowledge. Feedback stimultaes students showing how day should start their learning, progress they made in achieving learning goals and mastering skills and are accesses to teaching process efficacious. The purpose of educational processis in enabling individuals to build and ahieve knowledge taking control over their learning and so impacting to improve it. Proper feedback is relevant for motivation in education.
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Thoman, Dustin B., Garam A. Lee, Jeanette Zambrano, Danielle M. Geerling, Jessi L. Smith, and Carol Sansone. "Social influences of interest: Conceptualizing group differences in education through a self-regulation of motivation model." Group Processes & Intergroup Relations 22, no. 3 (April 2019): 330–55. http://dx.doi.org/10.1177/1368430219838337.
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Understanding group-based inequalities in education requires attention not only to performance and achievement outcomes, but also to whether and how students sustain motivation for their educational and career paths over long periods of time. The self-regulation of motivation (SRM) model describes how students’ choices to persist are driven by the dynamic interaction between goals-defined motivation, which typically guides choices to start or reengage in an activity, and experience-defined motivation (or interest), which becomes a proximal predictor of persistence once engaged in the activity. Social influences can shape both kinds of motivations in ways that systematically contribute to differences in student persistence across groups and in how people self-regulate motivation. In this paper, we detail the ways in which social roles and group norms, interpersonal bias, and institutional structural barriers can shape motivational experiences and persistence of underrepresented groups of students through several specified processes within the SRM model. We describe how the model might illumine underlying causes of differential participation rates in certain fields, and we discuss key directions for future research.
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Glynn, Shawn M., Lori Price Aultman, and Ashley M. Owens. "Motivation to Learn in General Education Programs." Journal of General Education 54, no. 2 (January 1, 2005): 150–70. http://dx.doi.org/10.2307/27798014.
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ABSTRACT All members of the higher education community share the important goal of fostering college students' motivation to learn. Which contemporary constructs best explain students' motivation, however, is an issue of debate in this community. This article discusses motivational theory and research and draws implications for general education programs.
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Glynn, Shawn M., Lori Price Aultman, and Ashley M. Owens. "Motivation to Learn in General Education Programs." Journal of General Education 54, no. 2 (January 1, 2005): 150–70. http://dx.doi.org/10.2307/jgeneeduc.54.2.0150.
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ABSTRACT All members of the higher education community share the important goal of fostering college students' motivation to learn. Which contemporary constructs best explain students' motivation, however, is an issue of debate in this community. This article discusses motivational theory and research and draws implications for general education programs.
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Liu, W. C., C. K. John Wang, Johnmarshall Reeve, Ying Hwa Kee, and Lit Khoon Chian. "What Determines Teachers’ Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective." Journal of Education 200, no. 3 (October 15, 2019): 185–95. http://dx.doi.org/10.1177/0022057419881171.
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This study examined the antecedents of teachers’ use of motivational strategies in the classroom using self-determination theory. It was found that teachers’ autonomous causality orientation, perceived job pressure, and perception of student self-determined motivation influenced their need satisfaction. In turn, their need satisfaction had a positive direct impact on autonomous motivation. In addition, teachers’ perception of their students’ self-determined motivation directly predicted teachers’ use of three motivational strategies in the classroom. Finally, their autonomous motivation positively predicted providing instrumental help and support and meaningful rationale, whereas controlled motivation negatively predicted providing instrumental help and support.
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Sanjaya, I. Nyoman Suka, Anak Agung Raka Sitawati, Ni Ketut Suciani, I. Made Ardana Putra, and Cokorda Gede Putra Yudistira. "THE EFFECTS OF L2 PRAGMATIC AUTONOMOUS AND CONTROLLED MOTIVATIONS ON ENGAGEMENT WITH PRAGMATIC ASPECT." TEFLIN Journal: A publication on the teaching and learning of English 33, no. 1 (May 12, 2022): 148. http://dx.doi.org/10.15639/teflinjournal.v33i1/148-172.
