scholarly journals Relations between Students’ Motivation, and Perceptions of the Learning Environment

2015 ◽  
Vol 5 (2) ◽  
pp. 115-138
Author(s):  
Marko Radovan ◽  
Danijela Makovec
Keyword(s):  
Learning Environment ◽  
Goal Orientation ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Motivational Orientation ◽  
Control Beliefs ◽  
Postgraduate Students ◽  
And Control ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal

In this research, we have examined the characteristics of university students’ motivation and its connection with perceptions of the learning environment. Higher education teachers often find it challenging to decide how to organize their lectures and what instructional strategy they should use to be most effective. Therefore, we endeavoured to determine which  characteristics of the learning environment best predict the motivational orientation of students and their satisfaction with the course. The survey included 120 postgraduate students of the Faculty of Arts at the University of Ljubljana. In order to measure their motivation, we employed several scales of the Motivated Strategies for Learning Questionnaire (Pintrich etal., 1991). For the purpose of this research, we created a new questionnaire for their evaluation of the learning environment. The results revealed a high correlation between the intrinsic goal orientation, self-efficacy, and control beliefs. The most important factors of the learning environment that are connected with the formation of intrinsic goal-orientation and the enjoyment of education are the perception of the usefulness of the studied topics, a feeling of autonomy, and teacher support. To an extent, these findings are supported by the findings of those authors who recommend using those methods of teaching that are in compliance with the student-centred understanding of teaching and learning. 

scholarly journals Estrategias de aprendizaje, motivación y rendimiento académico en alumnos universitarios

2014 ◽  
Vol 11 (19) ◽  
pp. 35 ◽  
Author(s):  
J. Reynaldo Martínez ◽  
Ferrán Galán
Keyword(s):  
Goal Orientation ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Control Beliefs ◽  
Motivational Strategies ◽  
Cultural Validity ◽  
The University ◽  
And Control ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal

RESUMENEn  el  presente  trabajo  se  estima  la  consistencia  interna  del MSLQ  (autoreporte  de  estrategias  de aprendizaje y motivación) en una muestra de estudiantes universitarios de Pedagogía de la Universidad de Barcelona y la correlación entre las estrategias autorreportadas y la calificación definitiva en una asignatura específica. Participan 182 estudiantes de 1er. curso de Pedagogía, la mayoría de sexo femenino (88%) y con una edad promedio de 19,63 años. Para el área de motivación (alpha = .65), un análisis factorial confirmatorio determina que las subescalas de: valor de la tarea, autoeficacia, orientación extrínseca, ansiedad y control de creencias son consistentes para su constructo. En cuanto a las estrategias de aprendizaje (alpha = .73), destacan las subescalas de: elaboración, organización, tiempo y ambiente de estudio, y autorregulación. En relación con la calificación definitiva no se evidencia relación  significativa entre  esta  y  las  creencias  del  sujeto  sobre  su motivación  y  sus  estrategias  de aprendizaje. El hecho de no hallar relación lineal entre las estrategias autoreportadas por el alumno y su calificación definitiva en la asignatura, puede estar explicado por: (1) deficiencias en la práctica instruccional, (2) deficiencias en la evaluación final de la asignatura (tipo test de selección múltiple), y/o (3) problemas de validez externa del MSLQ en esta muestra de universitarios españoles. Se discuten estas posibles explicaciones.ABSTRACTIn this study the main purpose was to estimate the internal consistency of the MSLQ (Motivated Strategies for Learning Questionnaire) and to estimate the correlation between the academic performance, cognitive and motivational strategies. Participants were 182 undergarduates (88 % female) in a pedagogy program at the University of Barcelona. Data analysis consisted in the use of descriptive statistics, Spearman correlation and factor analysis. The results suggest that in the motivation scale (alpha = .65), intrinsic goal orientation, task value, selfefficacy and control beliefs have strong consistency. In the learning strategies section (alpha = .73) four subscales are consistent: elaboration, critical thinking, regulational, and time and study enviroment. The subscales showed no significant correlations with final grades and we believe that this lack of correlation is due to: (1) deficiences in teaching practice, (2) deficiences in evaluation performance, (3) a possible lack of cross cultural validity of the MSLQ. 

