Motivation Of University Students Research Articles

Learning Motivation of University Students in Online and Classroom Teaching: Insights from Teaching during Covid-19

In this paper, I present and discuss the findings of an intentional and systematic inquiry into the learning motivation of university master’s students taking the same course in online and classroom-based formats during the Covid-19 pandemic. Through capturing the students’ motivation using Keller’s Instructional Materials Motivation Survey at two points during the semester and analyzing the students’ course evaluations and the reflective reports of tutors, I uncover various factors influencing students’ motivation. Among these are the structuredness of instructions, technical difficulties, perceived effort of the teachers, novelty of tools, and the social relationships between students. I conclude my discussion with a proposition for designing motivating blends for online higher education students.

Project-based Learning in The Relationship of Motivation and Critical Thinking to The Competence of Electrical Engineering Students

Abstract: Project-based learning (PjBL) is a meaningful learning model in empowering and developing the skills of college students. PjBL will affect the motivation and critical thinking patterns of college students towards the achievement of 21stcentury competencies. The purpose of this study was to determine the relationship between motivation and critical thinking on the competence of electrical through project-based learning. The research method uses a qualitative approach with an explanatory type. The research respondents were 302 final-year Electrical Engineering students from 5 universities with the competence of Electrical Installation Automation. The research instrument used a student response questionnaire type of measures of typical performance (MTP). The results of the statistical analysis test using SEM-PLS obtained a positive RSquare (indicator reliability) value of 0.961 or 96% having predictive relevance, meaning that motivation and critical thinking have a positive and significant impact on the competence of Electrical Engineering students. Keywords: Project-based learning, motivation, critical thinking, competency, electrical installation automation

Effect of Team-Based Learning on Students’ Motivation and Academic Performance in Chemistry at College Level

This experimental study was aimed at investigating the effect of team-based learning on the motivation and academic performance of college students studying chemistry course. The objectives of this study were; (i) to investigate the effect of team-based learning on students’ motivation in Chemistry class, (ii) to investigate the effect of team-based learning on students’ academic performance in Chemistry class, and (iii). to find the relationship between motivation and academic performance of students in Chemistry class. Two instruments were used to collect data: "Chemistry Motivation Questionnaire" (CMQ), and "Chemistry Performance Test" (CPT). The paired sample t-test was used to assess the data. The findings demonstrated a considerable improvement in the students' academic performance and motivation both before and after the intervention, indicating a relationship between these variables. As the motivation of the students increased, their academic performance also increased.

Analysis of the anomie behavior and external motivation of college students in sports: A cross-sectional study among gender.

ObjectiveIn the context of Healthy China, the effect of external motivation on sports anomie behavior from the perspective of gender among Chinese college students was investigated.ParticipantsIn total, 2,340 college students were involved in this study.MethodsThe self-made scales were used, which were about anomie behavior and external motivation in sports. The independent sample T-test was used to compare the sports anomie behavior between male and female students. Then, multiple linear regression analysis was adopted to examine the effects of external motivation on sports anomie behavior.ResultsGirls’ sports anomie behavior was lower than boys. There were significant gender differences in honor motivation, obedience motivation, and economic motivation; girls’ motivations were lower than boys. The academic motivation was negatively correlated with the sports anomie behavior of college students of both genders. The economic motivation was positively correlated with their sports anomie behavior. The honor motivation was negatively correlated with the sports anomie behavior of female college students.ConclusionFemale college students’ sports anomie behavior and external motivation are lower than that of male college students. External motivation had a significant influence on college students’ sports anomie behavior.

Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables

The application of Information and Communication Technologies in the classroom encourages student learning by increasing their motivation and promoting collaborative teamwork. The aim of this study was to analyze the differences on intrinsic motivation of university students considering contextual variables when working specific contents through digital tools and virtual gamified strategies. Nine hundred and nineteen university students (18–21 years old) participated in the study. A descriptive cross-sectional study was performed considering four different variables: gender, working language, subject nature and academic degree. The applications used were Kahoot and Vevox and student motivation was assessed through an adapted version to the university context of the Intrinsic Motivation Inventory (IMI) Questionnaire. A higher score for bachelor´s degree compared to vocational training for the dimensions interest-enjoyment and effort-importance, together with a lower level in tension-pressure were revealed. Only the effort dimension was different between genders, being higher for female. Practical subjects showed higher values in bachelor´s degree for interest, competence, effort, and lower scores concerning tension-pressure. Finally, the teaching in Spanish revealed better scores in all dimensions compared to English, especially when the subject nature is practical. In line with previous results, university students showed good levels of intrinsic motivation when virtual gamified tools were used.