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No study has investigated the relationship between student engagement per se and student motivation within second language (L2) pragmatics, notwithstanding the significance of engagement for L2 learning. The present study aimed to explore the effects of two global motivational orientations (autonomous and controlled motivations) on behavioral engagement within the perspective of L2 pragmatics by drawing on self-determination theory. A total of 76 college students agreed to participate and were requested to fill out a tailor-made, 34-item, 6-point Likert-scale questionnaire. The results of data analysis using standard multiple linear regression revealed that both Autonomous and Controlled Motivations significantly predicted and explained a large amount of variance in Engagement, F(2, 71) = 161.28, p < .01, R2 = .82, adjusted R2 = .81, and that the effect of Controlled Motivation, B = .33, t(71) = 8.05, p < .01, was twice as large as that of Autonomous Motivation, B = .16, t(71) = 4.91, p < .01. These findings indicate that students’ controlled motivation is more powerful in enhancing their engagement in learning L2 pragmatics. Pedagogically, it implies that teachers should bolster students’ motivation to learn L2 pragmatics, which can eventually lead to their increased engagement.
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Ndebele, Donald, Ireen Phiri, Revolution Kufahakurotwi, Tazviona Sylvia Tirivanhu, Costa Musandipa, and Doris Chasokela. "Motivation as a Tool for Sustainability in Education." International Journal of Research and Innovation in Social Science IX, no. I (2025): 4148–54. https://doi.org/10.47772/ijriss.2025.9010323.
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As the world grapples with the complexities of sustainability, education plays a critical role in fostering the knowledge, skills, and motivation necessary for sustainable development. However, despite growing recognition of the importance of sustainability education, the role of motivation in driving sustainable behaviours and practices remains poorly understood. This conceptual paper addresses this knowledge gap by developing a novel framework that elucidates the motivational dynamics underlying sustainability transformation in educational settings. By integrating insights from motivational psychology, sustainability education, and social change theory, our framework reveals the complex interplay between intrinsic motivation, self-efficacy, and social norms in fostering sustainable behaviours and practices. We argue that by harnessing the power of motivation, educators can unlock the potential of sustainability education, inspiring a new generation of leaders and change-makers to co-create a more just, equitable, and environmentally conscious future.
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Burt, Brian A., Justin J. Roberson, Jarrel T. Johnson, and Anne Bonanno. "Black Men in Engineering Graduate Programs: A Theoretical Model of the Motivation to Persist." Teachers College Record: The Voice of Scholarship in Education 122, no. 11 (November 2020): 1–58. http://dx.doi.org/10.1177/016146812012201109.
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Background A growing body of research highlights the experiences of Black men students who successfully navigate science, technology, engineering, and mathematics (STEM) educational pathways. Many Black men graduate students in engineering describe moments when their advisors, peers, and, at times, community members make them feel different because of their race and gender. Needed is a better understanding of what motivates Black men to persist in graduate school despite such challenges. Purpose This study advances a new theoretical model, “Black Men's Graduate Engineering Motivation” (BMGEM), to describe the overlaying factors and sources of motivation—and their interrelations—that influence Black men in engineering graduate programs to persist. Research Design To explore the motivational factors that influence Black men in graduate engineering programs at predominantly White institutions (PWIs) to persist, this study of 42 students used an eight-item demographic form, one-on-one semi-structured interviews, and follow-up focus groups. Data analysis was conducted using adapted grounded theory techniques. After the completion of data collection and multiple iterations of analyses (both inductive and deductive), existing conceptualizations of motivation were used to help make sense of data. The connection to existing literature, code development, their placement into categories, and placing categories into themes led to the creation of a substantive, practice-informing theory: Black Men's Graduate Engineering Motivation. Findings Data analysis resulted in the theory of Black Men's Graduate Engineering Motivation (BMGEM). The BMGEM explains the overlaying factors that influence individuals’ experiences and motivations to persist (i.e., sociocultural factors, personal factors, social identities, pre-graduate school experiences), and external and internal motivational sources that also influence students’ motivations to persist (i.e., desire to earn a graduate degree, desire to become an engineer, challenges during graduate school, peers, family members, [under]representation, self-coaching practices, career and professional goals). Conclusions and Recommendations The findings from this study inform future research, and practice-based strategies around broadening participation, that aid in Black men's progress through science and engineering pathways. With this new information, we charge engineering colleges to make true commitments to broadening participation, which means centering students—in this case, Black men—as contributors to STEM. In doing so, engineering colleges need to commit to helping Black men succeed. Assisting in their motivation to persist is a key to meeting this charge.