scholarly journals The Role of Motivation in the Use of Lecture Behaviors in the Online Classroom

10.28945/4131 ◽  
2018 ◽  
Vol 17 ◽  
pp. 471-484 ◽  
Author(s):  
Mik Fanguy ◽  
Jamie Costley ◽  
Christopher Lange ◽  
Matthew Baldwin ◽  
Seunglock Han
Keyword(s):  
Online Learning ◽  
Goal Orientation ◽  
Future Research ◽  
Valuable Insight ◽  
Video Lecture ◽  
Conflicting Information ◽  
Video Lectures ◽  
E Learning ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal

Aim/Purpose: Extant research provides conflicting information regarding the role that lecture behaviors play within e-learning lectures. This study sought to understand what role motivation plays in increasing the likelihood that students engage in lecture behaviors in general, and how motivation affects the differing types of lecture behaviors. Background: The growth of online learning has increased the importance of video lectures as a means of delivering content. As with offline lectures, students may find it useful to adapt and change the way they interact with lectures to improve their learning. One possible approach that allows students to effectively manage any challenges they have in understanding a lesson is to initiate lecture behaviors to alter the flow of information. Methodology: In the present study, a survey was administered to cyber university students (n = 2434) in order to examine at the relationship between intrinsic goal orientation (a type of motivation) and levels of lecture behaviors. Contribution: This research fills an important gap by showing the effects that motivation can have on how students interact with video lectures and suggests the ways in which students engaging in specific lecture behaviors do so in order to gain a better understanding of the content. As lecture behaviors are an important part of how students are interacting with this important and new method of teaching, it is important to understand which characteristics make students more likely to engage in lecture behaviors. Findings: Students who have higher levels of motivation are more likely to engage in lecture behaviors. These lecture behaviors may include splitting attention between media sources, pausing the video lecture, rewatching parts of the video lecture, and diverting attention to obtain better audio or visual clarity. Recommendations for Practitioners: Instead of just tracking students’ viewing progress on each course lecture video, instructors should further endeavor to measure their students’ use lecture behaviors in relation to online course lecture content. Doing so can provide valuable insight into students’ level of engagement with course lecture materials and overall levels of intrinsic goal orientation. Recommendation for Researchers: Researchers need to start factoring in how student characteristics interact with instructional engagement when investigating online learning. Impact on Society: Improvement in our understanding of online learning helps improve the quality of instruction, which provides a net gain for society. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of lecture behaviors, possibly using controlled experiments.

Student motivations as predictors of high-level cognitions in project-based classrooms

2014 ◽  
Vol 15 (3) ◽  
pp. 231-247 ◽  
Author(s):  
Jonathan Stolk ◽  
Janie Harari
Keyword(s):  
Critical Thinking ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Regression Models ◽  
Cognitive Engagement ◽  
Task Value ◽  
High Level ◽  
Student Motivations ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal

It is well established that active learning helps students engage in high-level thinking strategies and develop improved cognitive skills. Motivation and self-regulated learning research, however, illustrates that cognitive engagement is an effortful process that is related to students’ valuing of the learning tasks, adoption of internalized goal orientations, and development of personal agency. In this study, we test these relationships by generating multiple regression models that use motivational variables to predict college students’ use of elaboration and critical thinking in project-based courses. We find that elaboration strategies are significantly and positively predicted in regression models based on task value and intrinsic goal orientation or on task value and self-efficacy. Regression analyses illustrate that models based on task value and intrinsic goal orientation, in combination with either self-efficacy or extrinsic goal orientation, described students’ use of critical thinking strategies. These findings support prior research that shows that student motivations are significantly tied to their use of cognitive strategies. The findings extend the existing research base by illustrating the extent to which student motivations may be used to predict cognitive engagement in active, project-based environments.

