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Abstract
Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn. Its focus on motivational principles rather than motivation theorists or theories leads naturally into discussion of specific classroom strategies. Throughout the book these principles and strategies are tied to the realities of contemporary schools (e.g., curriculum goals) and classrooms (e.g., student differences, classroom dynamics). The author employs an eclectic approach to motivation that shows how to effectively integrate the use of extrinsic and intrinsic strategies. Guidelines are provided for adapting motivational principles to group and individual differences and for doing 'repair work' with students who have become discouraged or disaffected learners. © 1997 Th e McGraw-Hill Companies, Inc. © 2004 Lawrence Erlbaum Associates, Inc.
... Otro beneficio importante es la retroalimentación constante que ofrece la gamificación. En lugar de esperar hasta el final de un curso o tarea para recibir una evaluación, los estudiantes gamificados reciben feedback inmediato y en tiempo real, lo que les permite identificar errores y áreas de mejora de manera oportuna (Brophy, 2019). Esta retroalimentación continua fomenta el aprendizaje autodirigido y la autorregulación, habilidades esenciales para el éxito académico. ...
... La evaluación tradicional ha sido criticada por centrarse exclusivamente en los resultados finales, dejando de lado el proceso de aprendizaje y el desarrollo de habilidades críticas, como la resolución de problemas y la creatividad. En cambio, la evaluación gamificada ofrece un enfoque más dinámico, centrado en el aprendizaje continuo y la retroalimentación, proporcionando a los estudiantes la oportunidad de progresar a través de niveles de dificultad, acumular puntos y obtener recompensas por sus esfuerzos (Brophy, 2019). ...
... • Classcraft: Los estudiantes forman equipos y reciben puntos de experiencia por completar tareas y participar en actividades académicas. También pueden enfrentar desafíos en los que deben aplicar conocimientos previamente aprendidos (Brophy, 2019). ...
Este estudio investiga la gamificación como herramienta de evaluación estudiantil, cuáles son sus ventajas y desafíos, analizando los beneficios para los estudiantes con diferentes herramientas que pueden ser utilizadas de una manera adecuada para este fin propuesto. La metodología utilizada es cualitativa y descriptiva, basada en una revisión sistemática, la cual incluyó tesis, artículos científicos y documentación normativa. Los hallazgos revelan que las herramientas de gamificación utilizadas en la evaluación estudiantil aumenta la independencia y la confianza de los estudiantes, además que genera mayor autonomía para el aprendizaje, ofreciendo una retroalimentación objetiva y con un seguimiento adecuado de que los estudiantes realmente están aprendiendo el contenido evaluado. El estudio concluye que aunque la gamificación ofrece variedad de herramientas para la evaluación estudiantil, es importante aplicarlo de una manera significativa y de acuerdo a las necesidades de los estudiantes pata que se pueda obtener los resultados esperados y sobre todo que el aprendizaje pueda motivar el aprendizaje evitando que sea un factor estresor en los estudiantes y se siga observando a la evaluación como la obtención de una calificación sobre su rendimiento académico.
... It is believed that if the task is designed to create interest of learners they get motivated. Brophy (2004) states, "Learning is fun and exciting, at least when the curriculum is well matched 4 to students' interests and abilities and the teacher emphasizes hands-on activities. When you teach the right things the right way, motivation takes care of itself" (p. 1). ...
... The teacher also believes that mistakes are not the indication of weakness, rather should be considered as a process of learning. Brophy (2004) expressing the similar view states that we should consider mistakes as expected part of an ongoing learning process, rather than as evidence of limited ability. Likewise, responding to my question "In the class, why did you not interrupt the students immediately to correct them and give feedback, while they were speaking?" ...
... Reinforcement is a reward, stimulating or a motivational drive provided to the learners for getting them psychologically motivated in learning. In this respect, Brophy (2004) opines, "Reinforcement as the primary mechanism for establishing and maintaining behavior" (p.4). ...
English speaking is an inevitable skill for EFL learners. It is a key skill to share human knowledge and experience. Through speaking; knowledge, expertise and information can be exchanged. Speaking is said to be a primary productive skill of language. No one is considered to be good at language unless one has a strong command over it.
However, in the context of Nepal, this skill is neglected in school curricula. Similarly, the teachers and even school administrators are not well informed of the significance of this skill. As a result, the performance of speaking skills in schools is not satisfactory. Even in private schools, though the students’ speaking English level is acceptable, they are noticed as not having a strong command of speaking. The best reasons can be the marks allocated to this skill, which is not as much compared to reading and writing, and the teachers themselves not emphasizing this skill to a great extent either.
This study incorporated a qualitative research approach to gather comprehensive views of the informants to explore the use of motivational ways used by the teachers, how students get motivated outside the schools’ context, and lastly, the indications exhibited by both motivated and de-motivated students in the speaking class.
Similarly, as the study was guided by an interpretive paradigm in the study, I tried my best to explore the lived experiences of English language teachers’ motivational ways, and students’ own strategies to develop speaking skills in the speaking class and outside. Furthermore, I also understood the responses of language learners on how they should be motivated to develop their speaking skills.
In addition, the interpretive paradigm was adopted to see the motivational ways used by the teachers in the speaking classroom and outside from both the students’ and teachers’ perspectives and listed the responses of the respondents by means of field notes, in-depth interviews, and close classroom observations. They were also used as the main data collection tools to explore the lived experiences and in-depth understanding of the respondents.
Finally, the research has illuminated a positive relationship between motivational ways, the performance of students and their active participation in the speaking class in the EFL context of Nepalese secondary school, especially in private schools in the Kathmandu district.
... PBL tasks are designed to be authentic and relevant to learners' lives, interests, and future goals (Grant, 2002) [29] . By engaging in projects that have real-world significance, learners are more likely to perceive the value and relevance of their learning, leading to increased motivation and investment in the learning process (Brophy, 2008) [14] . ...
... PBL tasks are designed to be authentic and relevant to learners' lives, interests, and future goals (Grant, 2002) [29] . By engaging in projects that have real-world significance, learners are more likely to perceive the value and relevance of their learning, leading to increased motivation and investment in the learning process (Brophy, 2008) [14] . ...
... Effective PBL projects should be designed to incorporate real-world relevance, making the learning experience more meaningful and engaging for learners (Grant, 2002) [29] . By connecting projects to learners' lives, interests, and future goals, teachers can increase learners' motivation and investment in the learning process (Brophy, 2008) [14] . Realworld projects also provide opportunities for learners to apply their language skills in authentic contexts, helping them to develop a deeper understanding of the practical applications of the target language (Fried-Booth, 2002) [28] . ...
Project-Based Learning (PBL) has emerged as a promising approach in language education, offering learners the opportunity to develop language knowledge alongside practical skills. This article explores the effectiveness of PBL in enhancing language acquisition and fostering essential 21st-century skills. Drawing upon constructivist learning theory, experiential learning theory, and communicative language teaching, the article presents a comprehensive overview of the benefits of PBL in language classrooms. It highlights how PBL can enhance vocabulary acquisition, reinforce grammar, and develop communication, collaboration, problem-solving, and critical thinking skills. The article also discusses the importance of designing effective projects, the teacher's role as a facilitator, and assessment strategies. Additionally, it addresses challenges such as time constraints and diverse learner needs, providing practical solutions. Case studies and research findings are presented to support the effectiveness of PBL in language education. The article concludes by reiterating the benefits of PBL, suggesting future directions for research and practice, and offering recommendations for language educators. Overall, this article aims to provide a thorough understanding of the legitimate results of language knowledge and practical skills that can be achieved through the implementation of Project-Based Learning in language classrooms.
... Quoted sources include e.g., Brophy (2004), who says that teacher's belief in their "efficiency as a teacher" is important. According to Brophy (2004), this "efficiency as a teacher" (p. ...
... Quoted sources include e.g., Brophy (2004), who says that teacher's belief in their "efficiency as a teacher" is important. According to Brophy (2004), this "efficiency as a teacher" (p. 391-393) includes the strength and ability to envision a broad picture of the purpose of one's goals. ...
During our cooperation in different international projects with partners from other Scandinavian and Nordic-Baltic countries, I have tested various leading styles with the goal of ensuring the personal balance and work enthusiasm in the group. The paper analyses in practical terms and at the meta-level, the cooperation and leadership model we developed working with university teachers from six different Nordic and Baltic countries (Estonia, Iceland, Sweden, Latvia, Lithuania, and Finland). I review the cooperation format, its pluses and minuses. This is done through the prism of Collectivism and Individualism. Building on the data analysis described above, suggest as a new approach, Emphatic Leadership and Culture-competent Leading. Empathetic Leadership and Culture-competent Leading is the notion I introduce to describe the model where cultural awareness, personality-related aspects, and principles of democracy and inclusion are entailed relating to the empathetic understanding of the co-workers, including their cultural preference styles. This is a qualitative piece of work that builds on experience analysis. The methodology is ethnographic research using description and theoretical analysis. the methods of participant observation and action research. Semi-structured questionnaires were administered to the participants as semi-structured individual and group interviews at the end of the first round of project periods (three different projects completed). The work period analyzed includes our five different group-leading periods (2017-2024), one of which partly coincided with the Pandemic period (2020-2022). The ongoing project period (three projects) was analyzed through interviews.
... Learning motivation is the promotion, guidance, and maintenance of learning activities carried out via an internal strength or process (Fernanda et al., 2024). For a well-rounded definition of student motivation, we use concepts from Brophy (1998) and Pintrich and Schunk (1996), which include intrinsic and extrinsic factors that influence students' engagement, effort, and persistence in learning activities. Furthermore, to use an up-to-date definition of motivation, we define intrinsic motivation and extrinsic motivation, according to Shaikholeslami and Khayyer (2006), as the drive stemming from internal rewards such as personal interest or enjoyment in the task itself, and external rewards or pressures, such as grades or approval from others. ...
... The findings of the previous studies, as well as the findings of our research, all point to the beneficial effects that YouTube offers in terms of encouraging and motivating students to learn English. This is also consistent with Brophy (1998) and Pintrich and Schunk (1996), who found that YouTube creates motivation that includes both intrinsic and extrinsic factors. ...
The research is set to examine students’ perspectives on using YouTube for English language learning and its impact on their motivation and autonomy in education. A mixed-methods approach was employed, which surveyed 333 English-major students at Van Lang University using a 24-item multiple-choice questionnaire based on the Technology Acceptance Model (TAM). The questionnaire was based on the TAM model, which includes three factors: Perceived Usefulness, Perceived Ease of Use, and Intention of Use. Additionally, semi-structured interviews were conducted with ten students to delve deeper into their individual experiences and perspectives, focusing on the themes of skill development, motivation, and autonomy. Data revealed that students generally find YouTube an effective tool to motivate them to learn English and give them control over their learning. Also, apart from listening, students are found to have their speaking skills enhanced to some extent. This research recommends that English teachers adapt and adjust the use of YouTube for both in-class assignments and homework. Therefore, teachers may encourage their students' motivation and autonomy, eventually resulting in more effective and enjoyable language learning.
