Development Of Learning Motivation Research Articles

Специфика мотивации к обучению у студентов высшей школы

The article reveals the specifics of motivation for teaching university students. A compiled and tested set of psycho-diagnostic techniques for studying the characteristics of the manifestation of learning motivation in university students is described. It is shown that students with low motivation for learning, compared with students with high motivation for learning, have a number of features in the motivational sphere and personality traits. Recommendations for the psychological services of the university on the development of learning motivation among university students are presented.

Children's Learning Motivation in Rural Area of Bandung

Background: the development of learning motivation in pre-school children is something that should be paid attention to at this time, children's learning motivation at this age will have a major impact on learning achievement in the future. Purpose: To find out the description of children's learning motivation in Permata Bunda Kindergarten, Sindang Panon Village, Banjaran District, Bandung Regency. Methods: This research is a quantitative descriptive study with a cross sectional approach. The subjects of this study amounted to 70 people who were determined through the total sampling technique. Collecting data on learning motivation used observation sheets. Results: most of the respondents 60 (85.7%) have high learning motivation. The conclusion of the results of this study can be input for teaching staff to optimize the high motivational potential of students for optimal cognitive development.

Self-Assessment of Pedagogical Abilities in the Professional Training of Elementary School Teachers

Introduction. The article analyzes the development of self-esteem of the pedagogical abilities of students – future primary school teachers. The relevance of the study is determined by the ambiguity of modern data on the nature of the influence of self-esteem on the professional training of teachers and the need to manage the development of the personality and activities of the future teacher in the context of the introduction of updated educational standards. The purpose of the article is to establish the psychological features of the development of self-esteem of the pedagogical abilities of students, as well as the nature of its connection with the motivation for learning and the reflection of educational and professional activities. Materials and Methods. The study sample consisted of 1st–4th year undergraduate students of the Pedagogical University studying in the field of “Primary Education” (n = 104). In order to study the psychological characteristics of self-esteem of pedagogical abilities, motivation for learning and reflection of activity, self-assessment scales and standardized questionnaires were used. Processing of the results was carried out by methods of primary descriptive statistics, methods of comparison and correlation analysis. Results. The dynamics of changes in the perceptions of students - future primary school teachers about the correspondence of their abilities to the teaching profession is analyzed. The role of self-esteem of abilities in the development of learning motivation at the university and reflection of educational and professional activities is shown. It has been established that a high self-esteem of pedagogical abilities has a negative impact on adaptation to study at a university and the adoption of new means and methods of educational and professional activities for a school graduate. The psychological mechanism for launching the development of a professional educational program is the realization of the discrepancy between the developed methods of educational activity and the requirements of the university. Discussion and Conclusion. The results of the study contribute to pedagogical psychology, the psychology of the teacher’s work and his professional training. The conclusions and generalizations presented in the article make it possible to improve not only the process of professional pedagogical education, but also the system of psychological and pedagogical support for the development of students – future primary school teachers.

Increasing the motivation of high school students through multimedia technologies

The subject of this study is the influence of multimedia on the development of motivation for learning among schoolchildren. A study was conducted on the basis of MBOU Lyceum No. 8 in Krasnoyarsk among students of two ninth grades. In the course of the study, the following methods were used: studying the motivation of M.I. Lukyanova's teaching; determining the level of motivation of N.G. Luskanova's teaching, interviewing teachers and students. Prior to the experiment, the level of motivation among the students of the control and experimental groups was measured, which corresponded to the level of "low" and "medium" for 46 and 52% of respondents, respectively. After the experiment, when more than 100 chemistry and biology lessons were conducted for two quarters, the level of motivation in the experimental group increased according to the indicators "high" and "very high" according to the results of two methods. thus, after conducting an experiment with the use of multimedia technologies in the classroom in the experimental group, there is a decrease in the number of students with low and very low levels of educational motives. The main conclusions of this study are related to the fact that as a result of the study, it was proved that the level of motivation for learning among schoolchildren increases when using multimedia technologies in the classroom, such as multimedia presentations, audio and video clips, electronic textbooks, interactive whiteboards and online testing. The study revealed an increase in academic performance in the experimental group. Academic performance in this group has increased due to an increase in the level of motivation for learning among schoolchildren. According to the results of the study, it can be concluded that the use of multimedia technologies contributes to an increase in the level of motivation for learning and, therefore, directly affects the academic performance of students.

PROSPECTS FOR THE USE OF DIGITAL TECHNOLOGIES IN INCREASING THE EDUCATIONAL MOTIVATION OF STUDENTS

The article outlines the need for using digital technologies in the development of learning motivation. The concepts of «digitalization» and «digital technologies» are analyzed; the main digital tools used in pedagogical practice are listed; own experience of using digital tools is given; the fact that digital technologies are an effective tool for increas­ ing the level of students’ motivation is substantiated. It is concluded that the high level of learning motivation con­ tributes to the formation of a student’s worldview, to the intensification of the educational process and, as a result, to the formation of a personality that meets the requirements of modern society.