scholarly journals Influence of Learning Objects of Graphics Architecture on Motivation

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402093588
Author(s):  
Juan A. Melian-Melian ◽  
Jorge Martin-Gutierrez
Keyword(s):  
University Students ◽  
Goal Orientation ◽  
Student Motivation ◽  
Learning Objects ◽  
Teaching Staff ◽  
University Degree ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal ◽  
Proactive Role

The proactive role of university students demands that teaching staff engage in attempts at motivating students to make greater efforts at building knowledge by providing them with resources that facilitate learning. This paper provides details of a study that has involved designing and building Learning Objects (LOs) for Architectural Graphic Expression and inserting them into a university degree as a teaching aid to study their influence on student motivation. Findings show that the use of LOs in Architectural Graphic Expression produces significant improvement in students’ intrinsic goal orientation, which is fundamental to the development of deeper learning.

Preservice Teachers' Computer Use in Single Computer Training Courses; Relationships and Predictions

2015 ◽  
Vol 11 (3) ◽  
pp. 77-89 ◽  
Author(s):  
Salah Zogheib
Keyword(s):  
Preservice Teachers ◽  
Goal Orientation ◽  
Computer Technology ◽  
Self Efficacy ◽  
Computer Use ◽  
Computer Training ◽  
Technology Experience ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal ◽  
Computer Courses

Single computer courses offered at colleges of education are expected to provide preservice teachers with the skills and expertise needed to adopt computer technology in their future classrooms. However, preservice teachers still find difficulty adopting such technology. This research paper investigated relationships among preservice teachers' self-efficacy, control of learning beliefs, value-related beliefs--intrinsic goal orientation, extrinsic goal orientation, and task value--prior computer technology experience, frequency of computer use for general purposes, and computer use in single computer courses. Participants in the study were 227 preservice teachers enrolled in a one year bachelor's of education program. Regression analyses yielded significant results about the frequency of computer use for general purposes and intrinsic goal orientation. Self-efficacy and prior computer technology experience were significantly correlated with computer use in single computer courses. The findings send a clear message about the necessity to consider preservice teachers' beliefs, personal use of computer technology, and prior computer technology experience when designing computer courses.

scholarly journals Motivation Factors for Elementary School Students

2021 ◽  
Vol 3 (1) ◽  
pp. 1-10
Author(s):  
Luka Pongračić ◽  
Dea Lazić Hasanagić ◽  
Ljiljana Tadić Komadina
Keyword(s):  
Elementary School ◽  
Goal Orientation ◽  
Elementary School Students ◽  
Primary Schools ◽  
Living Environment ◽  
School Students ◽  
Motivation Factors ◽  
Intrinsic Goal Orientation ◽  
Extrinsic Goal ◽  
Intrinsic Goal

It is not hard to recognise motivated student. He is interested, curious, active, enthusiastic and does not give up when encounters difficulties, but thinks for further education. Motivation during schooling is highly related to a student’s later academic achievement and it is therefore very important to encourage it. This paper discusses the motivation factors and affective component for elementary school students. The empirical research has been carried out through a questionnaire based on the instrument Motivated Strategies for Learning Questionnaire (MSLQ) designed and adjusted for researching intrinsic goal orientation, extrinsic goal orientation and anxiety of Croatian elementary school students (1st – 4th grade). The sample of this research consisted of 311 primary school students from rural (N = 103) and urban (N = 208) primary schools. The research was conducted during 2019 in several Croatian counties. The aim of the paper is to determine levels of three motivation factors: intrinsic goal orientation, extrinsic goal orientation and anxiety as an important predictor of future academic success. Secondary goal is to determine differences according to gender, age and the living environment of students. The results had shown that the overall level of motivation of the participants is high from which it is evident that students are highly motivated to work, especially female students. The results also show high level of intrinsic goal orientation, higher level of extrinsic goal orientation and test anxiety comparing to Duncan et. al. (2015) results.