College Student Self-efficacy For Exercise In Relation To Reported Physical Activity Levels During Covid-19 Pandemic

The global COVID-19 pandemic may be detrimental to a college student’s motivation to exercise with less physical activity (PA) levels recorded, possibly due to the closure of gyms or home isolation. While little is known about self-efficacy for exercise (SEE) in college students, how it relates to age in this population during a pandemic needs further investigation. PURPOSE: The aim of this study was to analyze the relationship between SEE and PA levels in college students and if age was a factor. It was hypothesized that SEE would be positively associated with PA status and negatively to college student age, especially with many engaging in remote learning. METHODS: Individuals enrolled in college (N = 84, male, n = 32, female, n = 49, age range, 19-47 years) were asked to complete an IRB approved Qualtrics survey mid-semester (Spring 2021) which included demographic information along with the total minutes spent in PA at various intensity levels (vigorous, moderate or walking), using the International Physical Activity Questionnaire Short Form (IPAQ-SF) and SEE (Resnick et al., 2000) scale. The SEE scale gauges motivation to exercise using a Likert scale from 0 -10 (0 = low and 10 = high SEE levels). All data was analyzed using a Spearman Rank Order Correlation with a p-value of 0.05 for significance (SPSSv27). RESULTS: No significant correlation was found between age and SEE although significant and trending relationships were found between total minutes spent in PA during 7 days, rho = 0.327, p = 0.011; vigorous intensity PA, rho = 0.409, p = 0.000, moderate intensity PA, rho = 0.221, p = 0.066, or walking/low intensity PA, rho = 0.243, p = 0.043 and SEE. CONCLUSION: A college student's motivation to be physically active may lead to more time spent in PA and is not related to age of the individual. Health and wellness professionals should consider motivational factors when prescribing PA for health benefits during a pandemic.

The influence of "small private online course + flipped classroom" teaching on physical education students' learning motivation from the perspective of self-determination theory.

ObjectiveThe study aimed to enhance the learning motivation of college physical education students and improve their learning outcomes. Based on the perspective of the self-determination theory, this study explores the influence of “Small Private Online Course (SPOC) + flipped classroom” teaching on the learning motivation of students majoring in physical education and profoundly analyzes the influencing factors and promotion paths of learning motivation using this model.Materials and methodsA total of four classes (64 students) of physical education majors in a university were selected and randomly divided into an experimental group (34 students) and a control group (30 students). The experimental group received “SPOC + flipped classroom” teaching, the control group received traditional teaching. Before and after the 16-week intervention, learning motivation, teacher support perception, basic psychological need satisfaction, and academic emotions of the 64 students were measured, and the data were analyzed by repeated-measures analysis of variance and partial least square regression.Results(1) The instructional intervention reduced non-regulation, external regulation, and introjected regulation, while increased identified regulation, intrinsic regulation, and self-determination levels in the students. The levels of non-regulation, external regulation, identified regulation, and self-determination were also significantly different from those of the control group. (2) After the intervention, the scores of support for autonomy, support for competence, support for relatedness, and need for relatedness in the experimental group were significantly higher than those in the control group. (3) Support for autonomy, support for competence, support for relatedness, need for competence and need for relatedness positively predicted the self-determination level, and intrinsic regulation and identified regulation negatively predicted non-regulation, external regulation, and introjected regulation.Conclusion“SPOC + flipped classroom” teaching has a positive impact on students’ learning motivation of basketball skills and promotes students’ motivation autonomy. The improvement of support for autonomy, support for competence, support for relatedness, need for competence, and need for relatedness may be related to the improvement of learning motivation of college students majoring in Physical Education (PE). “SPOC + flipped classroom” teaching enables students to obtain more demand satisfaction by giving them more demand support, while demand support and demand satisfaction can promote the internalization of learning motivation so that students can maintain high autonomy motivation.