Modern Pedagogical Technologies Of Teaching The Russian Language At The University

The entry of the Republic of Uzbekistan into the world market, the expansion of international relations necessitates the formation of the language culture of students in foreign languages, especially world languages, which include the Russian language. The purpose of this work is to show the possibilities of using modern pedagogical technologies and techniques in teaching Russian to students of national groups. The objectives of the study are determined by the following: presentation of innovative learning models, description of the methods used and methods of organizing the learning process based on the experience of teaching the Russian language. comparative and descriptive methods were used. The article reveals the possibilities of using innovative teaching methods in the practical course of the Russian language. The concept of "innovative learning" is defined, which includes a personal approach, fundamental education, creativity, professionalism, use of the latest technologies. The tasks of innovative teaching are indicated, including: optimization of the teaching and educational process, creation of an environment for cooperation between a teacher and a student, development of long-term positive motivation for learning, selection of material and methods of its presentation. Describes the variety of technologies and techniques that have become widespread in pedagogical practice and used in the practical course of the Russian language. Their choice is determined by the goals, objectives, stages of the lesson, the level of students' knowledge. Particular attention is paid to methods and technologies of innovative teaching. The author dwells separately on such techniques as: "fish skeleton", "chain", "matching", "scissors", "T-diagram", "Venn diagram", "5-minute essay". The effectiveness of the use of multimedia presentations in the learning process is substantiated.

Use of Microsoft Teams and Youtube in the Application of E-Learning to Improve Student Learning Outcomes in Three-Dimensional Material

The objectives of this study were (1) to increase the motivation to learn the mathematics of students of XII MIPA-2 with three-dimensional material through the application of E-learning using Microsoft Teams and Youtube, (2) to increase the mathematics learning achievement of students of XII MIPA-2 with three-dimensional material through the application of E-learning using Microsoft Teams and YouTube. The method used is classroom action research. Data collection through tests and non-tests. The test technique is to determine learning achievement using the items while the non-test technique is to determine the development of learning motivation using observation sheets. Data analysis used comparative descriptive for learning achievement data and qualitative descriptive for learning motivation data. The results of this classroom action research showed that the students 'motivation to learn mathematics increased from low to high and the average score of students' mathematics learning achievement increased by 20.85% from 65.05 to 78.61 with an increase in completeness level of 57.88%, namely from 52, 78% to 83.33%, so theoretically and empirically through the application of E-learning using the Microsoft Teams and Youtube application it can improve the results of motivation and achievement in learning mathematics in three-dimensional material for students of class XII MIPA-2 SMA Negeri 1 Jepara in the odd semester of 2020 -2021.
 Keywords: E-learning, Microsoft Teams, Youtube, three dimensions.

Motivational component of educational activity in the context of a new educational network paradigm

The creation of a digital environment is currently a priority in the state policy concerning the educational sphere. This is due to the digitalization of social life in all its manifestations. Today, researchers from various scientific fields are searching for ways to create an adequate model of digital learning that can form the conditions for successful educational activities. This article examines the role of the motivational component in the learning process in the digital educational environment. The change in the educational paradigm, which has arisen as a result of the influence of digitalization of human activity, determines the dominant characteristics of the student’s personality, leading to success in the implementation of educational and work activities. It is established that there is a need to study not only the means and material base of digital learning, but also its essential foundations, including the role of competencies and personal qualities of students. The article describes the competencies of the student that are important for effective learning activities. The role of the teacher in the development of motivation for learning is considered. The directions of pedagogical activity that are significant for the formation of motivation for learning are determined. The analysis of the conditions of digitalization of education has shown that the successful formation of the motivational component of training is possible with a combination of traditional and innovative pedagogical methods.

The development of learning motivation by means of an assessment of educational progress in China

The development of learning motivation by means of an assessment of educational progress in China

Development of learning motivation of students to study mathematics in the context of organizing and managing entrepreneurial activity in the region

Development of learning motivation of students to study mathematics in the context of organizing and managing entrepreneurial activity in the region

ФОРМУВАННЯ ДОСЛІДНИЦЬКОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ-ЛАБОРАНТІВ

У статті обґрунтовано підходи до визначення змісту дослідницької компетентності студентів, визначено ефективні форми, методи і засоби її формування у процесі викладання навчальної дисципліни «Клінічна лабораторна діагностика». Представлено пріоритетні освітні технології та методи, які не надають готових знань, а спонукають до пошуку, та в яких роль викладача зводиться до функції тьютора й організатора, що сприяє підвищенню самооцінки особистості студента, закладає основи його професійного зростання. З’ясовано структуру та етапи проведення практичних занять із навчальної дисципліни «Клінічна лабораторна діагностика».