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Setiadi, Muhammad Astrianto, Reskyani Reskyani, and Sahril Sahril. "STUDENTS’ PROBLEMS AND MOTIVATIONS TO CONTINUING STUDY AT THE ENGLISH EDUCATION OF MAGISTER PROGRAM IN MAKASSAR." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 11, no. 2 (November 30, 2022): 403–16. http://dx.doi.org/10.26618/exposure.v11i2.9321.
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This research aims to find out the problems and also the motivations of students experience or face when they want to continue their studies in the English education of magister program at the State University of Makassar. In this study, the researchers used a method in which the method was a descriptive qualitative method. Meanwhile, the researchers conducted this research in the English Education magister program at the State University of Makassar. Then the respondents in this study totaled 30 students, they were students in the fourth semester English education program. The data in this study were taken directly from the sample by the researchers using several questions where the questions were open-ended questions given by the researchers to the respondent. Then the data were transcribed and analyzed by the researchers.The findings in this study were based on research problems students’ problems and motivations to continue studying at the English education of master program at the State University of Makassar, namely 1) The researchers found that there were six problems faced by students while they were learning English of magister program in State University of Makassar. The problems were: 1. The problem of student academics, 2. Student administrative problems, 3. Student problems with their lecturers, 4. Student financial problems, 5. Student time management problems, and also 6. Student facility problems, 2) the researchers also found 5 types of motivational backgrounds of students in continuing their studies in the English education of the magister program, and the types were: 1. Student quality motivation, 2. Student career motivation, 3. Student economic motivation, 4. Student social motivation and finally 5. Motivation is based on their family.
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Bánhegyi, Mátyás, Judit Nagy, and Balázs Fajt. "Korean and Hungarian university students’ EFL Learning motivation and EFL anxiety in Hungarian tertiary education: A small-scale comparative analysis." Porta Lingua, no. 2 (2024): 109–22. https://doi.org/10.48040/pl.2024.2.9.
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Teaching EFL to mixed nationality student groups in a motivating way can be a challenging task: learners not only have different cultural backgrounds but their L2 learning motivations may also differ. By presenting a case study, this paper examines the predictors of EFL learning motivation of mixed groups composed of Korean (n=83) and Hungarian (n=77) students studying at a higher educational institution in Hungary in the 2022/2023 academic year. For the research, primarily Dörnyei’s (2005) L2 Motivational Self System was used as an underlying theoretical background. Through the quantitative research paradigm and with the help of a questionnaire, both Korean and Hungarian EFL students’ EFL learning motivation was modelled by structural equation modelling (SEM). Based on the research data, predictors of EFL learning motivation were identified for the two student groups. The results show that Korean EFL learners’ motivated learning behaviour is predicted by the ideal L2 self and their language learning experience, whereas Hungarian EFL learners’ motivated learning behaviour is predicted by the ought-to L2 self in addition to the previously mentioned two factors affecting Korean EFL learners. The identified differences necessitate slightly different pedagogical approaches to in-class teaching in the case of the two student groups.
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Kokkonen, Juha, Arto Gråstén, John Quay, and Marja Kokkonen. "Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist." International Journal of Environmental Research and Public Health 17, no. 16 (August 13, 2020): 5885. http://dx.doi.org/10.3390/ijerph17165885.
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Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students’ social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students’ PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students’ MVPA through motivational climates, co-operation, PA motivation and PA intention.
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Manger, Terje, Jørn Hetland, Lise Øen Jones, Ole Johan Eikeland, and Arve E. Asbjørnsen. "Prisoners’ academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners." International Review of Education 66, no. 4 (August 2020): 551–74. http://dx.doi.org/10.1007/s11159-020-09855-w.
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Abstract The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using the Academic Motivation Scale (AMS). Analysing survey responses from 529 (29 female, 500 male) prisoners with Norwegian citizenship who participated in education while being incarcerated, the authors investigate how prison students’ motivation might be “reduced” or summarised using a smaller set of factors or components than extant studies. A confirmatory factor analysis suggested that a five-factor model, including intrinsic motivation, three types of extrinsic motivation (namely identified regulation, introjected regulation, and external regulation) and amotivation, yielded the best fit with the data provided by the prisoners. An alternative three-factor model created by collapsing the three extrinsic dimensions into a single dimension was found to fit the data poorly. The structural model revealed that younger prisoners displayed more controlled academic motivations than older ones, who displayed more autonomous motivations. Contrary to the authors’ expectations, prisoners with a higher level of education did not display more autonomous academic motivations than those with a lower level.