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Values affecting student motivation: a case study
by Sahalu Junaidu
2004, DAD discussion forum on faculty and student …
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NOOR SHAHARIAH SALEH
International Journal of Academic Research in Business and Social Sciences
2013, 1st International Seminar & Conference on Learning Organization (ISCLO) & Learning Organization: Management and Business International Journal Vol. 2-no. 1, April 2014
The purpose of this research is to investigate the undergraduate student’s motivational orientation to learn. The method used in this research are literature review and open semi-structured individual interview. The subject (interviewees) are the undergraduate students, in the final year business administration (adbis) program of study (prodi), at school of economics and business (TEBS) Telkom University (Tel-U) Bandung. The final year undergraduate students are chosen in order to enable to reflect on their 4 years of higher education. They will be asked questions that indicate teaching approaches and learning activities and the effect of these on their motivation to learn. Analysis of the interview will use, a grounded theory approach. From interviews to questions related to the six motivational orientations has concluded that: the undergraduate students orientation motivation were low compliance, uncommitted, sense of belonging, interest, career and university lifestyle. Keywords: Learning & Teaching Environment; Motivation to Learn
2018, International Journal of Instruction
How can university students' motivation to learn be enhanced? To achieve this, first we should know: What motivational value do students attribute to each particular component of learning environments? To which degree is this value mediated by students' motivational orientations? To respond to these questions, 1,166 university students were administered two questionnaires, one for assessing their motivational orientations and the other, their perceptions of the characteristics of their learning environment. Descriptive and multiple-regression analyses were performed to respond to the questions. Results support predictions concerning both questions, suggesting that motivation modulates the motivational effect of learning environments.
2020, Proceedings of the 2nd Early Childhood and Primary Childhood Education (ECPE 2020)
Dr. Batoul Alnijres
Nowadays, the topic of students’ motivation in the classroom has attracted a great deal of attention. Many pieces of research have been conducted in this area due to its ultimate importance in enhancing students’ understanding, increasing their level of participation in the class and as a result improving their overall outcomes. This paper attempts to shed light on one of the most contemporary and challenging issues, students’ motivation at the Syrian state universities. Both qualitative and quantitative methods of data collection have been used in this research. The findings of the current study shed light on the fact that lecturers used variety of techniques in order to enhance students’ motivation during lectures.
The passing from the traditional educational paradigm (focused on professor and teaching activity) to the postmodern paradigm (focused on student and learning activity) brings along deep transmutations regarding the planning, organization and evaluation of didactic activities. The student with his/her interests, potential and learning needs is being placed nowadays in the centre of the didactic activity. A decisive role towards success in learning is played by the learning motivation, when considered that the authentic and efficient learning is based on the inner impulse, the student’s desire for knowledge, progress and development. A vast part of the specialty literature supports the idea according to which, a high level of learning motivation, especially the intrinsic motivation leads to higher performance in learning. There are two categories of factors that stand at the basis of learning motivation: internal factors (such as cognitive abilities, interests, aptitudes, will, emoti...
Basilius Redan Werang
This study aimed at to investigate lecturers' perception of students' learning motivation at the Faculty of Teacher Training and Education, Musamus University of Merauke, Papua, Indonesia. This study asked " what are lecturers' perception of the sttudents' learning motivation? " I employed a quantitative approach, using survey research design. A purposive sampling technique was used to obtain 40 respondents drawn from amongst lecturers at the Factulty of Teacher Training and Education, Musamus University of Merauke. Data were analysed quantitatively using the Statistical Package for the Social Sciences (SPSS) version 21 for Windows TM. The descriptive data analysis was conducted by calculating means and standard deviations scores to describe lecturers' perception of students' learning motivation. The general mean of the data is 1.1300 with a standard deviation of 13.66957, where the present study indicated that students' learning motivation were lowly perceived by the lecturers. This finding might be wothwhile for the head of all departments and the dean at the faculty level as well to make an effort of creating strategies to enhance students' learning motivation in order to address the need of having qualified graduates.
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Victoria A. Seitz
Annals of the Alexandru Ioan Cuza University - Economics
This paper explores what motivates college students at different stages of their academic studies. Using Herzberg’s two-factor theory, the researchers conducted a survey of 535 students in three south-western universities to determine if motivations changed throughout their academic careers. Results showed that students at different stages of their college careers have different concern s and, as such, different motivational strategies are needed to respond to their concerns. Implications are given to grow and retain enrolment.
