Fostering motivation to learn and self-efficacy in schools

2005 ◽  
Author(s):  
B. Roeder ◽  
J. Klein-Hessling ◽  
M. Jerusalem
Keyword(s):  
Self Efficacy ◽  
Motivation To Learn

The Mediating Effect of English Self-efficacy on the Relationships between Motivation to Learn, Intention to Share Knowledge, and Job Performance Among Military Personnel

2021 ◽  
Vol 7 (2) ◽  
pp. 228
Author(s):  
Siti Haizam Mohd Zin ◽  
Mohammad Nazri
Keyword(s):  
Job Performance ◽  
Military Personnel ◽  
Self Efficacy ◽  
Military Training ◽  
Armed Forces ◽  
Mediating Effect ◽  
Future Research ◽  
Positive Interactions ◽  
Motivation To Learn ◽  
The Relationship

Extensive research on the relationship between employees' use of English in the workplace and their job performance has revealed that the use of English at work leads to increased job performance and positive interactions among staff. In relation to this, a good command of English among military staff, especially officers, is of great importance to the Armed Forces, as military personnel often serve abroad and need to be proficient in communicating their instructions and orders to a foreign team. Previous research has also shown that self-efficacy is a significant predictor of job performance; however, the role of self-efficacy in learning English language skills has not been widely explored as mediator in the relationship between motivation to learn, intention to share knowledge, and job performance. Therefore, this paper aims to develop a conceptual framework that can be used to improve the understanding of English self-efficacy and its relationship with employees’ motivation to learn, intention to share knowledge, and capability to complete a given task. This framework informs and guides future research that will test the hypothesized relationships. The findings would assist the English Department of the Education Directorate of the Malaysian Armed Forces to design or revise military training syllabi and approaches.

scholarly journals Implementation of case-based instruction on electrochemistry at the 11th grade level

2017 ◽  
Vol 18 (4) ◽  
pp. 659-681 ◽  
Author(s):  
Aysegul Tarkin ◽  
Esen Uzuntiryaki-Kondakci
Keyword(s):  
Self Efficacy ◽  
Grade Level ◽  
Qualitative Data ◽  
Control Group ◽  
Motivation To Learn ◽  
Feedback Form ◽  
Based Instruction ◽  
Experimental Group ◽  
11Th Grade ◽  
Case Based

This study aims to compare the effectiveness of case-based instruction over traditional instruction in improving 11th grade students' understanding of electrochemistry concepts, attitudes toward chemistry, chemistry self-efficacy beliefs, and motivation to learn chemistry. In total, 113 students (47 males and 66 females) from three high schools participated in this study. Two of the classes from each school were randomly assigned to be either the experimental or control group. The experimental group was instructed by case-based instruction while the control group was taught by traditionally designed instruction. The Electrochemistry Concept Test, Attitude toward Chemistry Scale, High School Chemistry Self-efficacy Scale, and Chemistry Motivation Questionnaire were applied as pre- and post-tests to students in both groups. Moreover, a feedback form was administered to students in the experimental group at the end of the study to get students' opinions about the case-based instruction. One-way Multivariate Analysis of Variance (MANOVA) revealed that case-based instruction was an effective method to improve students' understanding of electrochemistry concepts, attitude toward chemistry, and intrinsic motivation to learn chemistry. The qualitative data gathered from the feedback forms also supported the results of the inferential statistics. Students reported that chemistry lessons were more interesting and enjoyableviacase-based instruction.

scholarly journals Pengaruh Kelekatan Dengan Orang Tua Terhadap Motivasi Belajar Anak Melalui Self-Efficacy Siswa di Mts. Al-Ittihadiyah Canggu Badas Kediri

2016 ◽  
Vol 4 (1) ◽  
pp. 29-54
Author(s):  
Dewi Isroiyah
Keyword(s):  
Self Efficacy ◽  
Partial Correlation ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Children’S Learning ◽  
Special Meaning ◽  
Children's Learning