... More recently, with the emergence of generative artificial intelligence (GenAI) and the development of large language models (LLMs) such as ChatGPT and its iterations (e.g., GPT-4), educators are showing interest in introducing AI-supported tools in schools to facilitate students' learning experience (Kasneci et al., 2023). It is important to note that studentsʼ learning experiences are deeply shaped by their motivation (Brophy, 2004). ...
... • Motivation, as a fundamental driver of student learning achievement and engagement, is described by Brophy (2004) as "hypothetical constructs used to explain why people are doing what they are doing" (pp. 4-5). ...
Chatbots have emerged as a powerful educational tool in recent years. Much of the research on chatbots has focused on how they can improve students’ learning experience. However, the potential of chatbots to support student motivation remains largely unexplored in the current literature. Motivation is crucial to almost every aspect of students’ learning experience. Hence, we conducted this scoping review to synthesize empirical research on the use of chatbots to promote student motivation in learning. Four main research questions were addressed: (1) the underlying theories, (2) the types of outcomes and motivational variables investigated, (3) the interventions designed, and (4) the characteristics of chatbots. A systematic search for literature published between 1956 and 2023 yielded 41 relevant studies. The results showed that 31 studies employed at least one theoretical model, with a total of 26 different theories or models used. The included studies incorporated various educational theories and designed chatbot activities to create interactive learning environments. Thirty-two motivational variables were examined, with engagement, interest, and intrinsic motivation being the most studied. Regarding the interventions designed, quantitative research was the most used research method, with data primarily collected through self-report questionnaires. Only four studies were longitudinal. The student-chatbot conversation duration ranged from a few minutes to several months. In terms of the chatbots’ characteristics, they were predominantly text-based, with a recent attention to generative chatbots and advanced interactions. This review highlights the potential of chatbots to promote student motivation and the need for further research in this field.
... Gredler (2005) presents the expectancy-value model in which persistence is one of the five achievement-related behaviors influenced by the motivational process. Brophy (2010) defined motivation as 'a theoretical construct to explain the initiation, direction, intensity, persistence, and quality of behavior, especially goal-directed behavior' (p.3). Motivation keeps students persistent in finishing online courses Shaw et al., 2016). ...
... Self-efficacy is another significant motivational element that influences students' task choices, effort, persistence, and achievement (Brophy, 2010). Research shows that there is a positive correlation between self-efficacy and persistence in online courses (Joo, Lim, & Kim, 2013;Hart, 2012). ...
The advantages of online learning have allowed learners to join courses that help them conveniently improve their knowledge and skills. One of the challenges facing online programs, however, is to retain students and address the issue of high dropout rates. This article reviews literature to determine factors influencing student persistence in online programs and explores solutions to reduce attrition rates. Ninety articles in peer-reviewed journals published between 2000 and 2022 were examined and included in the literature. The selection criteria consist of topic relevance, studies having empirical data and year of publication. Additional procedures involve searching databases, screening abstracts, analyzing full texts, and synthesizing. Factors contributing to student persistence in online learning include internal factors (i.e. motivation, satisfaction, and self-efficacy), external factors (i.e. financial aid, peer and family support), and student skills (i.e. time management and self-regulation skills). Several viable solutions are providing orientation programs, creating collaborative learning environments and enhancing faculty support. This critical review creates a foundation for further research on the issue of student retention in online programs.
... The motivation component includes the perceptions of the classroom environment and their self-related beliefs, such as personal goals, self-efficacy, interests, and values beliefs. Research on students' learning motivation (Brophy, 1998;Pintrich & Schunk, 1996;Tuana et al., 2005) pointed out that self-efficacy, personal goals for tasks, task value, and learning environment determine students' learning motivation. Since teachers' teaching will affect students' learning motivation (Hanrahan, 1998), this project expects that the introduction of machine learning tools into product design teaching can significantly improve students' learning motivation scale scores. ...
The integration of computational thinking (CT) to enhance creativity in design students has often been under-explored in design education. While design thinking has traditionally been the cornerstone of university design pedagogy and remains essential, the increasing role of digital tools and artificial intelligence in modern design practices presents new opportunities for innovation. By introducing CT alongside design thinking, students can expand their creative toolkit and engage with emerging technologies more effectively. Although many design students may have limited experience with programming, incorporating accessible, no-code tools can help them confidently embrace computational methods, unlocking new pathways for creative exploration and innovation. This study proposes an alternative approach to improve the motivation of design students by introducing machine learning tools into product design processes. We developed an experimental pedagogy in which 56 industrial design university students learned how to use Waikato Environment for Knowledge Analysis (Weka), a machine learning tool, for three hours of design work a week, for a total of eight weeks. Our covariate analysis of data collected in the pretest and posttest shows that the general learning motivations in the group using Weka are significantly higher than those in the group without Weka. However, no significant differences were found between the two groups in terms of learning strategies, collaboration, or critical thinking. Students using Weka spent more time focusing on model training and tended to improve their algorithmic thinking, and the introduction of Weka appeared to enhance their motivation to learn. On the other hand, these students might have been focusing on working individually at their computers, potentially neglecting communication and collaboration. The findings suggest that teaching machine learning applications without requiring coding has the potential to boost design students' motivation to engage with CT skills, though care must be taken to maintain collaborative practices.
... Brophy [14] determined that students' motivation is their willingness to dedicate time, energy, and attention to various tasks, goals, or activities. Additionally, Schunk et al. [15] noted that students' motivation can affect both their current learning and the skills and strategies they have previously acquired. ...
Pronunciation plays a significant role in communication, as unclear pronunciation can lead to misunderstandings between speakers. Thus, acquiring a clear accent is essential for comprehending the intended meaning conveyed by the speakers. Given this significance, the present study aimed to examine learners’ perceptions of English pronunciation and identify the pronunciation challenges encountered by Vietnamese EFL students. Additionally, it sought to uncover learners’ preferences regarding pronunciation instruction methods. To collect data for the study, a quantitative approach was employed, utilizing a 5-point Likert scale to gauge students’levels of agreement across the three specified domains of inquiry. The study involved 50 fourthyear EFL students (comprising 29 Kinh and 21 Khmer students) from the College of Southern Khmer Language – Culture – Arts and Humanities at Tra Vinh University. These students are majoring in English education and studying English as a foreign language. The findings revealed that students acknowledged the difficulty of learning pronunciation and strongly supported the instructional methods proposed in the questionnaire. Specifically, Kinh students struggled to recognize spoken words due to various accents, while Khmer learners faced challenges in pronouncing English vowel sounds. Nevertheless, both groups concurred that word stress, sentence stress, and certain final consonant sounds were challenging to articulate. Finally, the recommendations and the study’s limitations are also included.
... Educators can better engage their students and inspire them to learn on an intrinsic level when they have a firm grasp of what drives their pupils. [19] Teachers may find this data very helpful in improving their students' learning since engaged and successful students are intrinsically driven to do well in class. Key indications of academic achievement have long been acknowledged, as Coates pointed out, as students' enthusiasm and engagement with academic subject. ...
The motivation levels of potential teachers in higher education and the learning strategies they use are contrasted in this study. A student's learning style and, therefore, their academic performance, are heavily influenced by their intrinsic and extrinsic motivation. Strategies for learning might range from memorisation to analysis and synthesis. This impacts students' academic achievement. Therefore, the primary objective of this research is to examine the relationship between intrinsic motivation and the effectiveness of various learning strategies among future educators. Understanding these relationships can enable teachers to better support student engagement and academic success. By highlighting the role of educational psychology in shaping effective teaching methods, this study aims to enhance teacher training programs to better address students' diverse learning needs and promote improved study habits through intrinsic motivation.
... Many studies have found that classroom management is one of the most important elements that influence learning (Djigic & Stojiljkovic, 2011;Marzano et al., 2003;Wang et al., 1993). There are many definitions of classroom management, and they generally emphasize the positive and appropriate learning environment (Brophy, 2010;Doyle, 1986;Randall, 1992), effective coordination of all classroom and instructional elements like an orchestra management (Basar, 2001;Celep, 2008;Uysal et al., 2014); and control of student behavior, maintenance of learning order and environment (Doyle, 1986;Celik, 2002). All these definitions clearly show us that a teacher's skill to successfully manage a classroom covers many components such as lesson plan, teaching method, time, educational activity, materials, place, positive learning climate, relationship, discipline, and order. ...
Digital learning platforms and virtual classrooms are growing more widespread, so virtual classroom management
is gaining more importance to ensure student engagement, involvement, and achievements in an online learning
environment. The research examines virtual classroom management dynamics and explores the factors that render teachers’
virtual classroom management practices, strategies, and expectations in this regard. The study is phenomenological research,
and data was collected through open-ended questions with 22 lower secondary school teachers working in Istanbul. The
findings were gathered under four themes: virtual classroom management process, professional development, opportunities
and challenges of virtual classrooms, and solutions to virtual classroom management problems. These results highlight the
significance of engagement and motivation toward virtual classrooms and propound teachers' digital competencies and
classroom management skills as two fundamental factors in fostering students' engagement in virtual classrooms.
... Moreover, the teaching technique used by the teacher is monotonous. Maehr and Meyer (1997) as cited in Brophy (2004:3) define motivation as a theoretical construct used to explain the initiation, direction, intensity, persistence, and quality of behavior, especially goal-directed behavior. Therefore, it can be concluded that motivation is the power that comes from both inside and outside which makes people keep doing something consistently. ...
Reading is a must in language learning. In Senior High School, it is not an exception. The main problem is that the students are not interested in doing the reading task. They also have low motivation. It is caused by the monotonous way of teaching. There are two objectives of this research. They are to know whether the use of bookmark technique can increase the learning motivation in the recount text reading and to know how great the improvement of the recount text reading skill of the students who are taught using bookmark technique is. The writer conducted a Classroom Action Research (CAR). It was divided into three phases, pre-cycle, cycle I and cycle II. The writer took the tenth graders of MAN Parakan Temanggung as the subject of the research. The techniques used to collect the data were tests and non-test technique. The writer used the average score and percentage in each cycle to analyze the data. The result of the tests shows that the mean score of the students increase.
... In addition to these factors are, teachers' practices in the classroom as compared to the acceptable standard that must be consistent with their set of beliefs, ideas, and assumptions about the strategies of teaching and learning [14]. In the words of [15], teachers need to know and master their subject-matter and become competent, to enable them share and communicate new ideas by interacting well with their learners. If teachers have open knowledge which are more connected and cohesive, they tend to teach enthusiastically, and present lessons in more varied ways that encourage the students and respond to their comments and questions confidently [9]. ...