scholarly journals Nursing students' motivation and learning strategies

2020 ◽  
Vol 17 (1) ◽  
pp. 32-48
Author(s):  
Tuğba Gün ◽  
Yildiz Denat
Keyword(s):  
Nursing Students ◽  
Goal Orientation ◽  
Test Anxiety ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Nursing Profession ◽  
And Performance ◽  
Motivation And Learning ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal

This research is a descriptive and analytical study conducted in order to determine the nursing students' motivation and learning strategies with the affecting factors. The population of the study consisted of 648 students at nursing department of one university in the west of Turkey. Data collection was carried out using the "Student Information Form" and "Scale of Motivation and Learning Strategies".  Average scores of intrinsic goal orientation, task value and test anxiety in female students and control beliefs in male students were found to be significantly high (p<0.05) in the study.  The intrinsic and extrinsic goal orientation score averages of the 1st-grade students were found to be significantly higher than the 3rd and 4th graders and their self-efficacy for learning and performance score averages were found to be higher than of the 2nd 3rd and 4th graders.  The task value of students who chose nursing profession willingly or partially willingly, the self-efficacy for learning and performance and test anxiety of those willing the profession of nursing, of those reading books regularly the intrinsic goal orientation and self-efficacy for learning and performance score averages were found to be significantly high. The elaboration and organization, metacognitive self-regulation, time and study environment strategy average scores of the female students participating in the study, and peer learning average scores of the male students participating in the study were found to be significantly high. The average scores of rehearsal, elaboration, organization, critical thinking and metacognitive self-regulation of the student who read books regularly were found to be significantly high. Elaboration, organization, critical thinking and help-seeking score averages of those who did not choose the nursing profession willingly were found to be significantly low (p<0.05). As a conclusion, it was found that the nursing students have been motivated mostly by intrinsic goal orientation and least motivated by test anxiety. Moreover, it was noted that gender, grader, willingness in choosing nursing profession and habit of reading books regularly have affected the students' motivation and learning strategies. It is considered that this research will constitute data for other studies and it will be as a guide for the organization of nursing education activities, fulfilling educational goals and providing quality education. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Bu araştırma, hemşirelik öğrencilerinin güdülenme ve öğrenme stratejileri ile etkileyen etmenleri belirlemek amacıyla yapılmış, tanımlayıcı ve analitik bir çalışmadır. Araştırmanın örneklemini Türkiye’nin Batısındaki bir üniversitesinin Hemşirelik Bölümü’nde öğrenim görmekte olan 648 öğrenci oluşturdu. Araştırma verileri “Öğrenci Bilgi Formu” ve “Güdülenme ve Öğrenme Stratejileri Ölçeği” ile toplandı. Araştırmada kız öğrencilerin içsel hedef, görev değeri ve sınav kaygısı, erkek öğrencilerin ise öğrenme kontrolü inancı puan ortalamaları anlamlı derecede yüksek bulundu (p<0.05).  1. sınıf öğrencilerin içsel ve dışsal hedef puan ortalamalarının 3. ve 4. sınıflara göre, öz yeterlilik puan ortalamalarının ise 2. 3. ve 4. sınıflara göre anlamlı düzeyde daha yüksek olduğu saptandı. Hemşirelik mesleğini isteyerek ve kısmen isteyerek seçen öğrencilerin görev değeri, hemşirelik mesleğini isteyenlerin ise ayrıca öz yeterlilik ve sınav kaygısı, düzenli kitap okuyanların içsel hedef ve öz yeterlilik puan ortalamalarının anlamlı düzeyde yüksek olduğu saptandı. Araştırmaya katılan kız öğrencilerin açımlama ve düzenleme, metabilişsel stratejiler, zaman ve çalışma ortamı yönetimi, erkek öğrencilerin ise akran işbirliği stratejileri anlamlı düzeyde yüksek bulundu.1.sınıf öğrencilerinin açımlama ve eleştirel düşünme, metabilişsel, akran işbirliği yönetimi ve yardım isteme stratejileri, düzenli kitap okuyan öğrencilerin ise yineleme, açımlama, düzenleme, eleştirel düşünme ve metabilişsel stratejileri puan ortalamaları anlamlı düzeyde yüksek bulunmuştur. Hemşirelik mesleğini istemeyerek seçen öğrencilerin açımlama, düzenleme, eleştirel düşünme ve yardım isteme stratejileri puan ortalamaları anlamlı derecede düşük saptanmıştır (p<0.05). Sonuç olarak hemşirelik öğrencilerinin en fazla içsel hedef, en az sınav kaygısı ile güdülendikleri, cinsiyet, sınıf, hemşirelik mesleğini seçmedeki isteklilik ve düzenli kitap okuma alışkanlığının öğrencilerin güdülenme ve öğrenme stratejilerini etkilediği saptandı. Bu araştırmanın diğer çalışmalara veri oluşturacağı, hemşirelik eğitimi etkinliklerini düzenleme, eğitim hedeflerine ulaşma ve kaliteli bir eğitim sağlamada yol gösterici olacağı düşünülmektedir.