In psychology, attachment is a strong emotional bond developed through interaction with children that have special meaning in his life. The study reveals that (1) the correlation between attachment of parents and students' self-efficacy was 33%. The influence of attachment of parents to self-efficacy was 10.9%, whereas 89.1% was influenced by other factors outside the model. (2) The correlation between self-efficacy and students' motivation to learn was 68.2%. The influence of self-efficacy on students' motivation to learn was 46.5%, whereas 53.5% was influenced by other factors outside the model. (3) partial correlation between attachment of parents and the motivation of children to learn was 45.3%. The influence of attachment of parents to motivate children to learn was partially by 20.6%, whereas 79.4% was influenced by other factors outside the model. There is interplay between attachments of parents on children's learning motivation enough. (4) Effect of attachment with parents to motivate children to learn through self-efficacy was 52.4%. This means that there is sufficient influence of attachment with parents to motivate children to learn through self-efficacy of students at MTs. Al-Ittihadiyah Canggu.

scholarly journals The Effectiveness of Self Efficacy ˋˋBandura'' Learning Model in Digital-Based Topeng Malang Teaching

2020 ◽  
Author(s):  
Wida Rahayuningtyas ◽  
Retno Tri Wulandari ◽  
Andy Pramono ◽  
S.Kom . ◽  
Mokhamad Prasetyo ◽  
...  
Keyword(s):  
Mixed Method ◽  
Self Efficacy ◽  
Sampling Method ◽  
Learning Model ◽  
Motivation To Learn ◽  
High Motivation ◽  
Conventional Models ◽  
Digital Book ◽  
The Right ◽  
Cluster Random Sampling

As a teacher, it is important to decide the right learning model since it will determine learners’ motivation and achievements in the learning processes. Teachers should transfer knowledge and education in the most effective way to make sure that students understand the materials. Topeng Malang, as one of the sub material in the art and cultural subject, is designed in a way that students are interested in and has a high motivation to learn. The “Bandura” self-efficacy learning model in digital-based Topeng Malang learning produce an interactive digital book using Bandura theory. Mixed method was used in this study. The population of the study is VIII grade students in SMPN 4 Malang. The sampling method used was cluster random sampling which resulted in 30 students as the subjects. The data collection used a questionnaire of learners’ learning motivation and a test of learners’ achievements. The data analysis shows that “Bandura” self-efficacy learning model applied in the digital-based Topeng Malang learning gives 77,1% of contributions. It shows that the use of Bandura self-efficacy learning model in Topeng Malang learning is more effective compared to the conventional models.   Keywords: self-efficacy, wayang topeng learning, effectiveness

scholarly journals Hubungan Self Efficacy Terhadap Motivasi Belajar Biologi Siswa Kelas XI Pada Pembelajaran Daring

2021 ◽  
Vol 9 (3) ◽  
pp. 234-241
Author(s):  
Sindia Dwi Yolandita ◽  
◽  
Nurul Fauziah
Keyword(s):  
Self Efficacy ◽  
Sampling Technique ◽  
The Self ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Positive Contribution ◽  
Motivation To Learn ◽  
The Relationship ◽  
Academic Year

This research is correlation research. This study aims to determine the relationship between self-efficacy and motivation to learn biology in class XI SMA Negeri 14 Pekanbaru in the 2020/2021 academic year. The instruments used in data collection are observation, interviews, questionnaires, and documentation. This research was conducted on April 26 to June 3, 2021. The sampling technique in this study used a saturated sampling technique. The number of samples in this study was 180 students. The questionnaire distributed consisted of 30 statements. The results of data analysis correlation coefficient (rcount) of 0,22 with a significant level of 5% has a correlation in the low category. From hypothesis testing, it was obtained tcount (3,0) > ttable (1,66). This means that Ho is rejected, and Ha is accepted. Then from the results of the analysis of the coefficient of determination of the self-efficacy variable (X) it gave a positive contribution to learning motivation (Y) which was obtained by 5% while 95% was determined by other variables or factors that influenced student learning motivation which were not discussed in this study.