The Effect of Online Learning Towards Learning Motivation of University Students on Social Student Course

This study aims to determine the effect of online learning toward the learning motivation of Elementary School Teacher Education (PGSD) students in social studies learning. The research approach used is quantitative research, ex post facto type. The research population was 316 students at Primary School Teacher Education (PGSD) at Ahmad Dahlan University, Yogyakarta. The research sample was 118 students. Data obtained through interviews and questionnaires. The data obtained from the questionnaire were analyzed using descriptive statistics and inferential analysis. The results of the regression test with a simple linear test showed a sig value of 0.827, with the criteria Sigα (0.05) this means that there is no effect of variable X (online learning) on variable Y (learning motivation). Thus, this study concludes that there is no significant negative effect of online learning on students' learning motivation. Of the four indicators of learning motivation, namely a sense of responsibility, enthusiasm, independence, and belief, they are in the very good category. During the teaching and learning process, most of the students were enthusiastic about participating in lectures and flexible learning. Through online learning, there are many positive things that can be felt to be able to increase the spirit of learning, such as more flexible learning, not being hindered by distance and time and being able to train students' learning independence.

Examining online learning motivations of university students studying via distance education in the Covid-19 pandemic by digital literacy variable

Purpose: A total of 422 university students participates in this study where the digital literacy of university students studying via distance education in the Covid-19 pandemic by online learning motivation variable is examined. Methodology: In the study, Personal Information Form, Digital Literacy Scale (DLS) and Online Learning Motivation Scale (OLMS) are used. The research is structured in descriptive and relational scanning models. Findings: According to the data obtained, it is stated that the digital literacy and online learning motivation of the students within the scope of the research is at medium level; digital literacy levels do not differ by gender and grade level; there is a statistically significant difference in online learning motivation level of students in favor of female students; on the other hand, in the score of the whole online learning motivation scale, there is a significant difference between 2nd and 4th grade students in favor of 2nd grade students and between 3rd and 4th grade students in favor of 3rd grade students; there is a moderately positive and statistically significant relationship between students’ digital literacy and online learning motivation levels and their online learning motivation and digital literacy predict each other by 21.8 %. Highlights: Given that 21.8 % of students’ online learning motivation is interpreted by their digital literacy or vice versa, increasing the development of students’ both digital literacy and online learning motivation levels with in-school and out-of-school trainings is suggested.

Analysis of factors of formation of motivation of university students to research activities in the field of innovation

The article presents the results of a sociological study on the formation of university students' motivation for research activities on the example of the experience of Samara National Research University. Internal and external motives and conditions for doing research work of students are considered and identified. The key task of training modern specialists is to form students' readiness for research activities. Important aspects in the training of young professionals are theoretical and practical research. The latest methods and forms of preparing students for scientific work in the field of innovation are likely to provide a deeper combination of theory and practice and, as a result, improve the quality of graduate training. Readiness for research work includes several components: motivational, orientational, activity, reflective component. In this paper, emphasis is placed on the first component motivational, which characterizes the interest in cognition and the motivation of research activities. To motivate students to scientific work in the field of innovation means to touch on their interests, current needs, and also provide an opportunity to express themselves in the innovation field. On the basis of the study, recommendations are given on the organization of research activities of students.

English Learning Motivation of College Students Based on probability Distribution

Abstract In order to systematically study the motivation tendency of college students in English learning, researchers in various countries have used a variety of test scales to conduct a questionnaire survey on college students on the basis of understanding the current situation of practical language knowledge learning. The final results show that motivation, as a major factor affecting successful language learning, can not only arouse the interest of college students in learning, but also improve their learning efficiency in practice and development.Therefore, after understanding the bucket sorting algorithm of probability distribution, this paper, according to the types and research status of English learning motivation, uses a questionnaire to select a college student to conduct a survey on English learning motivation, so as to provide effective basis for practical education management.

A Study on the Effectiveness of Integration of Music Aesthetic Education Based on “Internet Plus” into Ideological and Political Education in Universities

The high-quality development of ideological and political education in colleges and universities in the new era should focus on innovation, adherence to the concept of systematic thinking, multiparty collaborative education, accurate positioning, and promoting educational equity. On the basis of theoretical research and practical analysis, this paper examines the “current impact of music aesthetic education on college students’ ideological and political education,” integrating the music aesthetic education in the “Internet + ” era into all aspects of college students’ ideological and political education. The teaching mode of ideological and political education has greatly improved the effectiveness of students’ autonomous learning. This paper starts with investigating the current situation of ideological and political education in colleges and universities in the “Internet +” era, analyzes the necessity of integrating music aesthetic education into the research of ideological and political education in colleges and universities, and puts forward an effective and feasible way. Based on the data, this study fully explores the important role of music aesthetic education in the optimization and integration of middle school students’ ideological and political education in the “Internet + ” era, and the emergence of new models. It can effectively improve the spiritual motivation and social responsibility of college students and set up correct life goals. It provides important innovative ideas and reference value for the effectiveness and substantive research of ideological and political education in colleges and universities.