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference
Monitoring and analysing the students’ academic motivation allows the university teacher to look at the results of her/his work from another aspect and reflect on the ways of increasing the effectiveness of teaching. The aim of the study is to analyse and compare the groups of the learning motives of last year students at the Universities of Riga (EKA University of Applied Sciences) and Smolensk (Smolensk State University), on the basis of which propose the ways to increase their motivation. In the international survey, which was carried out in December 2018 – June 2019, 101 students participated. Descriptive statistics was used for the data processing. Data analysis shows that in both samples the group of professional motives plays a leading role in the students’ learning motivation. In Latvia, the second and third places are to communication and creative self-realisation motives, in the Smolensk sample – social and communication motives, respectively. The results of the study can ...
Cecilia Anthony Das
Abstract: Previous studies suggest that motivation is imperative for an effective teaching and learning environment. Motivation has been linked with the quality of delivery of content as opposed to the mastery of content by the instructor; students’ aspiration to perform learning outcome; stimulation of intellectual growth; inducing student centred learning environment and increased classroom attendance. The present study seeks to investigate the relationship between teaching pedagogies and motivation of students undertaking the Bachelor of Commerce programme in Curtin Sarawak. In this study, motivation is deemed to be reflected through academic performance which will be measured through grades obtained by the student in a given unit. This study is based on the Achievement Goal Theory (AGT) theoretical framework which states that students desire to achieve certain results is highly dependent on motivation levels. This theory proposed by Nicholls and has been widely used in the education research in exploring the motivation behavioural of students and its impact. Outcome of this study will assist instructors to utilise appropriate teaching pedagogies which has a positive impact on student motivation. The right approach is believed to translate into better academic performance and student retention.
Horizon Research Publishing(HRPUB) Kevin Nelson
2020, Universal Journal of Educational Research
Students who have good motivation will not do things that are prohibited or that are not justified. Even they try to do their best and do various ways to be able to improve their knowledge both in the area of campus and outside of campus. However, not all students have either intrinsic or extrinsic encouragement. This study is aimed to find out and describe the forms of motivation, learning strategies, and factors that influence student's motivation in learning at the Department of Education Management. The research method is mixed-methods. Quantitative data is the instrument Motivated Strategies for Learning Questionnaire (MSLQ). This questionnaire was given to 100 samples, which were students in the Department of Education. Qualitative data were collected through semi-structured model interviews with several students. The results show that the forms of students' motivation in the Department of Education are intrinsic and extrinsic motivation. Students' learning strategies cover practice, elaboration, organization, critical thinking, self-regulation, learning time and place, learning arrangements, group learning, and seeking assistance. Then, the factors that influence students' motivation and learning strategies are intrinsic and extrinsic encouragement. Besides, factors influencing learning strategies and motivation are learning media, learning resources, timing and place of learning, grades and achievement index, understanding material repeatedly, cooperation both positive and negative in completing the task, and discussion.
Jaime Lloret Mauri
The Deans for Impact Report (2015) posed the question "What motivates students to learn?". This article provides a more thorough exploration of the literature related to the cognitive principles of motivation outlined in this report. Specifically, the authors examine literature related to the impact of motivation on student learning, including learning interventions and strategies. This review of literature also adds to The Deans for Impact Report (2015) with research indicating the critical influence of extrinsic motivation on learning.
