scholarly journals Changes to students’ motivation to learn science

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
David Fortus ◽  
Israel Touitou
Keyword(s):  
Goal Orientation ◽  
Science Teachers ◽  
Environmental Influences ◽  
Goal Orientations ◽  
Motivation To Learn ◽  
Mastery Orientation ◽  
School Year ◽  
General School ◽  
Peer Teachers ◽  
Push And Pull

AbstractStudies that investigated the relations between the environment and students’ motivation to engage with science have typically looked at the state of students’ motivation at a given time and its relations with the environment. This study took a different perspective; it looked at the changes to students’ motivation to engage with science that occurred over a school year and investigated what drove these changes. According to goal orientation theory, students typically shift their personal goal orientations towards their perceptions of the goal emphases of their environment. For example, if students perceive their science teachers as highly emphasizing mastery orientation, they are likely to become more mastery oriented towards science with time. However, different environmental influences, such as parents, peer, teachers, and general school culture, push and pull the students in different directions. Using survey data gathered from Israeli adolescents that came from low SES backgrounds, we demonstrated that any shift in students’ mastery orientation towards science was not related to their perceptions of the environmental emphases, but rather to the differences they perceived between the environment and themselves. In addition, we identified which environmental influences were stronger predictors of shifts in students’ mastery orientation towards science. These results help to clarify the influence of the environment on students’ motivation to engage with science, can help understand why interventions may sometimes lead to counter-intuitive results, and can provide the basis for a model that may be useful for predicting how students’ motivation for science may change over a school year.

scholarly journals Genetic and Environmental Influences on Achievement Goal Orientations Shift with Age

2019 ◽  
Vol 33 (3) ◽  
pp. 317-336 ◽  
Author(s):  
Anqing Zheng ◽  
Daniel A. Briley ◽  
Margherita Malanchini ◽  
Jennifer L. Tackett ◽  
K. Paige Harden ◽  
...  
Keyword(s):  
Goal Orientation ◽  
Academic Motivation ◽  
Environmental Influences ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Environmental Variance ◽  
Cross Sectional ◽  
Mastery Goal Orientation ◽  
Mastery Goal

Students engage in learning activities with different achievement goal orientations. Some students pursue learning for learning sake (i.e. mastery goal orientation), some are driven by gaining favourable judgement of their performance (i.e. performance approach goal orientation), and others focus on avoiding negative judgement (i.e. performance avoidance goal orientation). These goal orientations are linked with academic achievement, and troublingly, students report decreasing levels of goal orientations across the school years. However, little is known concerning the mechanisms that drive this decline. In a large ( N = 891 twin pairs) cross–sectional genetically informative sample (age = 8 to 22 years), we found that older students reported lower goal orientations. Then, we identified shifts in the magnitude of genetic and environmental variance in each goal orientation. For example, variance in mastery goal orientation was primarily associated with environmental factors during the elementary school years. As students entered high school, genetic influences increased, replacing shared environmental influences. Finally, we situated these findings in the larger nomological network by testing associations with psychological constructs (e.g. personality and cognitive ability) and contextual variables (e.g. parents, schools, and peers). The development of academic motivation is complex with many interconnecting factors that appear to shift with age © 2019 European Association of Personality Psychology

Investigating the Relationships Among Students' Chemistry Motivations, Achievement Goal Orientation, Classroom Engagement, Gender, Class and Positive Teacher Behaviours Through Structural Equation Modeling

2021 ◽  
pp. 188-205
Author(s):  
Fatma Alkan
Keyword(s):  
High School Students ◽  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
Classroom Engagement ◽  
Achievement Goal Orientations ◽  
School Students

The study aimed to investigate how high school students' achievement goal orientation, positive teacher behaviour, classroom engagement, gender and class perceptions are related to chemistry motivation. The research was designed using relational survey model. The sample consisted of 688 high school students. Chemistry motivation questionnaire, achievement goal orientations scale, positive teacher behaviours scale and classroom engagement inventory were used as data collection tools. The correlations between the variables were examined using Structural Equation Modeling (SEM). Results showed that there were positive and significant correlations between chemistry motivation and achievement goal orientations, achievement goal orientations and positive teacher behaviours, classroom engagement and positive teacher behaviours. Negative and significant correlations were also found to exist between achievement goal orientation and classroom engagement, positive teacher behaviours and chemistry motivation. Achievement goal orientations and positive teacher behaviours were also found to be significantly related to class engagement.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

scholarly journals Team Leaders Matter in Knowledge Sharing: A Cross-Level Analysis of the Interplay between Leaders’ and Members’ Goal Orientations in the Chinese Context