How Does Gratitude Promote Prosocial Behavior? Developmental Differences in the Underlying Motivation1

AbstractGratitude promotes prosocial behavior, but the developmental differences in the underlying motivation remain unclear. We investigated whether the effect of gratitude on prosocial behavior is driven by fairness or generosity motivations, and whether the underlying motivation differs by developmental stage. University students (Experiment 1) and elementary school children (Experiment 2) were assigned to either a gratitude or a neutral group. The former group recalled an event that elicited feelings of gratitude, while the latter group recalled a neutral event from their morning routine. Prosocial behavior was assessed using the three resource‐allocation tasks that can distinguish between fairness and generosity motivations. In these tasks, the participants allocated rewards to themselves and another individual. The results indicate that the effect of gratitude on prosocial behavior is driven by generosity motivation in university students (Experiment 1), while it is driven by fairness motivation in elementary school children (Experiment 2). These results reveal developmental differences in the underlying motivation for gratitude on prosocial behavior.

교양영어 수업에서 Padlet 활용에 대한 학생들의 학업성취도와 수업동기에 관한 연구

The purpose of this study is to investigate the effect of online discussion board and padlet use on academic achievement and learning motivation of college students. The participants of this study were a total of 144 first-year college students taking college English classes. For the study, pre- and post-tests were conducted and questionnaires were analyzed. As a result, the use of Padlet had an effect on students' academic achievement. In addition, positive responses were shown in both individual and team learning motivation. Also, it was found that the students’ learning comprehension was high. However, it showed somewhat negative results in lowering students' stress and enhancing learning immersion and self-directed learning. As a suggestion based on the results of this study, first, the use of online discussion boards can be an alternative as a way to improve the lack of communication between instructors and learners. Students should be encouraged to participate actively by developing various class activities. Second, special attention should be paid to openness according to students' characteristics. Finally, in order to develop students themselves into autonomous learners, a new class model should be developed.

Psychological aspects of the formation of professional motivation of students of pedagogical specialties

The article discusses the psychological aspects of the formation of professional motivation of students of pedagogical specialties, and also presents the results of an experimental study of the structure of motivation of university students. Modern requirements for the training of future specialists pose challenges to the university of the formation of professional commitment and motivation of students. A modern graduate who has mastered a particular pedagogical specialty should have such characteristics as high motivation in future pedagogical activity, mobility, purposefulness and competitiveness in the educational sphere. Therefore, it is necessary to create psychological and pedagogical conditions for the organization of the formation and development of professional motivation, contributing to the desire of students for self-realization in professional activities. The formed professional motivation of students of pedagogical specialties contributes to the formation of a competent, mobile, responsible future school teacher with a stable system of spiritual and moral values. The formation of professional motivation of students of pedagogical specialties is a psychological and pedagogical process that requires special, scientifically based methods of diagnosis, analysis and development. Therefore, one of the most urgent today is the problem of the formation of professional motivation of students. By professional motivation we mean a set of factors and processes that encourage and guide an individual to study future professional activity. Effective development of professional education of a person is possible only with a high level of formation of professional motivation, which is an internal determinant of the development of professional competence. Key words: university students, pedagogical specialty, professional motivation, self-organization, psychological and pedagogical conditions, model, motivation structure. &nbsp

Developing a gamified system and a questionnaire for the future study of students’ motivation through gamification for learning Spanish as a foreign language in the university context

Abstract This article presents a research work that is aimed at developing a gamified system and a questionnaire to analyse, in a subsequent phase, how the motivation of university students of Spanish as a second language changes in a gamification context. The article is part of the data-collection phase for a doctoral thesis. Here, we discuss the following research question: to what extent does gamification influence students’ motivation when learning Spanish as a foreign language? Firstly, there arises a need for developing the specific gamified system that will be implemented among several groups of university students of Spanish as a second language. Secondly, an instrument must be created so that the data obtained from the system implementation could be collected and sorted, with the final purpose to provide the research question an empirical response within the subsequent phases of the study. The objective of this work involves the gathering of other comparable studies to make them the basis for a new own gamified system design and questionnaire which, in turn, would become a model for further similar works, by admitting the necessary modifications according to each specific context. Therefore, this work enumerates the different phases of the process that has been carried out to develop the questionnaire and the gamified system, whose configuration has been adjusted to the specific environment and needs. These tools will enable us to determine, in the successive phase of the empirical study, to which extent the motivation of those university students of Spanish as a second language chosen for the gamification experiment has increased from the time they were immersed in it.