Didi M.E. Griffioen
Excellence is a behaviour a person demonstrates in a specific context. Subotnik, Olszewski-Kubilius, & Worrell (2011) argue that the abilities of individuals do matter, but that different talents also need different contexts in order to find their expression. They advise societies to strive for successful talent development. At the same time the learner has a responsibility to be motivated to put in the extra effort. This symposium considers several motivational aspects of students and teachers related to talented students in higher education. Hence, by combining several empirical studies on motivation and excellence, this symposium is a first effort to create a more comprehensive model of motivation in relation of high-ability students in higher education. In a large number of universities in many countries, students with different talent profiles are provided with different trajectories (often called ‘honours’) within or as an extension of their general curricula. Based on this model, the first of three fundamental questions to consider what the relation is between excellence and motivation. In this symposium, Pullen, Griffioen, Schoonenboom and Beishuizen present their results on this relation, while taking the notion of ‘excellence’ beyond students’ cognitive potential. In their study they consider intelligence, creativity, and GPA as metrics for Dutch students’ potential excellence, while also including a personality model. A second question to consider is which students are actually participating in the honours trajectories. The paper of Furtwengler considers US students of high ability who choose to participate in ancillary high profile programs and students who forgo such a learning experience. This study considers if these two groups of students adopt different goal orientations as a foundation for their choice to participate in a post-secondary honors program. The third study elaborates more on the character of the students who choose to participate in honours trajectories. In her paper, Klebig interviews students in German elitist trajectories to see whether it is mainly their motivation that made them choose for these trajectories, or whether social upbringing and support also plays a role. The last aspect to consider is the relevance of motivation in the learning environment of honours trajectories. The paper by Wolfensberger and Zubizarreta considers the intrinsic motivation of teachers in honors programs in the US and The Netherlands. The intrinsic motivation of teachers is then combined with their educational strategies to teach talented students in honors education. Combined, the four studies comprising this symposium provides a first step towards a more comprehensive view on the different motivational aspects to consider in both high-ability students and their learning environments. Based on the knowledge combined, future research can be better positioned to fill the gaps in our knowledge on the function of motivation in honours. As well, it can help to create more optimal educational programs for excellent students, both within and beyond honours trajectories.
Tafazul Hussain Raza
2015, Journal of the Scholarship of Teaching and Learning
Prioritizing student voice, this study investigated the perspectives of undergraduate students in relation to their preferences and priorities for how they desired to experience teaching and learning. While not experts, our assumption was that undergraduate students, because of their relatively long experience as students, would be closely in touch with how they preferred to learn. Employing a mixed method, randomly selected students (N=291 of 3,000) completed a brief online survey, and we followed with qualitative focus groups and individual interviews in order to confirm the quantitative data and deepen our understanding of the student perspective. Findings pointed toward particular student preferences and priorities for: teacher behaviors like caring, passion, and enthusiasm, the communication of clear expectations, course alignment between course content taught and tests, a desire for more real-world applications, and active learning opportunities, all of which, in turn, were ge...
The Deans for Impact (DFI) (2015) report posed the question "What motivates students to learn?". This article examines strategies and interventions for each of the four cognitive principles presented in the report. Within this paper, applications of the cognitive principles will be discussed at the elementary, secondary and postsecondary levels. The techniques recommended in reference to belief about intelligence include collective goal writing, focus on ability to overcome setbacks, and reinforcing a growth mindset. Techniques for self-determined motivation reviewed include Project Based Learning, creating academic competition, and the use of letter grades in college courses. As teachers encourage students’ ability to monitor their own learning, this article reviews Socratic Seminar techniques, Question Answer Relationships, and reflective writing methods as possible strategies. Finally, this article includes interventions to reinforce belonging and acceptance throug...
Chapter 4: Commonalities in attitudes and beliefs toward different academic subjects different academic subjects Based on: Tempelaar, DT, & Nijhuis, JFH (2007). Commonalities in attitudes and beliefs toward different academic subjects. In MK McCuddy, H. van den Bosch, JWB Martz, AV Matveev, & KO Morse (Eds.), Educational Innovation in Economics and Business X: The challenges of educating people to lead in a challenging world (pp. 225-250). Berlin: Springer. p. 81
Based on experiences of teaching and learning any teacher would agree that there are interrelated influences at work appearing and operating between values and objectives. Likewise, social science researchers would concede that there is a potential for analysis of values related to objectives, exams and satisfaction (Hansson & Pesämaa 2012). Other conceptions suggest there ought to be an analytical power attached to action-verbs and pedagogical question words. However, there is a need for “proof”, evidence or valid argument that the combination of values and objectives in education enables for application, analysis and understanding of teaching and learning.
REGISTER JOURNAL IAIN Salatiga
personally motivated and the most dominance type of motivation as well as the important role of teacher in motivating students. It is somewhat surprising that there are six categories found in the research, namely personal motivation (PS), integrative motivation (IT), instrumental motivation (IS), the combination of PS & IT, PS & IS, and IT & IS. The findings have revealed that 1) instrumental motivation is the most dominant type as the first rank, which includes to get a better living, better jobs and position; PS & IS as second rank, IT & IS as the third rank, PS & IT as the fourth rank, personal motivation as the fifth rank and integrative motivation as the last rank; 2) teacher who is resourceful, skillful, competent and has good personality plays a imperative role in motivating and inspiring students. To sum up, regardless of personal, integrative or instrumental motivation, teacher as a role model also determines learner's success in learning L2.
