Motivation Factors for Elementary School Students

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.

Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing

This study examines the predictive effects of motivational beliefs and self-efficacy on multiple dimensions of self-regulated learning (SRL) strategies in English as a foreign language (EFL) writing. Undergraduate students ( n = 389) were recruited voluntarily from four universities in mainland China. They were invited to complete a set of questionnaires to measure their motivational beliefs (extrinsic and intrinsic goal orientation, task value, and control of learning belief), self-efficacy (linguistic self-efficacy, performance self-efficacy, and self-regulatory efficacy) and SRL strategies (cognition, metacognition, social behavior, and motivational regulation). Multiple regression analyses revealed that motivational beliefs had significant predictive effects on SRL strategies; among which task value and intrinsic goal orientation were significant predictors of nine sub-factors of SRL strategies. Self-efficacy was a strong predictor of metacognitive, cognitive, and motivational regulation strategies. While linguistic self-efficacy had a significant predictive power on text processing alone, self-regulatory efficacy generated a significant effect on a collection of SRL strategies including knowledge rehearsal, goal-oriented monitoring, idea planning, peer learning, and interest enhancement. Pedagogical implications are also discussed.

The Reliability and Validity Study of the Turkish Version of the Global Meaning Violation Scale

As a psychological concept, meaning is a mental representation that enables us to connect relations or ideas predictably and stably. Highly stressful or traumatic life events may violate individuals’ global meaning (such as beliefs and goals) that provide a general framework to understand the world, themselves, and others. The Global Meaning Violation Scale (GMVS), consisting of 13 items and three subscales (belief violations, intrinsic goal violations and extrinsic goal violations), assesses violation in global meaning after exposure to a traumatic or stressful life event. In the present study, GMVS was translated into Turkish, and the psychometric properties of the scale were examined in a sample of 564 adult sample. Similar to the original form of the scale, the GMVS Turkish form consists of three factors. In order to evaluate the validity of the scale, the relationship between the SAM, DASS-21, PTSD Checklist-Civilian, perceived stressfulness of the event and the total score of GMVS and its subscales scale was examined. As a result of psychometric analyses, findings supporting the concurrent, distinctive, and incremental validity of the scale were obtained. It is found that the Turkish version of GMVS has satisfactory internal consistency and test-retest reliability. Cronbach alpha coefficients of the whole scale, GMVS-Beliefs, GMVS-Intrinsic and GMVS-Extrinsic were found to be .85, .77, .79 and .87 respectively; the test-retest reliabilities were found to be .79, .79, .68 and .66, respectively. The results showed that the Turkish form of the GMVS is a valid and reliable scale. Keywords Global Meaning Violation Scale, global meaning, validity, reliability

Goal Motives and Well-Being in Student-Athletes: A Person-Centered Approach

Using a person-centered approach, the aim of this study was to examine how student-athletes’ motives for multiple-goal pursuit relate to indices of well- and ill-being. Student-athletes (N = 362) from British universities identified the most important sporting and academic goals that they were pursuing over the academic year. The participants rated their extrinsic, introjected, identified, and intrinsic goal motives for each goal and completed measures of well- and ill-being. Latent profile analysis revealed six distinct profiles of goal motives, with variations in both the strength of motives and the motivational quality. Follow-up analyses revealed between-profile differences for well- and ill-being; students with more optimal goal motive profiles reported higher and lower well- and ill-being, respectively, than those with less optimal goal motives. To experience well-being benefits when pursuing multiple goals, student-athletes should strive for their academic and sporting goals with high autonomous and low controlled goal motives.

Influence of Learning Objects of Graphics Architecture on Motivation

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.

Nursing students' motivation and learning strategies

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.

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

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.