2018 ◽  
Vol 14 (4) ◽  
pp. 715-745 ◽  
Author(s):  
Jiamin Zhang ◽  
Yi Wang ◽  
Marina Yue Zhang
Keyword(s):  
Knowledge Sharing ◽  
Goal Orientation ◽  
Goal Orientations ◽  
Team Leaders ◽  
Team Members ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Approach Orientation ◽  
And Performance ◽  
The Relationship

ABSTRACTThis article investigates the impact of cross-level interplay between team members’ and their leaders’ goal orientations (learning, performance approach, and performance avoidance) on knowledge sharing using samples from design teams in two companies in China. Our results show that team leaders’ learning goal orientation plays a critical moderating role. Specifically, team leaders’ learning goal orientation strengthens the positive relationship between team members’ learning orientation and knowledge sharing; positively moderates the relationship between team members’ performance approach orientation and knowledge sharing; and weakens the negative relationship between team members’ performance avoidance orientation and knowledge sharing. Team leaders’ performance approach orientation demonstrates a positive moderating effect when there is congruence between the performance approach orientation of leaders and members. Finally, team leaders’ performance avoidance orientation negatively moderates the relationship between team members’ learning and performance approach orientation on knowledge sharing. This research enhances our understanding of the conditions under which knowledge sharing occurs among team members, using the lens of Trait Activation Theory.

Pro-Social Goals in Achievement Situations: Amity Goal Orientation Enhances the Positive Effects of Mastery Goal Orientation

2018 ◽  
Vol 44 (8) ◽  
pp. 1258-1269 ◽  
Author(s):  
Liat Levontin ◽  
Anat Bardi
Keyword(s):  
Goal Orientation ◽  
Performance Studies ◽  
Goal Orientations ◽  
Social Goals ◽  
Achievement Goal Orientations ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Positive Effects ◽  
Predicting Performance ◽  
Achievement Contexts

Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on its own, it enhanced the positive effect of mastery goal orientation. Together, these studies establish the importance of amity goal orientation while also advancing our understanding of the effects of other achievement goal orientations. We suggest future directions in examining the utility of amity goals in other contexts.

scholarly journals Variation in Personality States as Predicted by Interpersonal Context

2019 ◽  
Vol 40 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Jamie S. Churchyard ◽  
Karen J. Pine ◽  
Shivani Sharma ◽  
Ben (C) Fletcher
Keyword(s):  
Normal Distribution ◽  
Goal Orientation ◽  
Multilevel Modelling ◽  
Goal Orientations ◽  
Anxiety And Depression ◽  
Relative Impact ◽  
Social Goal ◽  
Interpersonal Context ◽  
Interpersonal Factors ◽  
Diary Studies

Abstract. Diary studies of personality have shown that personality is variable, and can help the person deal appropriately with the different interpersonal demands they encounter. This study aims to demonstrate how interpersonal context predicts personality states. Thirty-six participants (9 male, 27 female, Mage = 24.72, SD = 7.11) kept an online diary for one month. The diary recorded measurements of HEXACO personality states, momentary interpersonal factors including current interpersonal role (with friend, family member, partner, as employee/student, alone), and social goal orientation (socializing with others, avoidance of others, asserting yourself, personal/work achievement), and dispositional anxiety and depression. Individuals’ personality states were found to vary considerably across measurements in a normal distribution. Multilevel modelling analyses showed that interpersonal factors did predict within subject personality variation. Social goal orientations had a greater relative impact than interpersonal roles. Depression had a significant effect on between subject variance in state emotionality. These findings highlight the importance of interpersonal context in predicting stable personality variation.

scholarly journals THE ROLE OF SELF-CONSTRUAL AND GOAL ORIENTATION ON EMPLOYEE INNOVATIVE WORK BEHAVIOR

2020 ◽  
Vol 19 (3) ◽  
pp. 233-245
Author(s):  
Ernie Frislia ◽  
Seger Handoyo
Keyword(s):  
Goal Orientation ◽  
Manufacturing Industry ◽  
Online Survey ◽  
Analysis Data ◽  
Goal Orientations ◽  
Work Behavior ◽  
Survey Method ◽  
Innovative Work Behavior ◽  
Self Construal ◽  
Innovative Work