Effects of Short Video Addiction on the Motivation and Well-Being of Chinese Vocational College Students.

While media use can be beneficial in some ways, excessive use of media has led to growing concerns about its potential negative consequences. With the popularity of Chinese video applications (apps) such as DouYin, TikTok, Kwai, and other short video apps sweeping through schools around the world. Due to the diversity and immersion principle of short videos, their popularity continues to grow, and the phenomenon of students being addicted to short videos also brings many hidden dangers to the learning effect. Among other things, the problem of excessive use of the Internet among Chinese youth has led the government to propose a series of control policies to strengthen the monitoring of harmful habits of youth in the use of online applications. In addition, the problem of youth addiction to short videos has become a major concern for education experts and the general public, thus demonstrating that short video addiction is indeed an ongoing research issue. Therefore, this study aimed to understand the causes of short-form video addiction and its impact on the psychology of learning, and to investigate the relationship between short-form video flow experience, short-form video addiction, intrinsic and extrinsic learning motivation, and learning well-being from the perspectives of flow experience theory and micro ecological systems. The questionnaire was sent via instant messaging software such as QQ and WeChat, and university students from vocational colleges in China were invited to complete the questionnaire. A total of 517 valid data were collected, including 222 (42.9%) were male students and 295 (57.1%) were female students. The collected questionnaires were analyzed for reliability and validity after removing incomplete data, followed by structural equation modeling for model verification. The findings showed that: (1) short video flow experience had a positive effect on short video addiction; (2) short video addiction had a negative effect on intrinsic and extrinsic learning motivation; (3) intrinsic and extrinsic learning motivation had a positive effect on learning well-being; (4) short video flow experience had an indirect negative effect on intrinsic and extrinsic learning motivation; (5) short video flow and short video addiction had indirect negative effects on learning well-being. According to the results, it is clear that addiction to short videos has a negative impact on learners' learning motivation and positive psychology of learning, so parents and teachers should effectively guide students to use short video apps in a self-controlled way.

Examining Life Satisfaction and Communication Skills of University Students as the Predictors of their Motivation

This study examines the predictive roles of university students’ life satisfaction and communication skills on their motivation. The participants of this study include 603 undergraduate students. Of the participants, 435 are female, 168 are male, and the mean age is 20.2 years. Students’ GPA averages range from 1.87 to 3.91 on a 4.0 scale. The data were collected through three data collection instruments. A multiple regression analysis was employed to find out the relationships between all of the variables, and examining the predictive roles of independent variables on the dependent variable. The findings show that there is a positive and meaningful relationship between life satisfaction, communication skills, and motivation of university students. The highest correlation was found between motivation and respect, which is a dimension of communication skills. The findings also indicate that the participants’ life satisfaction and communication skills explain the variances of students’ motivation. The highest predictor of motivation among all dimensions is respect, as it explains the variances by 16.6%.

단축판 EMI-2를 적용한 대학생 성별과 학년에 따른 운동참여동기 차이 분석

The purpose of this study was to examine the difference in exercise motivation of Korean college students based on gender and grade. The short version of the EMI-2 scale was utilized which is composed of the five factors including psychological motivation, interpersonal motivation, health-related motivation, physical management motivation, and fitness strength motivation. Winsteps 5.2.1 and SPSS 27 programs were used to analyze the data and alpha level was set at 0.05. The results were as follows. First, male students

Differences in Career Preparation Behaviors according to Individual Characteristics and the Major Selection Motivation of College Students

The purpose of this study is to classify the major selection motivation of college students and to understand the differences in their career preparation behavior according to the types of major selection motivation. To this end, first, the difference in their major selection motivation according to individual characteristics was examined. Second, their major selection motivation was classified using cluster analysis. Third, the difference in their career preparation behavior according to the types of their major selection motivation was confirmed. The results are as follows: First, for the internal motivation, there was a difference seen for both grade and major. As for extrinsic motivation, there was a difference according to gender, grade, and major. Second, according to the types of their major selection motivation, they were classified into four groups: type with only high internal motivation, type with only high extrinsic motivation, type with both internal and extrinsic low motivation, and type with both internal and extrinsic high motivation. Third, there was a difference in their career preparation behavior according to the types of their major selection motivation. Therefore, the direction of career education should be diversified according to the individual characteristics of current students and their major selection motivation.