The paper concerns teachers' reflection on and evaluation of continuous professional training and development. It is a qualitative survey, grounded in the narrative inquiry framework of educational research with the assumption that humans are social storytelling organisms. With a convenient sampling technique, 619 responses were received from 778 participants. Adopting a participant-centred mode of teaching, participants evaluated the workshop in their own words. With a human cognition of thinking, learning, and understanding, comments were classified into Bloom's (1956) three learning domains of cognitive, affective, and skills combined with Perry & Booth's (2021) concept of evaluating facilitators and workshop organizations and Kirkpatrick's (1998) four levels of evaluation. Participants insisted that this workshop be extended to other schools to build the required foundation for students. They mentioned also that their exposures to contemporary instructional strategies meet the globally acceptable standards and are challenged as 21st century teachers. Participants maintained that they would go back to the classroom with different mind-sets to include learners during lesson planning.
... [14] reported that intrinsic motivation is key for developing English speaking skills among first-year college students in Metro Manila, with motivation levels varying on the basis of personal factors. Research from the 1970s and 1980s showed that tangible rewards can reduce intrinsic motivation when individuals are already self-driven [15]. Intrinsic motivation can be linked to short-term goals such as grades ...
This research investigates the factors influencing undergraduate students' interest in learning English at a public university. A quantitative methodology was used, with 250 students completing a 27-item Likert scale survey. The survey measured motivational factors, concerns, confidence, learning processes, benefits, attitudes, and self-regulation. Participants found it easy to participate because of the university's diverse student population and the researchers' affiliation. Questionnaires were distributed in class, with explanations in both Khmer and English to ensure clarity. The study revealed the impact of intrinsic and extrinsic motivation on English language learning in the Cambodian context. Recommendations are provided to assist educators and policymakers in improving motivation strategies and students' language proficiency for academic success.
... Motivation is one of the most important factors influencing learning (Schunk, 2007;Brophy, 2010). It has a significant impact on academic achievement (Meece et al., 2006;Wu et al., 2020), intention to drop out of continuing education (Alivernini & Lucidi, 2011) and absenteeism (Moore et al., 2008) and is related to curiosity, persistence and productivity (Ayub, 2010) but also plays a key role in adult participation in various forms of education and self-education (Yamashita et al., 2019;2022). ...
Badanie miało na celu określenie znaczenia zasobów osobistych takich, jak samoocena, poczucie własnej skuteczności, motywacja do uczenia się i poczucie bezradności oraz wyników egzaminu zewnętrznego poprzedzającego naukę w szkole średniej w wyjaśnianiu osiągnięć szkolnych uczniów szkół średnich. Próba składała się z 489 uczniów trzecich klas szkoły średniej, w tym 220 licealistów, 161 uczniów techników i 108 zasadniczych szkół zawodowych. Hierarchiczna analiza regresji wskazała, że zasoby osobiste i typ szkoły były istotnymi predyktorami osiągnięć szkolnych (R2 = .279). Najważniejszym z nich była motywacja (β =.325). Potwierdzono też pośredniczącą rolę motywacji, poczucia skuteczności i poczucia bezradności w związku między samooceną a osiągnięciami szkolnymi (PROCESS macro). Dodanie do modelu wyników egzaminów zewnętrznych poprawiło znacząco jego jakość. Modelowanie równań strukturalnych potwierdziło dobre dopasowanie modelu (χ2 = 62.20, df = 18, p < .001; CFI = .974; TLI = .946; SRMR = .033; RMSEA = .071). Model wyjaśnił ponad połowę (R2 = .617) zmienności osiągnięć szkolnych uczniów szkół średnich.
... Researchers are particularly interested in examining the components of intrinsic motivation in this study because it is thought that these components lead to highly cognitive thinking, which is necessary for developing notions related to abstract scientific ideas. Brophy (1998) identified four measures that can impact an individual's motivation for learning. These measures pertain to the learning environment, personal goals, task importance, and self-efficacy. ...
The focus on success has overshadowed the happiness of students, leading to increased stress levels and eventual disengagement and dropout. This study prioritized the importance of student motivation in their happiness. It aimed to determine whether there is a link between motivation in learning and the happiness of Gen Z students in a Malaysian institution. 120 business faculty members enrolled in bachelor's degree programs in Malaysia participated in an online survey. The survey consisted of close-ended questions and utilized a Likert-type scale to gauge levels of agreement or disagreement regarding happiness using The Happiness Measures (HM). The analysis of the data was performed with SPSS Statistics Version 29. The study findings indicated a strong and meaningful correlation between happiness and three predictor variables: self-efficacy, active learning strategy, and achievement goals. Moreover, the research emphasized the capacity of extracurricular pursuits to improve the welfare of Generation Z students.
... Students who pursue performance goals view activities as assessments of their ability to perform relative to others, prioritizing a demonstration of their skills over using the activities as learning opportunities (Brophy, 2004). They are also motivated by ego, external rewards, and strive to demonstrate their abilities to others (Ames, 1992;Dweck, 1986;Elliott & Dweck, 1988;Maehr & Zusho, 2005;Senko, 2016). ...
... But according to some studies even intrinsically motivated language learners could have their motivation lessened by hindrances such as improper exercises and parent's attitude and extrinsic behavior. (Brophy, 2004;Ryan and Deci, 2000). ...
The purpose of this study was to explore the role of motivational factors on EFL learning situations of Saudi EFL students. We can get different types of teaching all over the world. But we can see more differences in language teaching because of different circumstances. There is a big difference in teaching English as a second language in a native English-speaking country as compared to teaching English as a foreign language in a non-native English-speaking country. English teaching in Saudi Arabia faces many problems. One of the major reasons for this problem is low motivational level of the learners. Higher motivation depends on various factors for e.g., personality, society and many more. The main goal of this paper is to create a healthy environment for both teachers and students regarding this issue. Here we will not only discuss the importance of motivation in language teaching and learning but also the ways to improve the motivational level of Saudi students.
... Oleh itu, motivasi memainkan peranan penting dalam pencapaian pelajar (Eccless & Wigfield, 2002). Ia adalah dilihat dalam kajian motivasi bahawa ia adalah salah satu faktor terpenting yang mempengaruhi pembelajaran (Brophy, 2010;Hudley & Gottfried, 2008;Schunk, 2007). ...
Curriculum Information Document Online System (CIDOS) merupakan satu platform e-pembelajaran yang disediakan untuk sesi pembelajaran atas talian di Politeknik METrO Kuala Lumpur (PMKL) bermula tahun 2012. Kajian deskriptif ini bertujuan meninjau kesediaan penggunaan CIDOS dalam kalangan pelajar baharu di Politeknik METrO Kuala Lumpur. Populasi kajian seramai 96 orang responden yang terdiri dari pelajar baharu semester 1 sesi Disember 2016 dari program Diploma Pengurusan Peruncitan (DRM), Diploma Pengurusan Hotel (DHM) dan Diploma Teknologi Digital (DDT). Instrumen yang digunakan bagi soal selidik dalam kajian ini diadaptasi dari Noraffandy Yahaya dan Ling Ning Ning (2011). Data kajian dianalisis secara kuantitatif menggunakan Statistical Package for Social Science (SPSS). Responden terdiri dari bidang pengajian Diploma Pengurusan Peruncitan 30 (39.5%), Diploma Pengurusan Hotel 33 (43.4%) dan Diploma Teknologi Digital 13 (17.1%). Kekerapan responden kajian menggunakan aplikasi CIDOS dalam tempoh seminggu bagi 1 hingga 5 kali 36 (47.4%), 6 hingga 10 kali 27 (35.5%), 11 hingga 20 kali 8 (10.5%) dan melebihi 21 kali seminggu adalah 5 (6.6%). Dapatan kajian menunjukkan tahap pengetahuan, sikap dan motivasi yang tinggi dalam kalangan pelajar Baharu PMKL terhadap aplikasi penggunaan CIDOS. Keputusan kajian juga menunjukkan perkaitan yang signifikan antara pengetahuan, sikap dengan motivasi terhadap kesediaan penggunaan CIDOS dalam kalangan pelajar Baharu PMKL. Secara keseluruhan dapatan kajian menyokong sistem pembelajaran teradun yang digunapakai dalam struktur program di PMKL. Kesediaan pembelajaran dari aspek pengetahuan, sikap dan motivasi membantu pengurusan PMKL untuk mencapai 50% penglibatan aktif pelajar terhadap kursus pengajian dengan menggunakan platform CIDOS.
... Implement engaging and varied teaching methods, incorporating hands-on activities, cooperative learning, and technology integration. Engaged students are less likely to exhibit disruptive behaviour (Brophy, 2013). ...
PREFACE
Education is always changing, and teaching English to young learners is one of the most exciting and important areas. As our world becomes more connected, speaking English becomes a key skill, offering opportunities for cultural exchange, education, and future jobs. This book, Teaching English to Young Learners, gathers a wide range of insights and methods to enhance the learning experiences of young English language students. The journey begins with Süleyman KASAP’s exploration of the linguistic potential of young learners. This foundational chapter delves into the unique capabilities and developmental stages of children, setting the stage for effective language instruction. Ercan Öpengin then addresses the nuances of teaching English as a second language to gifted students, offering strategies tailored to meet the advanced cognitive and linguistic needs of these exceptional learners. This is followed by Mehmet Veysi BABAYİĞİT's engaging examination of developing vocabulary and grammar through drama-based activities and games, highlighting the role of creativity and play in language acquisition. Fırat ÜNSAL contributes a comprehensive overview of the pedagogy of teaching language to young learners, providing a theoretical framework and practical approaches that educators can apply in their classrooms. The importance of addressing emotional well-being in language learning is underscored by Metin TAYTAŞ, who investigates the effect of positive psychology-based character strengths on foreign language anxiety in children. The power of music in language education is captured by Mehmet Veysi BABAYİĞİT’s chapter on using music and songs to develop listening and speaking skills. This is complemented by Barış GÖRÜNÜŞ’s insights into integrating game-based learning for effective EFL instruction, emphasizing the benefits of gamifying the learning process to maintain engagement and motivation. Nizamettin KOÇ explores the cultural context of teaching language to young learners, emphasizing the significance of cultural sensitivity and relevance in language instruction. Murat ÇELIK discusses nurturing reading and writing skills, providing strategies to develop these critical literacy skills from an early age. Content iv The potential of technology in modern education is captured in the chapters on Web 2.0 tools for young learners by Büşra DAĞDEMİR and H. Kübra ER, and on engaging young learners through technology and multimedia by Aytaç TÜRKBEN. These chapters explore innovative digital tools and resources that can enhance the learning experience and make language acquisition more interactive and fun. M. Sena ATAŞ and Haydar ÖZDEMİR discusses approaches to foreign language instruction for young learners in school settings, presenting effective methodologies for formal educational environments. The use of short stories as a tool for enhancing language learning is expertly covered by Serdar TAKVA, who demonstrates how narratives can captivate and educate simultaneously. Özgül GÜLTEKİN TALAYHAN's chapter on bridging the language gap through strategies for teaching English in multilingual classrooms addresses the unique challenges and opportunities of multilingual education, while Haydar ÖZDEMİR and M. Sena ATAŞ examines multilingualism and its teaching, focusing on the interplay between language learning and mother tongue maintenance. Bilal KARACA’s contribution on teaching English through authentic materials emphasizes the importance of real-world resources in creating meaningful learning experiences. Finally, Yücel YILDIZ and Gülcan YILDIZ present total physical response strategies, offering a kinesthetic approach to language learning that leverages physical movement to reinforce linguistic concepts. The book concludes with Turan PALABIYIK’s chapter on developing listening and speaking skills, rounding out the comprehensive toolkit of strategies and insights provided in this volume. Teaching English to Young Learners is an essential resource for educators, administrators, and researchers dedicated to the field of language education. Each chapter offers a unique perspective and practical guidance, contributing to a holistic understanding of how to effectively teach English to young learners. As we continue to innovate and adapt in our educational practices, this book serves as a valuable guide and inspiration for fostering linguistic and cultural competence in the next generation.