Innovation is an effort to increase the companies' competitiveness in Indonesia in the era of the ASEAN Economic Community and confront the fourth industrial era. Innovative work behavior is an organization's methods to implement innovations and improve performance, excellence, competitiveness, and confront changes in the dynamic external environment. This study aims to examine the effect of self-construal and goal orientation on innovative work behavior by testing hypotheses using multiple regression analysis. Data collection in this study uses an innovative work behavior scale, self-construal scale, and goal orientation scale, an online survey method filled by 168 employees working in the manufacturing industry sectors in Indonesia. The results show that self-construal and goal orientation have a positive effect on innovative work behavior, enhancement in self-construal, and goal orientation to increase employees' innovative work behavior—the contribution of goal orientation significant higher for employees' innovative work behavior than for self-construal contributions. Individuals with goal orientations can help organizations to develop innovation through innovative work behavior.

scholarly journals Doseganje zaposljivosti pri starajoči delovni sili; vloga starosti in doseganje ciljnih usmeritev

2021 ◽  
Author(s):  
Nena Hribar ◽  
Polona Šprajc
Keyword(s):  
Informal Learning ◽  
Goal Orientation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Chronological Age ◽  
Achievement Goal Orientations ◽  
Positive Relation ◽  
Aging Workforce ◽  
Significant Relation

The aging workforce challenges companies to keep their aging employees employable in the workforce. This paper gives an indication as to which employees are more likely to be interested in further learning and employability. Specifically, the aim of this study was to investigate the role of chronological age and achievement goal orientations for informal and formal learning and employability. It was found that informal learning has a significant positive relation with several dimensions of employability. Furthermore, mastery-approach goal orientation also shows a significant positive relation with informal learning and employability. In addition, age had no significant relation with the achievement goal orientations. The paper stresses the need to consider characteristics other than chronological age, such as goal orientations, when considering employees’ learning behavior and employability.

scholarly journals The impact of the level of parental involvement and parental demands on students' attitudes to learning

2021 ◽  
Vol 70 (1) ◽  
pp. 69-86
Author(s):  
Ranka Perućica ◽  
Olivera Kalajdžić
Keyword(s):  
Parental Involvement ◽  
Goal Orientation ◽  
Family Environment ◽  
Approaches To Learning ◽  
Goal Orientations ◽  
Approach To Learning ◽  
Learning Goal ◽  
Significant Difference ◽  
Students Attitudes ◽  
The Impact

The attitudes that parents have towards learning are very significant for the forming of staudents' attitudes towards learning. The importance of this study lies in uncovering the extent to which students' own attitudes to learning depend on the level of parental involvement and parental demands, and the extent to which the insights obtained can be used as the basis for determining the manner in which parents should be engaged in and devote attention to their children's learning. In this paper, students' attitudes to learning were observed through two variables, namely students' learning goal orientation and their approaches to learning. The research sample consisted of 802 seventh-, eighthand ninth-grade primary school students. We started from the assumption that certain differences exist among the given variables. For the purposes of the study we used an instrument for measuring students' approach to learning, an instrument for measuring learning goal orientations and an instrument for measuring the level of demands and the level of support in the family environment. The reliability of the instruments was verified through Cronbach's alpha coefficient. The data obtained indicate that there is a statistically significant difference in learning goal orientations and approaches to learning among students depending on the level of parental demands and the level of parental involvement. Students whose parents provide high levels of support are more likely to have mastery goal orientation and an in-depth approach to learning, regardless of the level of demands. The pedagogical recommendation that can be made based on the results is that parents should provide their children with a high level of support for learning so that they can achieve the best possible results.

scholarly journals Difficulty Analysis of Science Teacher on the Curriculum 2013 Learning Implementation in Seventh Grade Classes Junior High School of Jambi City

BIODIK ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 105-113
Author(s):  
Fitri Yanti ◽  
Evita Anggeraini ◽  
Retni S Budiarti
Keyword(s):  
Science Teachers ◽  
Junior High School ◽  
Quantitative Data ◽  
Research Method ◽  
Qualitative Data ◽  
Curriculum Implementation ◽  
Lesson Plan ◽  
Learning Activities ◽  
Seventh Grade ◽  
School Year