Important motivational factors that influence learning are goals, outcome expectations, values and self-efficacy. Goals enhance learning through their effects on perceived progress, self efficacy and self evaluation. The perception of progress raises self efficacy and sustains motivation. Goal properties of specificity, proximity and difficulty level, enhance self-perception and motivation, as do the self set goals for which people make a commitment to attain. Outcome expectations affect learning and motivation because people strive to attain desired outcomes and shun undesirable ones. People also act in consonance with their values, working for those outcomes that they find self satisfying. This paper looks into the motivational processes that influence student learning.
Noor Hanim Rahmat, (Associate Professor, Dr) , Assoc. Prof. Dr. Nor Suziwana Tahir
2022, International Journal of Academic Research in Business & Social Sciences
Motivation is regarded as one of the significant variables to be examined in the process of learning. Exploring motivation is vital to arouse learners' enthusiasm for learning to ensure learning activities run smoothly. This study is conducted to investigate the motivators and hindrance for learning by embedding motivational factors which consist of affective components, expectancy components and value components. This study utilises quantitative methodology and 148 respondents responded to the survey. The survey utilised 5 Likert scale and it comprises four sections: demographic; value component; expectancy component; and affective component. The major findings postulate that all three components influence the learners' motivation. To summarise, value components which are fuelled by intrinsic and extrinsic goal orientation, as well as task value beliefs influence the learners' motivation. Next, expectancy components encompasses learners' perception of self-efficacy, and control beliefs for learning also influence learners' motivation. On the other hand, affective component which derives from test anxiety significantly influences the learners' motivation. Meanwhile, there is an association found between affective components and value components and a significant association is demonstrated between expectancy components and value components. Nevertheless, the findings predicate that there is no association between affective components and expectancy components. The findings of this study are imperative to understand underlying factors that influence learner's motivation in learning process as it assists the instructors to choose appropriate approach to be delivered in the class. Considering the limitation of this study, future researchers are proposed to add moderating variable such as gender because the learners' achievement motivation and educational experience could be related to the differences between male and female learners' motivation.
This paper is a discussion of my teaching and the application of motivation theory. After a briefing on the context of my teaching, the College venue, its policies, and its organizational culture, I describe how I motivate my students with group work, intrinsic motivation techniques, role play, case studies, and Socratic circles. And then, I talk about the merit of Victor Vroom's Expectancy Theory. I conclude this Motivational Report by saying that there is always more I can do to motivate my students.
Job Training (PKL) or Industrial Work Practices (Prekerin) or On The Job Training (OTJT) is a term often used in the workplace. Internships are part of the job training. Usually internship done in the second half and the fifth semester at the Bogor Institute of Tourism as one of the academic requirements. Motivation to learn is that generally affect learning outcomes OTJT success in completing the program. Mature personality in the form of how Students addressing the problems that occur when conducting OTJT in a hotel or a service company where Students placed. This journal was made by extracting a Thesis which was made to know the effect of student's learning motivation related to the result after job training. Taking sample from student's job training batch xxi from STP Bogor only for Diploma and Bachelor Programs and questionnaires result be treated using SPSS v.16 for visualized result of the research.
This study aimed at to investigate lecturers’ perception of students’ learning motivation at the Faculty of Teacher Training and Education, Musamus University of Merauke, Papua, Indonesia. This study asked “what are lecturers’ perception of the sttudents’ learning motivation?” I employed a quantitative approach, using survey research design. A purposive sampling technique was used to obtain 40 respondents drawn from amongst lecturers at the Factulty of Teacher Training and Education, Musamus University of Merauke. Data were analysed quantitatively using the Statistical Package for the Social Sciences (SPSS) version 21 for WindowsTM. The descriptive data analysis was conducted by calculating means and standard deviations scores to describe lecturers’ perception of students’ learning motivation. The general mean of the data is 1.1300 with a standard deviation of 13.66957, where the present study indicated that students’ learning motivation were lowly perceived by the lecturers. This f...