THE PROBLEM OF FORMING PROFESSIONAL MOTIVATION OF FUTURE TEACHERS IN THE MEASUREMENT OF THE NEW UKRAINIAN SCHOOL

The problem of forming professional motivation of future teachers in the measurement of the development of the new Ukrainian school is considered. The techniques “Motivation of teaching students of pedagogical university” (S. O. Pakulina, S. M. Ketko) and “ Studying the motives of students’ educational activity (modification of A. O. Rean, V. O. Yakuninin)” were applied. The Poltava V. G. Korolenko National Pedagogical University became the base of empirical research. According to the conducted surveys results, the leading motives of teaching future teachers were analized, the nature of the dominance of motives (external / internal) in their professional motivation was clarified. It is shown that the main motives for students’ studying at the moment of investigation were the internal ones, which are part of the structure of professional motivation and are its driving force. In the course of the research the conditions necessary for the formation of stable motives of students’ professional motivation (procedural-substantive, didactic-educational, psychological) were formulated.The results of the study confirm that the effectiveness and success of the formation of students’ professional motivation depends directly on the level of motives, among which the internal, professionally oriented motives (high cognitive interest) should dominate the external, narrow-personal motives (low cognitive interest). In order to ensure such a result, a purposeful, systematic work based on partnership and subject-subject interaction of the pedagogical process participants should be organized in the higher education institution. We see the prospects of further scientific research in the identification and characterization of the factors of positive and negative influence on the pedagogical universities students’ educational and cognitive activity; in the study of the development of motivation for learning in the context of distant form of organization of future teachers training; in the study of the peculiarities of forming motivation for learning and for the profession of a teacher as well.

Understanding the impact of teacher’s formative feedback on students’ self-reflection behavior and learning motivation

This article presents the results of questionnaire surveys on the impact of teacher’s formative feedback on students’ self-reflection behavior, self-reflection strategy and learning motivation conducted with 152 English major students from a teacher-education-oriented university in China. The study found the significant impact of teacher’s formative feedback on students’ self-reflection practices and learning motivation. The findings also showed that freshmen have stronger plasticity and are more susceptible to teacher’s feedback. Therefore, it is suggested that teachers should do a good job in the mode and method of positive evaluation feedback from the freshman year, and stick to it, so as to lay a good foundation for students’ learning motivation development, learning strategy improvement and self-reflection behavior.

Временная перспектива и временная компетентность как факторы учебной мотивации

The problems of time perspective and temporal competence in context of schoolchildren’ and students’ motivation in education and also advanced staff training in companies including top management are being analyzed with the help of modern foreign and national research tools and. Findings. The term «temporal competence» is interpreted in accordance with J. Nuttin’s approach to it as an ability of a person to subjectively connect his present time activities, goals and intentions with future. On the bases of numerous (mainly foreign) studies, conducted in different countries, the authors demonstrate the importance of lengthy and balanced time perspective, temporal competence in development of learning motivation and high academic achievements in schoolchildren and students, career progress and success of employees in various companies. The majority of these studies are based on J. Nuttin’s MIM and F. Zimbardo’s ZTPI methodologies. Particular attention is focused on integration of accumulated scientific knowledge into elaboration of multi-module development programs, which include: project management, strategic thinking individual trajectories of development and other components, based on optimization of time perspective and formation of temporal competence.

Peningkatan Motivasi dan Prestasi Belajar Menulis Teks Narasi dengan Teknik Student Teams-Achievement Devisions (STAD) Peserta Didik Kelas XA SMA Negeri 5 Kota Magelang

<p>This research is aimed to improve students' motivation and learning outcomes. The action used in improving the two things is the learning process with STAD technique. This study uses three stages: Pre Cycle, Cycle I, and Cycle II, each cycle using two meetings. Research data were obtained from a student questionnaire and test with multiple choice questions. Questionnaire to know the development of learning motivation, while the test with multiple choice questions to know the development of learning outcomes. The research data is analyzed descriptively-qualitative. The results of the study explain that the implementation of learning with STAD techniques can improve student's motivation and achievement. Learning motivation in Pre Cycle obtained an average of 23.47 (medium category). While in Cycle I the average learning motivation increased to 26.57 (medium category). Percentage of students achieved high category score of 4 students (13%). Furthermore, in cycle II the average learning motivation of 33.87 (high category). Percentage of students obtained a great and very high category score of 22 students (73.3%). Thus until the end of Cycle II, learning motivation has increased. While the results of learning on the Precycle obtained an average of 61.93 (enough category), in the first cycle increased to 69.53 (enough class), in Cycle II obtained an average of 78.77 (right type). Furthermore, it is known that the percentage of learning mastery in the Pre Cycle of 3%, Cycle I of 31%, then in cycle II the rate of learning mastery increased to 86.66%. Thus until the end of Cycle II, student learning outcomes have increased. Based on the above data can be concluded that the implementation of learning STAD technique can improve learning motivation and student learning outcomes.</p>

