scholarly journals EVALUATION OF LEARNING PERFORMANCE INCORPORATING INFLUENCE OF MOTIVATION FOR LEARNING

2009 ◽  
Vol 74 (642) ◽  
pp. 943-949 ◽  
Author(s):  
Ken-ichi KAMEDA ◽  
Shuzo MURAKAMI ◽  
Kazuhide ITO
Keyword(s):  
Learning Performance ◽  
Motivation For Learning ◽  
Evaluation Of Learning

scholarly journals Influence of Motivation on Academic Performance among Dental College Students

2019 ◽  
Vol 7 (8) ◽  
pp. 1374-1381 ◽  
Author(s):  
Sultan A. Almalki
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Dental Students ◽  
Task Value ◽  
Self Report ◽  
Learning Performance ◽  
Learning Beliefs ◽  
Grade Point ◽  
Motivation For Learning ◽  
And Task

AIM: This study aimed to assess the influence of motivation on academic performance among dental undergraduate students. METHODS: A cross-sectional study was carried out among a sample of 187 undergraduate dental students from the main dental colleges in the Riyadh region of Saudi Arabia using an electronic questionnaire. Students’ academic performance was measured by their current grade point average (GPA). Motivation was assessed using the Motivated Strategies for Learning Questionnaire (MSLQ), which is a self-report instrument designed to assess students’ motivational orientations and learning strategies in college, including goals and value beliefs for the studied program (intrinsic, extrinsic goals orientation and task value), beliefs about their skills to succeed in their studies (control of learning beliefs, self-efficacy for learning and performance), and their anxiety about program tests. RESULTS: The results showed positive correlations between GPA and the motivation scale (r = 0.2296, p = 0.0019) and most of its subscales, including self-efficacy for learning performance (r = 0.2997, p = 0.0001), control of learning beliefs (r = 0.2305, p = 0.0021) and task value (r = 0. 2243, p = 0.0021). Test anxiety showed negative correlation with GPA (r = -0.1943, p = 0.0100). Compared to their counterparts, male students, students perceived to be from middle class families and students living with their families were consistently showing significant correlations between GPA and most of the motivation subscales. CONCLUSION: It can be concluded that motivation for learning can influence the academic performance of dental students. This influence can be affected by factors such as sex, socioeconomic factors and family support of the students.

scholarly journals The Continuous Pursuit of Smart Learning

2021 ◽  
Vol 37 (2) ◽  
pp. 1-6
Author(s):  
Simon K. S. Cheung ◽  
Fu Lee Wang ◽  
Lam For Kwok
Keyword(s):  
Adaptive Learning ◽  
Learning Performance ◽  
Pattern Learning ◽  
Special Issue ◽  
Smart Learning ◽  
Personalised Learning ◽  
New Concepts ◽  
Learning Flexibility ◽  
Evaluation Of Learning ◽  
Assessment Strategies

With an emphasis on learning flexibility, effectiveness, efficiency, engagement, adaptivity and reflectiveness, smart learning embraces a variety of concepts, including but not limited to personalised learning, adaptive learning, intelligent tutoring, open online learning, blended learning, and collaborative learning. As new concepts continue to evolve, the pursuit of smart learning is ongoing, mainly in areas pertaining to the design and implementation frameworks, pedagogical theories and practices, learners’ behaviours and learning pattern, learning and assessment strategies and evaluation of learning performance and perception. This editorial gives an overview of smart learning and provides the context on the latest development of smart learning in which the articles in this special issue are located.

Evaluation of Learning, Performance, and Productivity

1977 ◽  
Vol 5 (4) ◽  
pp. 341-353
Author(s):  
P. D. Maher
Keyword(s):  
System Design ◽  
Learning Systems ◽  
Learning System ◽  
Learning Performance ◽  
Survey Questionnaire ◽  
Applied Learning ◽  
Certificate Program ◽  
Evaluation Of Learning

This presentation informally explores some of the requirements for understanding evaluation goals and techniques in designing learning systems. It attempts to further clarify what is meant by the term or title of “applied learning technologist.” The theme is approached in layman's terms, concentrating on the need for validating both the “learning” requirements and the corresponding “learning system” design. Suggested contents of a curricula for an “applied learning technologist” certificate program are discussed. The results of a survey questionnaire distributed at the presentation are summarized at the end of the paper (see Appendix).

Learning and Consolidation of Verbal Declarative Memory in Patients with Posttraumatic Stress Disorder

2010 ◽  
Vol 218 (2) ◽  
pp. 135-140 ◽  
Author(s):  
Slawomira J. Diener ◽  
Herta Flor ◽  
Michèle Wessa
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Posttraumatic Stress ◽  
Verbal Memory ◽  
Stress Disorder ◽  
Declarative Memory ◽  
Memory Performance ◽  
Verbal Learning ◽  
Depression Scale ◽  
Learning Performance ◽  
Ptsd Symptoms

Impairments in declarative memory have been reported in posttraumatic stress disorder (PTSD). Fragmentation of explicit trauma-related memory has been assumed to impede the formation of a coherent memorization of the traumatic event and the integration into autobiographic memory. Together with a strong non-declarative memory that connects trauma reminders with a fear response the impairment in declarative memory is thought to be involved in the maintenance of PTSD symptoms. Fourteen PTSD patients, 14 traumatized subjects without PTSD, and 13 non-traumatized healthy controls (HC) were tested with the California Verbal Learning Test (CVLT) to assess verbal declarative memory. PTSD symptoms were assessed with the Clinician Administered PTSD Scale and depression with the Center of Epidemiological Studies Depression Scale. Several indices of the CVLT pointed to an impairment in declarative memory performance in PTSD, but not in traumatized persons without PTSD or HC. No group differences were observed if recall of memory after a time delay was set in relation to initial learning performance. In the PTSD group verbal memory performance correlated significantly with hyperarousal symptoms, after concentration difficulties were accounted for. The present study confirmed previous reports of declarative verbal memory deficits in PTSD. Extending previous results, we propose that learning rather than memory consolidation is impaired in PTSD patients. Furthermore, arousal symptoms may interfere with successful memory formation in PTSD.

Review of Motor Learning & Performance: From Principles to Practice.

1993 ◽  
Vol 38 (12) ◽  
pp. 1336-1336
Author(s):  
Terri Gullickson ◽  
Pamela Ramser
Keyword(s):  
Motor Learning ◽  
Learning Performance
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