EDITOR Süleyman KASAP
... This can be problematic because successful implementations with CT depends, to a greater degree, on the teachers' ability to recognize its relevance to their classroom practices and particular content areas (Authors et al., 2018a;Rich et al., 2019). This assertion reflects the perspective of the expectancy-value theory, which posits that our willingness to start or the effort we put into an activity (interest) depends on how much we expect to be able to complete it successfully (competence) and how much we value the activity (utility) (Brophy, 2008(Brophy, , 2010Wigfield et al., 2008;Wigfield & Eccles, 2000). Understanding what CT may mean in teaching may be thus essential before PSTs can recognize its value develop interest in using it. ...
... However, overconfidence in expectancy value hinders reading motivation because the students always expect high but achieve less in learning. Similarly, this research study is also followed by the career goal theory of Brophy (2005) where the students get positive and extrinsic motivation which drives them to meet their future goals and they focus on reading engagement. Likewise, the research study is also based on the schemata theory of Palmer (1981) in which students develop their present reading motivation using their prior knowledge to comprehend the texts. ...
Engagement in reading skills in English has taken time and language exposure in English which played an important role to promote the overall language learning of the students. Reading helps to develop other language skills such as listening, speaking, and writing skills and it also develops language aspects such as vocabulary, pronunciation, spelling, and grammar. Students learn these skills and aspects with proper engagement in reading. In this context, the purpose of this research was to explore the reading engagement of the students in English classrooms and to identify ways to enhance the reading engagement of students at the secondary level in rural Nepal. This study portrayed the student’s experience of reading engagement in English which played the role to enhance language proficiency to engaged students and motivated the disengaged students to read more.
The participants of the study were four secondary-level students purposively selected from grades nine and ten of Myagdi district. To meet the purpose of the study, I employed the interpretivism paradigm and narrative inquiry as a research method. Data collected from in-depth interviews were analysed by categorising them into themes and subthemes. The meaning of this research had been generated through the elaboration of themes related to participants' stories.
The findings showed that motivation was an important factor in reading engagement. Students used multiple reading strategies to be engaged in reading. They used dictionaries, constructed meaning from the context, and collaborated with friends or teachers to generate meaning. Moreover, the research showed that reading poems, reading with writing, grammatical knowledge, and teacher and family support developed the reading engagement of the students.
This research may be helpful to transform the experiences of English teachers and students and it inspires further research. It will be significant for educators, curriculum designers, and policymakers. The researchers may discover more about the engagement of reading skills and aspects of teaching English in Nepal.
... Motivasyon ve öğrenme üzerine yapılan çalışmalar, değişik ve farklı faktörlerin öğrenme motivasyonunu etkilediğini ortaya koymuştur [27], [28], [29], [30], [31], [32], [33]. Bu çalışmalarda pek çok motivasyon ölçeği kullanılmıştır. ...
Motivation has an important role within the affective components. For students’ conceptual change processes, motivation exhibits an effective mechanism. In this study, it is aimed to develop a valid and reliable, likert type measuring instrument for the determination university students’ motivation to learn science. Before developing the scale, the current scales had been carefully analyzed, the views of experts were taken, and the first draft of scale was prepared. Content and language validity of the scale are provided on expert opinion. The validity and reliability studies of the scale were carried out by applying on 537 university students. Data for the construct validity was subjected to exploratory and confirmatory factor analysis. Results of exploratory factor analyses demonstrated that this scale yielded 3 factors. For three factors, total variance explained reaches 55%. The results of Confirmatory factor analysis verify the three-factored structure (χ²=165,99; df=83, p=0.00; χ²/df=1,99; RMSEA=0,067; CFI=,95; GFI=,91). As a result of reliability analysis of the scale, the scale is composed of 15 items and internal consistency Cronbach-Alpha coefficient is calculated as 0,869 for the whole of the scale. Considering the results obtained from the validity and reliability studies, it can be asserted that motivation to learn science scale can be used to determine university students’ motivation towards learn science.
... Según su contexto, se requiere una capacitación continua de nuestra praxis académica en escenarios de lenguaje artificial. Por lo tanto, cuando se comunica con los alumnos, existen en varios espacios: el espacio situacional: lugar y condicionantes institucionales donde se da la clase, esto fomentara la participación activa de los estudiantes y promueva un ambiente de aprendizaje positivo y colaborativo (Brophy, 2004) P á g i n a 1143 Revista Científica y Académica. Vol. 4, No. 2, Abril, Junio Año 2024 El espacio lingüístico artificial: definido como la interacción de algoritmos expresados en el lenguaje de los mensajes, tanto de los estudiante como el profesor, es un componente esencial en el contexto educativo contemporáneo. ...
Este artículo analiza una investigación de tipo documental del proceso de comunicación en el aula en los escenarios educativos usando herramienta de inteligencia artificial (IA). La implementación de la acción comunicativa por parte de los docentes implica la ejecución de un discurso planificado y el establecimiento de oportunidades para que los estudiantes interactúen con el conocimiento, permitiéndoles acceder a contenidos que de otro modo estarían fuera de su alcance. Este enfoque se basa en la creencia de que la eficacia de un docente no debe estar determinada únicamente por su extenso discurso sobre la materia, sino más bien por su capacidad para crear un entorno que fomente el aprendizaje mediante el uso de la comunicación verbal o no verbal en temas específicos. áreas, facilitadas por la inteligencia artificial. La capacidad de un profesor para comunicarse eficazmente en el aula no se limita únicamente a su dominio del contenido, sino que también se relaciona con el ambiente que crea mediante sus actitudes y emociones, al igual que los usuarios con la herramienta ChatGPT y su interacción con ella.
... Additionally, Emmer and Stough, (2018) noted that classroom management encompasses a range of practices, including the establishment of a positive classroom culture, the use of proactive strategies to prevent behavioural problems, and the implementation of effective discipline practices when needed. This entails that effective classroom management should involve the creation of a supportive learning environment that promotes student motivation, engagement, and self-regulation while also addressing behavioural problems in a constructive manner (Brophy, 2018). More so, Wang, Haertel, and Walberg (2021) in assertion, maintained that classroom management involves the intentional organization and arrangement of the physical space and resources within the classroom. ...
The study was carried out to investigate the correlation between classroom management and students' behavioral outcomes in Junior Secondary schools in Ishielu Local Government Area of Ebonyi State. The purpose of the research was to find out if classroom management correlates with students' behavioral outcomes in Junior Secondary Schools in Ishielu Local Government Area of Ebonyi State. The researcher adopted a correlation research design with a population size of 300 teachers. A sample of 120 respondents was drawn out of the population for the study using a simple random sampling technique. Three research questions and three Ho were formulated for the study. The questionnaire was the instrument used for data collection. The instrument was validated by three experts in the Department of Educational Foundations, Faculty of Education Nnamdi Azikiwe University, Awka. The reliability of the instrument was obtained using the Cronbach alpha coefficient, which yielded alpha coefficient values of 0.73 and 0.85, respectively. Pearson's moment correlation coefficient was used to analyze the data. The findings showed that there is a highly positive and significant relationship between classroom management and students' behavioral outcomes in junior secondary schools in Ishielu Local Government Area of Ebonyi State. Based on the findings, it was recommended, among others, that teachers should prioritize classroom management practices, especially those that have been shown to be effective in teaching and learning, such as classroom monitoring and classroom arrangement, especially in junior secondary schools.
... Additionally, Emmer and Stough, (2018) noted that classroom management encompasses a range of practices, including the establishment of a positive classroom culture, the use of proactive strategies to prevent behavioural problems, and the implementation of effective discipline practices when needed. This entails that effective classroom management should involve the creation of a supportive learning environment that promotes student motivation, engagement, and self-regulation while also addressing behavioural problems in a constructive manner (Brophy, 2018). More so, Wang, Haertel, and Walberg (2021) in assertion, maintained that classroom management involves the intentional organization and arrangement of the physical space and resources within the classroom. ...
The study was carried out to investigate the correlation between classroom management and
students’ behavioral outcomes in Junior Secondary schools in Ishielu Local Government Area of
Ebonyi State. The purpose of the research was to find out if classroom management correlates with
students' behavioral outcomes in Junior Secondary Schools in Ishielu Local Government Area of
Ebonyi State. The researcher adopted a correlation research design with a population size of 300
teachers. A sample of 120 respondents was drawn out of the population for the study using a simple
random sampling technique. Three research questions and three Ho were formulated for the study.
The questionnaire was the instrument used for data collection. The instrument was validated by three
experts in the Department of Educational Foundations, Faculty of Education Nnamdi Azikiwe
University, Awka. The reliability of the instrument was obtained using the Cronbach alpha coefficient,
which yielded alpha coefficient values of 0.73 and 0.85, respectively. Pearson's moment correlation
coefficient was used to analyze the data. The findings showed that there is a highly positive and
significant relationship between classroom management and students’ behavioral outcomes in junior
secondary schools in Ishielu Local Government Area of Ebonyi State. Based on the findings, it was
recommended, among others, that teachers should prioritize classroom management practices,
especially those that have been shown to be effective in teaching and learning,such as classroom
monitoring and classroom arrangement, especially in junior secondary schools.
... Зокрема, досліджуються впливи на мотивацію до навчання можливості інтернету, які обмежені як за кількістю, так і за обсягом [5, с. 120]. Розглядається обмежений погляд на мотивацію, який не визнає складності та динамічної взаємодії чинників, що лежать в основі та впливають на мотивацію до навчання [6]. Значна увага приділяється проєктуванню мотиваційних навчальних середовищ [8]. ...
