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Artykuły w czasopismach na temat „Motivation in education”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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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 (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 thei

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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 (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 (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 motivationa

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Cai, Guodong. "CLASSROOM TRANSFORMATIONAL LEADERSHIP PRACTICES ON VOCATIONAL STUDENTS' ACADEMIC MOTIVATION." Pacific International Journal 7, no. 1 (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 le

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Romero, R., MÂª A. De las Heras, P. SÃ¡enz-LÃ³pez, and E. J. FernÃ¡ndez 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 (2020): 590–99. http://dx.doi.org/10.15294/jpii.v9i4.24864.

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Studentsâ€™ 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 mot

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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 (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 betwee

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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 (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 betwee

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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 (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 environmentsâ€”a secondary classroom, an extracurricular arts program, and an online game communityâ€”and analyzes adolescent participants’ understandings of their writing goa

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Nurumova, Nazym. "THE INFLUENCE OF STEM EDUCATION ON MOTIVATION TOLEARN IN MATHEMATICS LESSONS." Педагогика и методы обучения 67, no. 2 (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

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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

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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 (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

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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 (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

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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 m

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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 (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 S

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Zhang, Yuting. "Analysis of Motivation in My English Learning Experience." International Journal of Education and Humanities 14, no. 3 (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 educ

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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 (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 hi

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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 (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, cov

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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 (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 re

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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 (2020): 1–20. http://dx.doi.org/10.4018/ijgbl.2020040101.

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

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Elkhaira, Indana, Nidya Audina B.P., Engkizar Engkizar, et al. "Seven Student Motivations for Choosing the Department of Early Childhood Teacher Education in Higher Education." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 6, no. 2 (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 hun

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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 (2024): 34. http://dx.doi.org/10.5539/elt.v17n4p34.

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English language proficiency is crucial in today&rsquo;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&rsquo;s importance for future success, the effectiveness of language instruction hinges on understan

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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,

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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 (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 t

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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 (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-

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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 (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 i

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

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

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Monderna, Emanuele, and Natalia Voinarovska. "Promoting Personal Motivation within Professional Education." Journal of Educational and Social Research 9, no. 2 (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 th

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Lazowski, Rory A., and Chris S. Hulleman. "Motivation Interventions in Education." Review of Educational Research 86, no. 2 (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 (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 (1999): 237–9. http://dx.doi.org/10.1097/00001888-199903000-00011.

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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 (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

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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 (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 abilitie

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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 (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

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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 te

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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 (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.

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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 (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 (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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DOBRANICI (DUMITRESCU), Ana Maria, Silvia AVASILCĂI, Adriana BUJOR, and Florentina BÎRLĂDEANU. "A CONCEPTUAL FRAMEWORK FOR MOTIVATION OF TEACHERS IN TECHNOLOGICAL PRE-UNIVERSITY EDUCATION." Review of Management and Economic Engineering 24, no. 2 (2025): 99–107. https://doi.org/10.71235/rmee.202.

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Motivation has been a topic of debate over time, leading to the development of various motivational theories that assist in identifying employees' needs and provide valuable insights for management strategies. In all organizations, regardless of their field, motivating employees is a primary concern for managers as they seek effective techniques to engage their teams, foster creativity, and enable individuals to perform at their best. This focus on motivation aims to enhance efficiency and improve the overall quality of work. In the field of education, achieving high performance necessitates a

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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 (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 positi

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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 (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

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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

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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 (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),

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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 (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 st

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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 (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. Eg

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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 r

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