A Study on Some Sixth-Graders English Learning Motivation Development While Performing Online Reading-Aloud Activities

A Study on Some Sixth-Graders English Learning Motivation Development While Performing Online Reading-Aloud Activities

Povezanost školske klime i autonomije učenika

Students' satisfaction with their school is determined by their status in the school, more precisely, their overall psychological and social status. Students can have the role of objects by participating in the activities organised by teachers, and they can participate on an equal basis, in which case their integrity is expressed. Acknowledging student autonomy and developing curricular content that matches their interests contributes to the development of motivation for learning and a positive perception of the school life. The aim of this paper is to examine the influence of school climate on the strengthening of student autonomy, particularly regarding the impact of the dimension of the class climate on the status of its students, or the relationship between teachers and students which is crucial for the realisation of the student autonomy. The concluding pages of the paper offer recommendations for the functioning of schools as systems with the aim of strengthening student autonomy in everyday school practice. The recommendations are meant to ensure a positive psychological and social school climate and they require the participation of all actors in schools (teachers, students, school principals, parents). They also imply developing broader forms of student participation which would encompass extra-curricular activities and the school life in general.

УЧЕБНАЯ МОТИВАЦИЯ КАК ОСНОВА ЭФФЕКТИВНОГО ОБРАЗОВАТЕЛЬНОГО ПРОЦЕССА В ВУЗЕ

<p>The article features the role of motivation for higher education. The authors state that learning motivation is one of the decisive factors of educational process efficiency at higher educational institutes, presenting a set of motives that cause students’ activity in the educational process. The knowledge available in the psycho-pedagogical science about the issues of learning motivation is synthesized. The article presents the results of the survey conducted among the first-year students of Kuzbass State Technical University named after T. F. Gorbachev to explore meaningful aspects of their learning motivation. It is noted that a group of material motives, in which students perceive learning as the basis for their future decent material life, and a group of civil motives, in which students perceive learning as preparation for future social life, are their main leaning motives. Cognitive motive, such as a desire for new knowledge, are also revealed in the student survey. A group of prestige motives, such as a desire for a high social status, is also revealed. Most of the students' learning motives are attributed to the group of external motives. The results obtained, according to the authors, are a signal for teachers to search for approaches that are aimed at developing their students' internal motivation. Internal motives of learning can be considered as semantic motives for learning activity. Identified motives are also referred by the authors to a group of conscious motives. The importance of conducting such surveys is emphasized; on the one hand, for students themselves and the process of comprehension of their desires and needs; on the other hand, for planning and development of learning motivation and searching for effective motivationally-oriented approaches to teaching.</p>

Possibilites of developing motivation for leaning: Perspective of teachers and students

It is possible and necessary to influence development of motivation, and the most important role belongs to the school, i.e. a teacher in the process of teaching. Development of motivation for learning means a sequence of carefully and thoughtfully planned in the activities of learning and this presents the basic standing point of our research. So, from one side, interaction with a teacher is necessary, and on the other hand organisation of teaching. In the paper, we have presented the result of a wider empirical research which examines significance and possibilities of development motivation for learning. The aim of the research refers to the determination of basic characteristics of pedagogical postulates and different kinds of teachers' procedures in developments students' motivation for learning. The research included 152 subject teachers and 165 students of the eighth grade of the primary school. The results of the research point at the fact that there are differences in teachers' beliefs about motivation for learning and teachers give different meaning to motivation, as well as that the structure of attitudes of teachers and teachers about nature, significance and possibilities of development of motivation is complex, multi dimensional with differently expressed an inter-connected dimensions.

The effects of an online student question-generation strategy on elementary school student English learning.

Recognizing the potential of online student question-generation to engage language learners in communicative activities and use the target language in a personally meaningful way for language and learning motivation development, an experimental study examining the English learning effects of this approach, in comparison to an online drill-and-practice strategy, was conducted. A quasi-experimental research design was adopted. Four sixth-grade classes (N = 106) participated in this study and were randomly assigned to different treatment groups. An online learning system supporting the various learning activities was adopted. The results of analysis of covariance (ANCOVAs) showed that students in the online student question-generation group performed significantly better in English assessments and exhibited higher learning motivation than those in the contrast group. The significance of this study and suggestions for instructional implementation and future works are also presented.