сучасних умовах, коли дистанційне навчання стає все більш поширеним у зв’язку з технологічними змінами та змінами освітнього середовища, важливо розглянути, які чинники сприяють збереженню та підвищенню мотивації студентів до активного навчання. Дистанційне навчання вимагає від студентів незалежності, організаторських навичок і внутрішньої мотивації, оскільки вони перебувають у різних освітніх середовищах і не завжди мають доступ до прямої підтримки та спілкування з викладачами та однокурсниками. Тому ефективні методи стимулювання мотивації стають запорукою успішності дистанційної професійної освіти. Якість навчальних матеріалів є основним фактором, що впливає на мотивацію студентів. Вони мають бути цікавими, легкими для розуміння та максимально відповідати професійній підготовці. Якщо учні вважають матеріал корисним, цікавим і практичним, їхня мотивація автоматично підвищується. Одним із способів підвищення мотивації під час дистанційного навчання є використання інтерактивних методів. Веб-конференції, онлайн-групові дискусії, віртуальні лабораторії та інші інтерактивні інструменти можуть зробити процес навчання більш захоплюючим і ефективним, заохочуючи більш активну участь студентів. Організоване конкурентне середовище також може мати позитивний вплив на мотивацію студентів. Змагання, групові проекти та інші форми колективної роботи сприяють підвищенню інтересу учасників до навчання та самооцінки. Особливо важливо підтримувати позитивну атмосферу та визнавати успіхи студентів. Подяки, грамоти чи нагороди за досягнення можуть стати додатковим стимулом для студентів і підвищити їх мотивацію. Таким чином, мотивація студентів під час дистанційного навчання є складною, але досяжною метою. Важливо використовувати різноманітні методи та інструменти для надихання та підтримки мотивації, що сприяє якісній та ефективній освіті в цифровому середовищі.
... Research has consistently demonstrated a strong correlation between motivation and learning outcomes, with motivated students exhibiting greater engagement, perseverance, and achievement in their academic pursuits. The existence of a goal indicates that the person has made a commitment to achieve some state or outcome, that progress in doing so can be monitored and assessed, and that the person can use the resulting feedback to make any needed adjustments (Brophy, J., 2004). Understanding the mechanisms through which motivation influences cognitive processes, study habits, and goal-setting behaviors provides valuable insights into enhancing educational practices and fostering a culture of lifelong learning. ...
Social media is a sphere of communication based on relationships between individuals and groups, which includes social experiences. With the increasing technological tools, it has become much easier to enter this field. With characteristics such as interaction, openness, participation and community building, social media is a very important area in terms of effectiveness. In the light of this fact, the main purpose of the research is to reveal the uses of the social media platform and comprehensively explain the social media phenomenon that is growing day by day in a wide range. The thesis also aims to offer theoretical guidance to researchers interested in studying this topic in some sense.
... Research has consistently demonstrated a strong correlation between motivation and learning outcomes, with motivated students exhibiting greater engagement, perseverance, and achievement in their academic pursuits. The existence of a goal indicates that the person has made a commitment to achieve some state or outcome, that progress in doing so can be monitored and assessed, and that the person can use the resulting feedback to make any needed adjustments (Brophy, J., 2004). Understanding the mechanisms through which motivation influences cognitive processes, study habits, and goal-setting behaviors provides valuable insights into enhancing educational practices and fostering a culture of lifelong learning. ...
The effect of synthetic plant growth regulators Methyur, Kamethur and Ivin, as well as micro-fertilizers Rostok Extra and Radix Tim forte plus, used separately or in complex, on the vegetative growth of oilseed flax (Linum usitatissimum L.) was studied. The highest effect on the average length (cm) of plant shoots and roots was shown under conditions of separate use of synthetic plant growth regulators Methyur and Kamethur, or microfertilizers Rostok Extra and Radix Tim forte+, as well as under conditions of complex use of synthetic plant growth regulators with microfertilizers: Ivin+Ra-dix Tim forte+, Methyur+Rostok Extra, Methyur + Radix Tim forte+, Kamethur+Rostok Extra, Ka-methur+ Radix Tim forte+. The effect of the synthetic plant growth regulators Ivin, Methyur and Kamethur under the conditions of their separate use or complex use with microfertilizers was similar to or exceeded the effect of the auxin IAA (1H-indole-3-acetic acid). To improve oilseed flax culti-vation, the use of synthetic plant growth regulators: Methyur, Kamethur and Ivin separately or in a complex with microfertilizers Rostok extra and Radix Tim forte plus is proposed.Keywords: oilseed flax, synthetic plant growth regulators, microfertilizers.
... To become proficient in English, Romanian students need to understand why they are learning it and how they can improve their knowledge of this foreign language without the stress of exams, grades, and fear of punishment (Kohn, 1999;Kohn 2000). It is EFL teachers' responsibility to bring innovations into their classroom, to create a proper atmosphere for real learning to take place, and to give students the opportunity to use their knowledge of and improve their language skills in English (Brophy, 2004;Brown et al., 2014). Therefore, the EFL teachers must reflect on different teaching strategies and choose the most effective ones (Doff & Smith, 2022), while allowing students to develop a variety of skills and inviting them to share their ideas on what leads to effective learning (Feng Teng, 2019). ...
English is a necessity in the world we are inhabiting at present. Education all over the world is placing great importance on reaching proficiency in this language. In Romania, there is a strong tendency towards learning this language from very early ages and finding the most effective teaching methods to help students improve their language skills in English. The present article summarizes a small-scale investigation from a Romanian school where 50 upper secondary students and 2 EFL teachers participated in EFL classes that integrated the Creative Writing technique. The study aimed to investigate the effectiveness and the benefits of teaching English as a Foreign Language with the help of Creative Writing. The combination of various creative tasks led to students who were more engaged with the target language and more interested in improving their English.
... In addition to posing challenges, generating interesting contexts within these challenges can also help stimulate students' imaginative power and highlight the usefulness of mathematics in a variety of situations (Bransford et al., 1988). Interesting contexts have the potential to evoke curiosity and therefore activate intrinsic motivation since these experiences are original, new and can be surprising (Brophy, 2004). In fact, incorporating creativity and even fantasy into those interesting contexts, can spur students' imagination further and allow them to create their own content using their imaginative powers (Lepper & Hodell, 1989). ...
This paper discusses the importance of the joy of learning in mathematics and some ways that teachers can foster this in mathematics education.
... Our data also suggests that at the beginning of the semester, more motivated students chose to participate in SI (Table 2). Motivated students are known to take more active ownership of their own learning, including taking advantage of opportunities to improve their learning [19]. We conducted an ANCOVA analysis to measure the effect of SI participation on exam 3 performance, controlling for motivation to account for this potential selection bias, and found there was no significant effect on their exam 3 score. ...
This study investigates the effect of Supplemental Instruction (SI) on students’ motivation and learning outcomes in an introductory Organic Chemistry course for non-majors. SI, conducted by experienced facilitators, offers a range of academic support for students that may include reviewing challenging concepts, working through practice problems, and answering student questions. To assess the impact of SI in this Organic Chemistry course, we measured several parameters: student engagement during SI sessions, exam scores and final course grades, as well as self-reported motivation levels at both the beginning and end of the semester. We performed a linear regression analysis and observed a positive correlation between SI participation and improved performance on certain exams for SI participants. Further analysis showed that student motivation alone could be driving these improvements. These results suggest that while SI may be beneficial for some students, greater emphasis should be placed on ensuring that students are motivated to learn difficult concepts.
... Generally, motivation is defined as the delineation of processes directing actions, thoughts, and emotions towards a conscious and subconscious goal and, thus, "initiating and sustaining behavior" (Anderman & Dawson, 2011;Brophy, 2004;Götz, 2011;Linnenbrink-Garcia & Patall, 2016, p. 91;Reeve, 2012;Rheinberg & Vollmeyer, 2012). As discussed in section 2.1, "Motivation is about energy and direction, the reasons for behavior, why we do what we do" (Ainley, 2012, p. 285). ...
Student engagement in class is the time during class when students are actively and productively learning in regard to specific scholastic content. Educational scientists agree that student engagement is a substantial predictor of academic performance. Nevertheless, factors influencing student engagement in elementary school have not been investigated systematically. Accordingly, this dissertation examines factors which might affect elementary students’ engagement during class. Based on a synthesis of theoretical models and a systematic literature review of studies that empirically examine observable student engagement in elementary schools, a working model is presented. The model proposes that student engagement is affected by personal, social, and instructional factors relating to internal and external regulatory processes. It is assumed that in a classroom context, internal and external regulatory processes might interact with each other and jointly contribute to student engagement during class.
The sample used consists of 34 fifth grade elementary school classes in Switzerland. The data used in this dissertation was collected using three instruments: First, a longer questionnaire about attributes of the students which are conceptualized as more stable. Second, a standardized observation of students’ on-task engagement employing a 15-second time-sampling approach. Third, a short student questionnaire after each observed lesson capturing the student’s self-perception during the lesson.
The data analysis strategy follows a quantitative approach, taking into account dependencies between students from the same classroom. Research question 1 investigated a triangulation of student engagement in class. The analysis revealed that a comparison referent effect, similar to the 'Big-Fish-Little-Pond'-Effect, can be observed regarding student engagement. Research question 2 examined the relationship between motivation, self-control, and student engagement. The results indicate that self-control as well as different types of internal and external motivation significantly impacted student engagement at both the individual and class levels. Research question 3 examined the relationship between social connectedness within a class and student engagement. The data suggests that students with slightly lower engagement levels than the class average were more likely to be chosen as best friends by their classmates.
Overall, the results of the dissertation support the significance of social factors related to classmates in influencing student engagement in class. Therefore, it is important to consider not only individual and instructional factors, but also social factors when promoting student engagement in the classroom.
Despite the emerging research regarding online learning, little attention has been given to students’ intrinsic motivation in online courses. Therefore, this research was conducted to determine the level of students’ intrinsic motivation in fully-online courses environment. (IMeL) questionnaire with 127 graduate level participants was used to answer the research questions which are (1) What is the level of graduate students’ intrinsic motivation in fully online courses? (2) Is there a significant difference in the level of graduate students’ intrinsic motivation in fully online courses in terms of: (gender, registration status, employment status, and experience with fully online courses)? Findings revealed that graduate students had high level of intrinsic of motivation in online courses environment. The study found that there is a statistically significant difference in the level of graduate students’ intrinsic motivation in fully online courses in terms of gender. It was also found that there are no statistically significant differences in the level of graduate students’ intrinsic motivation in fully online courses in terms of registration status, employment status, and experience with fully online courses. More future qualitative method research is needed in order to understand the nature of intrinsic motivation in online learning environment profoundly.