Set: Research Information for Teachers
Multiple motivation factors work together to influence how students learn and achieve. Motivation can be enhanced by instruction that supports learning-related expectancies of success and strengthens perceptions that learning is useful. It also helps to keep in check students’ beliefs that learning involves unreasonable effort, emotional, or opportunity costs. This article provides a set of strategies that teachers could use in their instruction both to strengthen students’ confidence in their abilities and their utility/relevance beliefs, and to reduce their perceptions that learning requires incurring significant costs. These strategies, which are based on insights from both conceptual and empirical research, including our own research, could also help teachers reflect on their pedagogical practice.
2016, Sociology Study
Combined with the actual work of universities, to build a harmonious organic whole work program is by "thought leading, teacher teaching, needs feedback and students' practice". To build an application platform based on innovation and entrepreneurship from the perspective of students' learning motivation and learning needs, helps the student strengthen the learning ability construction. Through improving students' work and learning ability, they will be willing to learn.
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Electronic Journal of General Medicine
Introduction & Background: Technological progress has transformed all areas including the field of education and training. This has allowed us to take advantage of the functionalities offered by information and communication technologies to improve learning experiences. This research aims to explore the motivation and performance of nursing students in the flipped classroom compared to the traditional method. Methods: This pre-experimental study was conducted on a single group pretest-posttest with twenty students using two distinct teaching methods (the traditional method and the flipped classroom) in the community health planning course. In pre-test and post-test, motivation and performance scores were calculated, respectively, from the motivated strategies for learning questionnaire and the results of the performance tests. Pretest and posttest scores were compared using the Wilcoxon signed-rank test. Results: The findings showed that the motivation scores of all students (n=20) were positively improved in the flipped classroom compared to the traditional method. Specifically, extrinsic goal orientation (p=0.021), control beliefs (p=0.019), and self-efficacy for learning and performance (p=0.016) were the motivational subcomponents that were significantly improved. However, intrinsic goal orientation (p=0.055), task value (p=0.866), and test anxiety (p=0.6) did not show a statistically significant. On the other hand, student performance was significantly improved in the flipped classroom (14.4±2.57 vs. 17.7±1.28, p<0.001). Conclusion: This innovative approach is an essential alternative for improving the quality of nursing education.
- computer-assisted instruction
- distance education
- nursing students
- problem-based learning
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Original Article
ELECTRON J GEN MED, 2022, Volume 19, Issue 3, Article No: em364
Publication date: 23 Feb 2022
Article Views: 1783
Article Downloads: 1471
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How to cite this article
Naciri A, El Hajji M, Radid M, Kharbach A, Chemsi G. Exploring Student Motivation and Performance in the Flipped Classroom: A Case Study of Nursing Students. ELECTRON J GEN MED. 2022;19(3):em364. https://doi.org/10.29333/ejgm/11796
Naciri, A., El Hajji, M., Radid, M., Kharbach, A., & Chemsi, G. (2022). Exploring Student Motivation and Performance in the Flipped Classroom: A Case Study of Nursing Students. Electronic Journal of General Medicine, 19 (3), em364. https://doi.org/10.29333/ejgm/11796
Naciri A, El Hajji M, Radid M, Kharbach A, Chemsi G. Exploring Student Motivation and Performance in the Flipped Classroom: A Case Study of Nursing Students. ELECTRON J GEN MED . 2022;19(3), em364. https://doi.org/10.29333/ejgm/11796
Naciri, Aziz, Mohamed El Hajji, Mohamed Radid, Ahmed Kharbach, and Ghizlane Chemsi. "Exploring Student Motivation and Performance in the Flipped Classroom: A Case Study of Nursing Students". Electronic Journal of General Medicine 2022 19 no. 3 (2022): em364. https://doi.org/10.29333/ejgm/11796
Naciri, A., El Hajji, M., Radid, M., Kharbach, A., and Chemsi, G. (2022). Exploring Student Motivation and Performance in the Flipped Classroom: A Case Study of Nursing Students. Electronic Journal of General Medicine , 19(3), em364. https://doi.org/10.29333/ejgm/11796
Naciri, Aziz et al. "Exploring Student Motivation and Performance in the Flipped Classroom: A Case Study of Nursing Students". Electronic Journal of General Medicine , vol. 19, no. 3, 2022, em364. https://doi.org/10.29333/ejgm/11796