scholarly journals MOTIVASI BELAJAR BAHASA MANDARIN REMAJA AWAL: PERAN SELF-EFFICACY, PARENTAL INVOLVEMENT, DAN TEACHER STUDENT RELATIONSHIP

2019 ◽  
Vol 3 (1) ◽  
pp. 259
Author(s):  
Deasy Suparman ◽  
Riana Sahrani ◽  
Soemiarti Patmonodewo
Keyword(s):  
Parental Involvement ◽  
Self Efficacy ◽  
The United States ◽  
Motivation To Learn ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Mandarin Language ◽  
Convenience Sampling ◽  
Student Relationship

Untuk dapat bersaing dalam era globalisasi diperlukan penguasaan second language, seperti bahasa Mandarin. Bahasa Mandarin merupakan bekal kompetensi untuk berkomunikasi dengan mitra dagang dari Negara Tiongkok di abad ke-21 ini. Pada era globalisasi saat ini, Negara Tiongkok memiliki kekuatan di bidang ekonomi dan telah menguasai pasar, baik dalam skala kecil maupun skala besar (Yudono, 2012). Penelitian menunjukkan adanya peningkatan Bahasa mandarin sebagai kurikulum di beberapa sekolah di Amerika Serikat (Dillon, 2010). Demikian pula di Indonesia, baik sekolah nasional maupun internasional telah mengujicobakan Bahasa mandarin (Yudono, 2012). Beberapa faktor yang mempengaruhi motivasi belajar Bahasa mandarin adalah self-efficacy, parental involvelment, dan teacher-student relationship. Tujuan penelitian ini adalah untuk mengetahui peran self-efficacy, parental involvement, dan teacher-student relationship dalam motivasi belajar Bahasa mandarin pada siswa SMP X. Penelitian ini menggunakan desain kuantitatif non-experimental dengan menggunakan teknik analisis regresi linier ganda. Partisipan penelitian adalah siswa SMP X sebanyak 174 orang. Teknik pengambilan sampel adalah convenience sampling. Instrumen penelitian berupa kuesioner self-efficacy, parental involvement, teacher-student relationship, dan motivation dengan skala likert. Hasil penelitian menunjukkan bahwa self-efficacy, parental involvement, dan teacher-student relationship berperan dalam motivasi belajar Bahasa mandarin remaja awal (R=0,76; R2=0,577; F=67,33; p < 0,05). Peran seluruh variabel Self Efficacy, Parental Involvement, dan Teacher Student Relationship ke Motivation adalah sebesar 57,7%. Peranan terbesar diberikan oleh variabel Self Efficacy (55,02%), berikutnya Parental Involvement (1,95%), dan terakhir Teacher Student Relationship (0,74%). To be able to compete in the globalization era, mastery of second languages is needed, such as Mandarin. Mandarin is a provision of competence to communicate with trading partners from China in the 21st century. In the current era of globalization, the State of China has power in the economic field and has controlled the market, both on a small scale and large scale (Yudono, 2012). Research shows an increase in Mandarin as a curriculum in several schools in the United States (Dillon, 2010). Likewise in Indonesia, both national and international schools have tried Mandarin Language (Yudono, 2012). Some factors that influence motivation to learn Mandarin are self-efficacy, parental involvelment, and teacher-student relationship. The purpose of this study was to determine the role of self-efficacy, parental involvement, and teacher-student relationship in motivation to learn Mandarin in X students of junior high school. This study uses a non-experimental quantitative design using multiple linear regression analysis techniques. The research participants were 174 students of SMP X. The sampling technique is convenience sampling. Research instruments in the form of self-efficacy questionnaires, parental involvement, teacher-student relationships, and motivation with a Likert scale. The results showed that self-efficacy, parental involvement, and teacher-student relationship play a role in motivation to learn early Mandarin Mandarin language (R = 0.76; R2 = 0.577; F = 67.33; p <0.05). The role of all variables of Self Efficacy, Parental Involvement, and Teacher Student Relationship to Motivation is 57.7%. The biggest role was given by the variable Self Efficacy (55.02%), followed by Parental Involvement (1.95%), and finally Teacher Student Relationship (0.74%).

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