scholarly journals Higher Secondary Students Engagement And Attitude Towards Blended Learning Environment

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
K. Suprabha ◽  
G. Subramonian
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Instructional Strategy ◽  
Classroom Instruction ◽  
Classroom Interaction ◽  
Control Group ◽  
Constructivist Teaching ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

At present, classroom instruction should be self-regulated process and the learner who is self-motivated to explore problems and situations. For learning, the students are learn through web as a source of knowledge, the learning environment should be shifted to a learner centered rather than teacher centered environment. Commerce education is to be directed towards mastery in its conventions and principles, towards thinking and solving problems in scientific ways, towards developing a positive outlook to the discipline at higher secondary level. Attitude towards learning is associated with the academic performance of commerce related task and improving the achievement, it should be one of the basic features in designing effective commerce classroom instruction. In the present study, students’ attitude can be enhanced by using blended learning instructional strategy targeting the variables of learner attitude towards learning of instructional transaction, learning task, classroom interaction and assessment.  The study employs Pretest-posttest non-equivalence control group design under the quasi-experimental method. The sample consists 80 students of standard XII, 40 students each in experimental group and control group. Statistical techniques of descriptive statistics, t-test and Cohen’s d were used for comparing the pretest and posttest scores of attitude towards learning and measuring the effect size between experimental and control groups. The findings of the study showed that there is significant difference in the mean posttest scores of attitude towards learning between experimental group and control group and the blended learning instructional strategy is more beneficial in developing the attitude of higher secondary school students when compared to constructivist teaching strategy.

scholarly journals A systematic review of the relationship between motivational constructs and self-regulated learning

2021 ◽  
Vol 10 (1) ◽  
pp. 330
Author(s):  
Sook Ling Lim ◽  
Kee Jiar Yeo
Keyword(s):  
Goal Orientation ◽  
Learning Beliefs ◽  
Self Regulated Learning ◽  
Motivational Constructs ◽  
Regulated Learning ◽  
Learning Test ◽  
And Control ◽  
Intrinsic Goal Orientation ◽  
The Relationship ◽  
Extrinsic Goal

<span>The aim of this review was to identify the motivational constructs which were mostly associated with self-regulated learning and how these motivational constructs were related to self-regulated learning. There were 20 studies (N=8,759) met inclusion criteria for this review. In overall, the evidence of the included studies showed that motivational constructs such as self-efficacy, intrinsic goal orientation, task value, and control of learning beliefs were positively and significantly related to and in predicting self-regulated learning; test anxiety was negatively and insignificantly related to and in predicting self-regulated learning; inconsistent results were observed for extrinsic goal orientation as it could be positively or negatively related to and in predicting self-regulated learning.</span>

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