Curriculum is a guide to the implementation of learning activities to achieve educationalgoals. The Education Unit Level curriculum in 2006 was refined into the 2013 curriculum, the2013 curriculum is a new curriculum that was implemented in the 2013/2014 school year, yet thesocialization has not been comprehensive. There is a hesitation that it will not be carried outproperly by educators due to the difficulties that the educators obtained. This study aims todetermine the difficulties faced by science teachers in the implementation of 2013 curriculumlearning, this research is descriptive analytic. The research method was carried out through twoactivities: field and non-field activities. The data taken were quantitative data from questionnairesand interviews, while qualitative data were taken through observation. Subjects in this study wereteachers in the seventh grade Natural Sciences (IPA) class, the students, and the representatives ofthe curriculum. The results showed that the difficulties experienced by the teachers in implementingthe Lesson Plan (RPP) were very low at only 11%, parallel with the difficulties in implementinglearning with only 16.2%, and the difficulties in evaluating with only 34 %. The low percentage ofdifficulties indicates that it is not the aspect of learning implementation that complicates the 2013curriculum but other aspects. Based on the study, it can also be concluded that the 2013curriculum is effective to be implemented despite the fact that some teachers had not participatedin the 2013 curriculum socialization. Mostly, the teachers had carried out the 2013 curriculumlearning activities effectively, students also partly responded well and were motivated to learn withthe 2013 curriculum implementation. Parts of the data also revealed statements about difficulties inlearning with the 2013 curriculum. The data explicated that the students were not motivated andnot involved in learning activities due to the curriculum implementation.Keywords: teacher difficulties, 2013 curriculum, 2013 curriculum learning Abstrak. Kurikulum merupakan pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan. Kurikulum Tingkat Satuan Pendidikan pada tahun 2006 disempurnakan menjadi kurikulum 2013, kurikulum 2013 merupakan kurikulum baru yang mulai diterapkan pada tahun ajaran 2013/2014, sosialisasinya belum menyeluruh dan dikhawatirkan tidak terlaksana dengan baik oleh para tenaga pendidik yang secara langsung menerapkannya, dan para tenaga pendidik tersebut ada beberapa kesulitan yang dialaminya.Penelitian ini bertujuan untuk mengetahui kesulitan yang dihadapi guru IPA dalam pelaksanaan pembelajaran kurikulm 2013, jenis penelitian ini adalah  deskriptif analitik. Metode penelitian dilaksanakan melalui dua kegiatan yaitu kegiatan lapangan dan non lapangan. Data yang diambil adalah data kuantitatif dari angket dan wawancara, dan kualitatif  melalui observasi . Subjek dalam penelitian ini adalah guru Ilmu Pengetahuan Alam  (IPA) kelas VII, siswa, dan wakil kurikulum.Hasil penelitian menunjukkan bahwa kesulitan yang dialami guru dalam menyususn Rencana Pelaksanaan Pembelajaran (RPP) sangat rendah yaitu hanya 11%, kesulitan dalam melaksanakan pembelajaran juga sama yaitu sangat rendah hanya 16,2%, dan kesulitan dalam mengevaluasi proses dan hasil pembelajaran rendah presentasenya sebesar 34%. Presentase kesulitan sangat rendah dan rendah berarti bukan aspek dalam melaksanakan pembelajaran yang menyulitkan kurikulum 2013 untuk terlaksana dengan baik, tapi dari aspek-aspek yang lain yang dapat mempengaruhinya. Berdasarkan penelitian juga dapat disimpulkan bahwa kurikulum 2013 bagus diterapkan tetapi dilapangan masih didapati guru yang belum mengikuti sosialisasi kurikulum 2013, tapi guru sudah melaksanakan kegiatan pembelajaran kurikulum 2013 dengan baik, siswa juga sebagian merespon bagus dan termotivasi semangat belajar dengan kurikulum 2013, dan ada juga sebagian yang responya negatif dengan pernyataannya bahwa belajar dengan kurikulum 2013 sangat menyulitkan siswa, siswa tidak termotivasi dan tidak merasa dilibatkan di dalam kegiatan pembelajaran.   Kata kunci: Kesulitan guru, kurikulum 2013, pembelajaran kurikulum 2013.

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