For students of Faculty of Tourism (FOT), Hanoi Open University, having good
communicative competence is especially necessary. Related researches have mentioned a
number of methods to develop learners’ communicative competence; among which project-
based learning is considered one of the most effective methods because it brings learners
equal chances with native speakers to interact in actual communicative situations (Miller, 2016).
This study is conducted to achieve two objectives: discovering the current situation of FOT’s
students’ communicative competence and suggesting a solution to improve their communicative
competence using project-based learning methods. A combination of data collection methods
i.e., survey and in-depth interviews, was used to explore the current situation of FOT’s students’
communicative competence while survey, in-depth interviews and focus group interviews
were carried out to discover the problems with students’ communicative competence. Finally,
based on the results, possible solutions were suggested to deal with such problems. The study
revealed that most of the FOT’s students had an average communicative competence; the major
problems that they encountered were in vocabulary control, vocabulary range, phonological
control, sociolinguistic competence, spoken fluency and thematic development. To overcome the
problems, most of the interviewees suggested giving students more opportunities to be involved
in practical activities in which they can use English to deal with the problems, especially ones that
often occur in real life situations. Therefore, a project-based learning approach was considered
an appropriate solution to improve students’ communicative competence.
Keywords: communicative competence, project-based learning, problems with communicative
competence, improving communicative competence
L’objectif de cette étude est de savoir dans quelle mesure une situation de formation construite en référence à la méthode en autoconfrontation croisée peut contribuer à la fabrique du « regard » des étudiants. La situation de formation a été proposée à 9 étudiants en master 2 MEEF parcours EPS. Pour que « l’acte de voir se développe » (Goodwin, 1997), nous avons incité les étudiants à regarder leur activité avec « les yeux » d’une autre activité (Tomas et al., 2020). L’analyse a consisté à repérer les objets de discours et le développement des significations afin de mettre en évidence les idées nouvelles qui ont cheminé au fil du discours. Elle montre comment les étudiants, en même temps qu’ils parlent, élaborent des idées à propos d’un « difficile à dire et à expliquer » qui court dans le dialogue (Clot, 2005). Ces idées sont les moyens à partir desquels ils vont pouvoir penser, agir et voir autrement. Plusieurs conditions sont toutefois à respecter pour faire du dispositif de formation un réel instrument de développement de l’expérience.
This paper investigates effective strategies for fostering critical thinking skills among English as a Foreign Language (EFL) learners in Beninese secondary schools. Critical thinking is essential for language and literacy development, as well as success in all domains. The importance of critical thinking in educational contexts is particularly crucial in a multicultural and diverse setting like Benin. This mixed-methods study combines qualitative interviews with EFL teachers and quantitative surveys with secondary school students to identify effective strategies. Results indicate that collaborative learning, inquiry-based instruction, problem-solving tasks, critical reading and writing exercises, and the integration of real-world issues into the curriculum are effective approaches. The study's findings suggest that incorporating these strategies into EFL instruction can significantly enhance the success of teaching and learning critical thinking in Beninese secondary schools.
The article presents modern approaches of domestic and foreign scientists to determine the essence of feedback in education in general and in higher education in particular. Emphasis has been placed on the fact that the understanding of the essence of feedback in education differs significantly within behaviorist, cognitive, sociocultural approaches, the theory of social constructivism. Feedback in the educational process of higher education institutions has been considered as a process and result of the transmission and obtaining the information by the subjects of the educational process regarding academic performance, prospects for improving educational results and learning strategies. Feedback types and functions have been defined. Its most important characteristics (concreteness, timeliness, positivity, constructive character, personalization, dialogicity) have been presented. The explicit context of feedback in higher education has been characterized on the basis of its control and evaluation functions. The importance of constructive feedback in the process of commenting students’ answers, the results of the tasks performed, has been emphasized. The implicit context has been disclosed in accordance with the features of interpersonal communication in the educational process, non-verbal means of communication, “feedback loops” in various forms of communication at the university. The relevance of the feedback literacy formation among teachers and students has been proved.
Pelajaran olahraga memiliki peran yang sangat penting dalam pembentukan karakter dan kesehatan fisik serta mental siswa. Selain membantu meningkatkan kebugaran tubuh, pelajaran olahraga juga berperan dalam pengembangan keterampilan sosial, seperti kerjasama tim, sportivitas, dan disiplin diri. Meskipun demikian, banyak sekolah menghadapi tantangan dalam memastikan kehadiran dan partisipasi aktif siswa dalam pelajaran olahraga. Hal ini juga terjadi di Sekolah SD Negeri 067952 Medan Johor, di mana ketidakhadiran siswa dalam pelajaran olahraga menjadi masalah yang semakin mengkhawatirkan. Penelitian ini bertujuan Mengidentifikasi penyebab utama ketidakhadiran siswa dalam pelajaran olahraga di Sekolah SD Negeri 067952 Medan Johor, Menyusun strategi untuk meningkatkan motivasi dan partisipasi siswa dalam pelajaran olahragh, dan Mengembangkan rencana implementasi dan evaluasi untuk strategi yang diusulkan, sehingga dapat diterapkan secara efektif di sekolah. Penelitian ini menggunakan metode Kualitatif dalam artian peniliti hanya mengumpulkan data-data yang bersifat fakta ataupun kata-kata yang berasal dari berbagai studi literatur , pengamatan langsung di lapangan dan sesuai dengan tahapan yang terdapat dalam materi.
Cinematic art, as one of the most diverse art forms, underscores the importance of integrating motivation and creativity into the educational process. Since the absence of motivation can complicate even the simplest tasks, understanding how to effectively apply motivation within the educational environment is essential. Intrinsic and extrinsic motivation are not necessarily in conflict; they can coexist and interact, producing favourable outcomes in the teaching and learning process. Recognizing these facts, it becomes crucial to incorporate game-based and playful elements into cinematic educational workshops to stimulate student’s creativity. Practical exercises including such initiatives play a significant role in enhancing children’s imagination. Therefore, this study explores the realm of film pedagogy, with a specific emphasis on the power of fostering creativity and motivation.
The pandemic pressed frantically every institution to adopt online learning to cover the possible learning losses brought by the phenomenon. With the novelty of the different learning modalities implemented by each school, this study explored the flexibility of college students in handling the HyFlex learning modality in terms of their motivation, behavior, stress, time management, and coping mechanisms. It was conducted in Midsayap, North Cotabato, Philippines, involving 25 college students who experienced the HyFlex learning modality. A researcher-made questionnaire was used to gather the demographic profile of the respondents and their motivation, behavior, stress, time management, and coping mechanisms in handling the HyFlex learning modality. Results showed that Most of the students who experienced the HyFlex learning modality were from Midsayap and College of Education BSED-Science 1st year and 2nd-year students with a monthly income of 5,000 to 10,000 Philippine pesos. Moreover, according to the department, no significant difference was found in handling HyFlex learning. Lastly, there is a significant difference in handling HyFlex learning according to locality and economic income.
Background/Context
Working theories about student goal orientation, understanding of intelligence, and affective mediation of task engagement inform current beliefs about students and learning and motivation. Much research has focused on identifying effective teaching strategies to raise the achievement of disadvantaged students; however, less is known about how students who attend high-poverty schools conceptualize school and teachers, and motivation and learning. Our study draws from literature on student motivation and learning to understand how students who attend Comprehensive School Reform (CSR) schools think about motivation and learning.
Research Question
We examined students’ responses to pictures of student-teacher interaction to understand how students who attend CSR schools think about motivation and learning. Story analysis was guided by the following questions: How do student stories portray student-teacher interaction? Specifically, what interpersonal supports and opportunities do they describe? What motivational systems are attributed to story characters? What are their challenges, behaviors, and goals? How do the story characters feel and manage their emotions?
Population
Students (N = 174) in Grades 3–5 who attended three CSR schools.
Research Design
Data collection consisted of student stories in response to a picture of student-teacher interaction. Project instruments and procedures are an adaptation of the Thematic Apperception Test (TAT).
Conclusions
Results suggest that students in these CSR schools held positive beliefs about their teachers and classroom learning. Story content analyses indicated that students’ perceptions of student-teacher interaction reflect a concern with achievement rather than affiliation. Achievement goals of story characters primarily concerned correctness; understanding and volitional engagement also were expressed. Story characters primarily were portrayed as compliant, optimistic, and relatively positive about their interaction with their teacher and their learning. In approximately one third of the narratives, story characters struggled with problems of varied magnitude; however, in half of these stories, characters were able to navigate solutions and overcome negative emotions and obstacles.
The debate over the effects of the use of extrinsic reinforcement in classrooms, businesses, and societal settings has been occurring for over 30 years. Some theorists have cautioned against the use of reward, whereas others have found little, if any, detrimental effect. This article examines the debate with an emphasis on data-based findings. The extrinsic/intrinsic dichotomy is explored along with seminal studies in both the cognitive and behavioral literatures. The results from important meta-analytic studies are presented. From this review, it is concluded that little detrimental effect is found with the use of external reinforcement Readers are given specific recommendations on the appropriate use of reinforcement programs in educational settings.
In this study we investigated the relation of rigorous instructional practices and teachers' efforts to create a respectful, collaborative learning environment to students' positive behavior toward one another and to the rate and quality of students' participation in classroom discussions. Full class period (i.e., 50-minute) observations of English language arts and mathematics lessons were conducted in 34 sixth- and seventh-grade classrooms in five high-poverty, urban, public middle schools (N = 608 students, 64 observations). Raters coded each lesson for the affective qualities of the classroom environment, the rigor of curricular tasks including guidelines for student work, and the quality of teacher-student verbal exchanges. We applied multiple regression techniques to explain predictive relations between classroom climate, instructional quality, and student behavior. Results indicated that the degree of respect that teachers showed students significantly predicted students' behavior toward one another. The presence of explicit rules in the classroom for respectful, prosocial behavior also significantly predicted the number of students who participated in discussions. Further, the quality of students' participation in class discussions-that is, the degree to which they built on other students' contributions and explained and supported their responses-was predicted by teachers pressing students to explain their thinking in discussions and by the rigor of the questions posed to students in the discussion.
There is evidence that negative correlations between student achievement and their enjoyment of instructional methods exist under certain circumstances. In aptitude‐treatment interaction (ATI) studies where two or more methods are allowed to interact with student aptitudes to predict enjoyment and achievement, it appears that students often report enjoying the method from which they learn the least. Selected ATI studies are reviewed, and an explanation is suggested which may account for the negative correlations between achievement and enjoyment in instructional settings. It appears that students make inaccurate judgments about the amount of effort they will have to expend to achieve maximum learning outcomes. Low ability students typically report liking more permissive instructional methods, apparently because they allow them to maintain a “low profile” so that their failures are not as visible. However, in order to experience maximum achievement low ability students require less permissive methods which lower the information processing load on them. High ability students like more structured methods which they believe will make their efforts more efficient when these lower load methods seem often to interfere with their learning. High ability students seem to learn more from more permissive approaches which allow them to bring their own considerable skills to bear on learning tasks.
