Differences In Learning Motivation Research Articles

Differences in Learning Motivation Based on Self-Determination Theory of Students in Educational Sciences Faculties at the Jordanian Universities

The current study aimed to investigate the differences in the learning motivation based on self-determination theory of students in educational sciences faculties at Jordanian universities, to achieve this goal, a scale of learning motivation based on self-determination theory was applied, to a random sample of (803) students, (292) males and (511) females. results showed that level of internal motivation to learn based on self-determination theory was medium in general, and it was significant on each of two subscales: the effort and importance, and the value and interest, it was medium on the rest subscales. It appeared that there were significant differences between males and females on the third subscale (effort and importance), and on the seventh subscale (relation), in favor of females, while no significant differences were found on the rest subscales and the overall scale. The study showed statistically significant effect of the academic level on every subscale and on the overall scale. Statistically significant correlation was found between the average, and all of the following subscales: the first (pleasure and interest), second (perceived competence), third (importance and effort), and seventh (the relationship) and the overall scale.

LANGUAGE LEARNING STRATEGY PREFERENCES OF TURKISH STUDENTS

A learning style is a preferred way of acquiring knowledge and processing information. Learning styles may differ depending on gender, age, or culture. Niles (1995) in his study “Cultural Differences in Learning Motivation and Learning Strategies” studied the cultural impact on learning strategies and found considerable differences between culturally different students. Providing evidence for the relationship between culture and learning strategy preference and use, this study aims at examining the use and preference of language learning strategies of Turkish students while they are learning English.

Cultural differences in learning motivation and learning strategies: A comparison of overseas and Australian students at an Australian university

Influenced by Weber's protestant work ethic ideology, McClelland proposed that the economic development of societies could be attributed to differences in achievement motivation. Early empirical evidence from many developing countries seemed to support this hypothesis. More recently, however, writers have come to acknowledge that achievement motivation is not a universal construct and that motivation in a cultural context is multidimensional. They propose that in many developing countries a social approval motive could be stronger. There has also been a tendency to stereotype Asian learners as rote learners. Although recent research has challenged this view, we need strong evidence to counter this belief. A study was undertaken to compare the patterns of motivation and learning strategies of Australian and Asian students at an Australian university. The results show that there are some similarities and differences between cultures in what motivates students and how they approach learning. The most important finding of this study is that McClelland's N Ach operationalized more narrowly, as the need for “competition” seems to be an important dimension of motivation for Australian students, but an equally potent motivating factor for Asian students seems to be social approval. Furthermore, this study lends support to the argument that Asian learners are not rote learners.