Do students tend to set similar types of goals throughout the school year, or do their goal orientations shift over time? If students become more oriented toward mastery or performance over the course of the year, do they improve in their academic achievement, have a more positive affect toward class, and develop the cognitive propensities that their teachers might hope for? A diverse sample of 9th- and 10th-grade world history students (N = 917) participated in a study addressing these questions. Substantial changes occurred in students' mastery- and performance-goal orientations. Increases in mastery-goal orientation were positively related, whereas increases in performance-goal orientation were unrelated to the following outcomes: world history knowledge, social studies grade, interest, course satisfaction, social perspective taking, and historical empathy.
The authors critiqued the M. K. Lovelace (2005) meta-analysis of the Dunn and Dunn Model of Learning-Style Preferences (DDMLSP). The conclusion that Lovelace reported in her meta-analysis that learning-style instruction is a beneficial form of instructional delivery is unjustified because of critical conceptual and practical problems. Those problems surround interpretation of effect size, narrow focus on a single model, missing information, and, most notably, a sampling bias. Meta-analysis relies on the synthesis of many different types of studies. However, 96% of studies cited in the Lovelace meta-analysis were dissertations (70% with authors of the DDMLSP), leading to potential "home-team" bias. The proponents of the DDMLSP must address such concerns before the DDMLSP can be accepted by the education community.
After a critique of 2 popular and current perspectives on the nature of understanding in science education (learning as change in conceptual understanding and learning as change in discourse and participation with others), we offer our own competing perspective drawing from Dewey, aesthetics, and aesthetic experience. We believe complex learning is best viewed as a dialogic process between person, world, and sociocultural context that ends in a rich network of knowledge combined with a deep appreciation for the beauty and power of subject matter that transform one's perceptions of the world and of her/himself as knower. We use our perspective, that of aesthetic understanding, as an analytic lens to critique and illuminate the learning of 3 students studying geology in a fourth-grade classroom.
Do externally imposed achievement goals influence what children learn from procedural instruction? Third- and 4th-grade children's goals were manipulated toward either learning or performance. All children were then taught a procedure for solving mathematical equivalence problems (e.g., a + b + c = a + _). Children who were given learning goals were initially more likely to gain conceptual knowledge from the procedural lesson than were children who were given performance goals. After a 2-week period, however, children who were given performance goals exhibited the same conceptual gains as children who were given learning goals. Both initially and after the 2-week period, children who were given either goal were more likely to extend their knowledge beyond the taught procedure than were children who were not given goals. External sources such as teachers and parents may have the potential to foster children's learning by shaping children's goals.
Students in all classrooms have always had the power to make the most basic choice about their learning: they may choose to engage in learning or to disengage. Our goal, the authors point out, is to inspire them to choose to engage. In short, we want students to choose to learn and choose in order to learn.
Middle school language arts and mathematics teachers integrated biographical storytelling about successful Latinas and reflective and affirmative writing with their instruction.
The paper reviews Maslow's hierarchy of prepotent needs and his characterization of the self-actualizing personality. It suggests that since so few among the general population meet Maslow's own criteria for self-actualization, an educational system designed to produce such personalities must fail of its object in an overwhelming percentage of cases. The goal being unreachable, teachers tend to lower their sights and attend only to the lower stages of the hierarchy (security, self-esteem), and thus dilute the cognitive content of learning. Moreover, Maslow's hierarchy is not dialectical, in the sense that the completion of each stage does not necessarily lead to the next level. The self-actualizing personality appears as a mysterious leap from one stage to another, and cannot be engineered from without. As an alternative, the paper suggests a more logical sequence of needs based on the development of rationality.
Relational approaches to school reform are those that attempt to improve schooling by attending to the social context in which academic learning transpires. Relationally oriented approaches foster the development of caring relationships among children and teachers at school as the means of affecting children's intellectual, social, and emotional growth. This ethic of care forms the basis of a school or classroom-wide community of interdependent learners. Skills to enhance the life of the community, such as democratic and ethically minded decision making, are actively taught and modeled at school. A community orientation based in caring and support allows children to appraise school as a meaningful social context in which to function. The ensuing sense of belonging and psychological safety, combined with significant academic work that promotes engagement in the community, enables children to achieve to their potential. This article will review the fundamental nature and mission of relationally oriented schools, present model programs, and discuss issues and future directions of this model of schooling.
The effects of participation in the "Book it!" reading program and parental pay for reading on reported reading habits of college students was investigated. College students were surveyed about the amount they read per week, their intrinsic interest in reading, if they participated in the Book It! program and if their parents paid them money to read during childhood. If they participated in Book It! and/or were paid to read, they were also asked what effects these factors had on their learning to read, their enjoyment of reading, and on the amount they read. Neither being reinforced with money or pizzas increased or decreased the amount college students read nor influenced their intrinsic motivation for reading. Answers to direct questions about Book It! and parental pay for reading suggest that when a child is extrinsically reinforced for reading the child will increase the amount read, enjoyment of reading may increase, and if they do not yet know how to read fluently, the programs may help the child to learn to read. These results provide no support for the myth that extrinsic rewards for reading undermine intrinsic interest in reading. Rather, extrinsic rewards for reading set the conditions where intrinsic motivation for reading may develop. Any concerns that reinforcement programs for reading will decrease later reading behaviors are unfounded.
In this study a child-teach-child method was applied to male underachievers in elementary school. Fifteen underachieving fifth and sixth graders who were weak in mathematics taught fifteen second graders, who were also weak in math, replacing their classroom teachers. The tutor-tutee pairs met three times a week for about 4 months. At the end of this period tutees had significantly improved in mathematics on Standard Achievement Tests; tutors had significantly improved in mathematics on Standard Achievement Tests and in the classroom; and tutors had showed significant improvement in overall achievement at school. No significant progress in mathematics in the classroom was found for tutees, and there was no significant improvement in the self-concept of tutors.
The present study examined how rewards affect people's intrinsic motivation when the rewards are tied to meeting increasingly demanding performance standards. The experiment was a 2 × 2 factorial design with 2 levels of performance standard (constant, progressive) and 2 levels of reward (reward, no reward). Using a puzzle-solving task, 60 undergraduate university students were randomly assigned to the experimental conditions. In the constant conditions, participants were required to solve 3 puzzle problems on each of 3 trials; in the progressive conditions, participants were asked to solve 1, 3, and 5 problems over the trials. Half the participants were offered and given $1.00 for each correct solution; those in the no-reward condition were not offered pay. The major finding was that participants in the progressive reward condition spent more time on the task in a free-choice session than those in the other conditions. The findings are discussed in terms of different theoretical accounts of rewards and intrinsic motivation and are most consistent with an extension of Eisenberger's (1992) theory of learned industriousness.
Background
Scholars are bringing much-needed attention to the persistent problem of academic underachievement among African American children in the United States, who continue to lag behind White school children in all socioeconomic groups. This is especially true of impoverished African Americans. Although some link these outcomes to poor student attitudes, recent scholarship casts doubt on the prevalence and significance of the role of adversarial attitudes on school outcomes. In addition, most of the extant research of student attitudes among African American students reflects research with middle school and high school students. We know little about the attitudes of elementary-age African American children living in low-income neighborhoods.
Focus of Study
This qualitative study aims to address this gap in our knowledge by examining whether oppositional attitudes toward learning prevail among African American children attending two low-income urban elementary schools in California. We also examine how what African American children say they want in teachers relates to what we document as good teaching.
Research Design
This study used a qualitative design that included face-to-face interviews with children, participant observation in the school and after-school labs, and videotape of classroom interactions in after-school sites. We helped establish the after-school sites as pedagogical laboratories designed to examine how less skilled teachers learn to improve their practice and how children learn with an exemplary teacher.
Data Analysis
We content-analyzed interview data to examine how children defined and described effective and ineffective teaching. We also used content analysis of participant observations to assess school climate and institutional culture. We developed a code manual to content-analyze videotaped lab data to identify characteristics of the after-school lab that supported positive and productive classroom behaviors in the students.
Conclusions
We conclude that low-come urban children do want to learn, regardless of their actual demonstrated ability levels, and they appear to be resilient in this respect. We found that elementary school-age low-income African American children are aware of strengths and deficiencies in their teachers and can name each explicitly. Even within controlling or negative school environments that reflect a pervasive culture of low expectations, they overwhelmingly expressed a desire for teachers who treated them well, helped them learn, and who were fair and caring toward them. Moreover, given the opportunity to work with a teacher who worked with them in ways consistent with what they looked for in good teachers, the children in our study responded with productive classroom behaviors.
Much research has examined the effects teacher expectations have on student performance. While evidence indicating that expectations bias student performance is scant, a substantial literature suggests expectations can sustain performance at undesirable levels. Classroom observation reveals consistent patterns of differential teacher behavior toward high-and low-expectation students. No model has yet emerged, however, which integrates particular treatment findings into an influence sequence. Such a model is presented, outlining the cognitive processes through which teacher expectations can sustain a given level of achievement. The model suggests that teachers frequently give affectively valanced feedback to low-expectation students as a mechanism for interaction control. High-expectation students more frequently receive feedback based on their effort expenditure. These different evaluation contingencies may lead lows to believe less strongly than highs that effort will influence academic outcomes. Differe...
Research on classroom discourse typically focuses on the public statements of teachers and children. In this article, Adrienne Alton-Lee, Graham Nuthall, and John Patrick describe findings from a project in which sixth-graders' public and private statements,to themselves and to peers, were recorded using individual microphones. The authors analyzed the children's utterances as data about the children's cognitive and emotional responses to the ongoing lesson. The data reflect how the children perceived and responded to subtle cultural and gender biases in the curriculum and in the teacher's presentation. Their study allows us to better understand children's actual experiences as they struggle with the overt and covert messages of the curriculum.
The author investigated the impact of a literature-based program on the literacy achievement, use of literature, and attitudes toward reading of children from minority backgrounds. Nine second-grade classes (N = 166) were assigned to one control group and two experimental: one in a school-based program only and one in a school- and home-based program. Standardized and informal written and oral tests of comprehension were used to determine growth in literacy. Use of literature was measured by child surveys concerning after-school activities and records of books read in school and checked out to read at home. Interviews with teachers and children determined attitudes toward the reading program. Children in the experimental groups did significantly better on all literacy measures except for the standardized test, where no differences were found. No differences were found in the performance of the children in the home- and school-based program and the school-based program alone. /// [French] L'auteur a examiné l'impact sur la réussite en lecture-écriture d'un programme reposant sur la littérature, sa fréquentation, et les attitudes envers la lecture d'enfants issus de minorités. Les enfants de neuf classes de seconde année d'école élémentaire (N = 166) ont été répartis pour former un groupe témoin et deux groupes expérimentaux: pour l'un le programme n'a lieu qu'à l'école, pour l'autre il a lieu à l'école et à la maison. Les progrès en lecture-écriture ont été évalués par des tests de compréhension orale et écrite, standardisés et informels, et la fréquentation de la littérature par des enquêtes sur les activités des enfants après l'école, le nombre de livres lus à l'école et le nombre pris pour être lus à la maison. Des entretiens individuels avec les enseignants et les enfants ont déterminé leurs attitudes envers ce programme. Les enfants des groupes expérimentaux ont réussi significativement mieux que ceux du groupe contrôle dans toutes les mesures de lecture-écriture, exception faite du test standardisé pour lequel nulle différence n'est apparue. On n'a pas trouvé de différence dans les résultats suivant que le programme se déroulait à l'école ou à l'école et à la maison. /// [Spanish] La autora investigó el impacto de un programa de literatura sobre los logros en alfabetización, el uso de la literatura y las actitudes hacia la lectura en niños provenientes de minorías. Nueve cursos de segundo grado (N = 166) fueron asignados a un grupo control y dos grupos experimentales: uno en un programa basado sólo en la escuela y otro en un programa basado en la escuela y el hogar. Para determinar el avance en alfabetización se usaron pruebas estandarizadas y informales de comprensión oral y escrita. El uso de la literatura se midió utilizando informes de los niños sobre sus actividades después de clase, registro de los libros leídos en la escuela y retirados para leer en el hogar. Entrevistas con maestros y niños determinaron las actitudes hacia el programa de lectura. Los niños de los grupos experimentales se desempeñaron significativamente mejor en todas las medidas de alfabetización excepto en la prueba estandarizada, en la que no se hallaron diferencias. No se hallaron diferencias en el desempeño de los niños entre el programa basado en la escuela y el hogar y el programa basado sólo en la escuela. /// [German] Die autorin untersuchte die Auswirkungen eines auf Literatur basierenden Programms auf die schriftsprachlichen Leistungen, den Gebrauch von Literatur und Einstellungen zum Lesen bei Kindern mit Minderheitenstatus. Neun Klassen der zweiten Stufe (N = 166) wurden einer Kontrollgruppe und zwei Experimentalgruppen zugeordnet: einer Gruppe mit lediglich schulbezogenem und einer mit schul- und familienbezogenem Programm. Anhand standardisierter und informeller schriftlicher und mündlicher Verstehenstests wurde die Leistungsverbesserung im Lesen und Schreiben erfaßt. Der Gebrauch von Literatur wurde in Befragungen der Kinder zu außerschulischen Aktivitäten und mit Verzeichnissen der in der Schule gelesenen und der für zuhause entliehenen Bücher erhoben. Einzelinterviews mit Lehrer/innen und Schüler/innen erfaßten Einstellungen zum Leseprogramm. Kinder der Experimentalgruppen waren den Kindern der Kontrollgruppe in allen schriftsprachlichen Indikatoren signifikant überlegen, mit Ausnahme der standardisierten Tests, in denen keine Unterschiede gefunden wurden. Keine Leistungsunterschiede wurden zwischen den Kindern des ausschließlich schul- und des schul-sowie familienbezogenen Programms gefunden.
This article examines the relationship between teachers' and students' personal constructs with regard to intrinsic motivation in the mathematics classroom. The research focused on (a) the ways in which teachers attempted to build student motivation into their lessons and (b) the belief systems of teachers as compared to those of their students. In a repertory grid task, students and teachers were asked to distinguish what they believed makes mathematics motivating. Results revealed that the individuals studied, whether teachers or students, were similar in their constructs systems. Both students and teachers tended to stress the interrelationship between arousal and control levels in determining the intrinsic motivation of mathematics activities. Despite these similarities, the extent to which teachers can anticipate the motivation of their students may depend more on teachers' personal conceptions of intrinsic motivation than their beliefs about their students. Most of the teachers studied had little notion of the motivational beliefs of their students. Results are examined in relation to the need to inform teachers regarding the dynamics of student motivation and to pay particular attention to the individual differences in students' motivational beliefs. In general, results indicate that when teachers are able to predict their students' beliefs, they are better able to fine-tune their instruction to turn kids on to mathematics.
The present research examined the hypothesis that subjects prefer controlling strategies, such as reward contingencies, to motivate children over strategies that are less likely to foster an extrinsic motivational orientation. Beliefs about the achievement-related behaviors and personality characteristics of extrinsically and intrinsically oriented children were also investigated to understand the reasons for the adults' apparent preference for extrinsics. To examine these issues, a college-aged and a parent sample were asked to read scenarios describing two elementary schoolchildren who exhibited either an extrinsic orientation toward learning (working to please the teacher) or an intrinsic orientation (approaching learning as an end in itself). The results revealed that, in general, both samples preferred strategies that are more likely to promote an extrinsic orientation than those that are less likely to do so. The data also indicated that the subjects believed that teachers prefer extrinsics to intrinsics and that extrinsics derive more benefit from evaluative feedback. Possible reasons for the perpetuation of such erroneous beliefs and preferences for strategies that have the potential to undermine achievement are discussed.
Over the past several years, literacy scholars have devoted considerable attention to issues relating to the motivation of young readers (Gambrell, 1996; Guthrie & Alao, 1997; Guthrie & Wigfield, 1997; Turner, 1995; Turner & Paris, 1995; Wigfield, 1997). These combined works have added to our understanding of the conditions which should exist in literacy learning environments if children are to achieve high levels of interest, engagement, comprehension, and enjoyment in their reading tasks. A child's motivation toward learning tasks, including literacy, is especially relevant for educators and parents to consider since several of the major goals of early education are to develop interest in lifelong learning as well as self-regulation and autonomy (Reeve, 1996). In this article, we review the conditions that must be present to motivate behavior, with specific attention to literacy engagement. We then contrast information in these two areas (general motivation and literacy engagement) with the results of a survey used to investigate the characteristics of reading incentive programs; one of the most ubiquitous practices used in classrooms to motivate children's literacy engagement.
This article explores the nature of the relationship between intrinsic and extrinsic motivation in schools, and in particular examines critically the assertion that these processes are necessarily antagonistic. The weight of evidence suggests that rewards in the form of school grades and the focus of many students on doing well, gradewise, need not necessarily interfere with learning for its own sake. Educational implications of these findings are considered. One such implication is that focusing on students' interests can be a valuable motivational strategy.
This study examined how teachers respond when children engage in inquiry-based deviations from a planned task. Thirty-one teachers each completed a brief science activity and accompanying worksheet with a student confederate. Teachers were given one of two goals for the study: help the students complete a worksheet or help the students learn more about science. The instructions had a significant effect on the teachers’ responses to students’ deviations. Teachers in the worksheet condition tended to discourage deviation and draw the students back to the task at hand, whereas teachers in the learn more condition were more likely to encourage and expand on the deviation. Apart from their responses to students’ deviations, nearly all teachers were classified as encouraging, suggesting that an articulated goal for the activity has a particular effect on the response to deviations. Implications for the role of teachers in the development of children’s curiosity are considered.
This study of Australian students' perceptions of achievement argues for flexibility in gender stereotypes, varying with the frame of reference, and the multidimensionality of self-concepts. Students in the first 4 years of high school (N = 663) completed tests and questionnaires about mathematics and English. The systematic patterns of their responses depended on contrasting subject domains and the specific or general nature of aspects of their achievement. Gender differences in how well students thought they performed were at odds with similar performances on standardized tests. Two sources of gender stereotypes explain complex interactions of gender and subject domain for interrelated aspects of achievement-a tendency by males to overestimate specific task performance across domains, and traditional gender stereotypes about "natural talent" for females in English and for males in mathematics. The broad implications for ways we think about mathematics and gender require an understanding of discrete notions of ability and performance, and an acknowledgment of students' flexible self-categorizations.
An important predictor of whether students remain in school or withdraw is their ability to identify with academics. Consistent with Ogbu's (1992) cultural inversion and Steeles (1992) stereotype threat hypotheses, research has shown that Black and Hispanic students tend to demonstrate higher levels of academic disidentification relative to Asian and White students. The present study was conducted to learn whether Black and Hispanic students, when compared to Asian and White students, show further evidence of disidentification from academics when deciding to withdraw from school. Data were collected from 132,903 high school students in Florida, USA. Results from the data analysis are consistent with the disidentification hypothesis. Specifically, both Black and Hispanic students appear to place less importance on academic achievement than do either Asian or White students when considering school withdrawal. Potential limitations of this research and methods for addressing disidentification are discussed.
194 fourth through sixth graders from 8 classes participated in this study. 4 science lessons that varied with respect to level of cognitive content, procedural complexity, and social organization were observed in each room. After each of the lessons, students responded to questionnaires designed to measure task involvement and use of cognitive strategies. Cognitive engagement was defined by the number of self-regulating, rather than work-avoidant or help-seeking, strategies children reported using. In addition, detailed transcripts of the lessons were prepared. Findings indicate that student involvement did not differ significantly by difficulty of cognitive content, type of social organization, or procedural complexity of tasks. In addition, cognitive engagement was similar for tasks judged as low and high in cognitive difficulty, although students reported using more strategies in the latter situations. Cognitive engagement was lower during small-group work and when tasks were procedurally complex. Qua...
In this study, 149 low-income, ethnically heterogeneous, fourth- and fifth-grade students completed self-report surveys in the fall and spring of 1 academic year. We examined classroom climate (satisfaction, cohesion, friction, task difficulty, and competition) and school belonging in relation to language arts and math and science self-efficacy, taking into account initial self-efficacy. Results revealed that greater satisfaction and school belonging, as well as less friction, were associated with higher language arts self-efficacy; school belonging emerged as the most important contextual influence when all classroom and school environmental variables were examined together. Less difficulty was the only contextual variable associated with higher math and science self-efficacy. These results suggest that student perceptions of the classroom and school environment are important to consider in relation to academic outcomes and that they have differential influences depending on the subject. Findings and implications for teachers and schools are discussed.
In this study I describe and interpret what teachers do to create interest in learning. A reflective writing procedure consisting of 4 interactive papers was used to gather data from 65 elementary and secondary teachers enrolled in a graduate course on constructivist teaching. The teachers' thoughts regarding interest revealed that the generation of interest is a major aspect of teaching. Hands-on activities are the primary way of establishing interest, although teachers also reported creating interest through the use of personalized content, student trust, and group tasks, and in other ways. Teachers reported that they rarely used content facts and concepts as a means to establish interest. A speculative explanation of the results based on teachers' views of content and the social realities of teaching is proposed.