Extrinsic Goal Orientation Research Articles

The Role of Blended Learning on Moderating Self-Motivation to Mitigate Foreign Language Anxiety among EFL Students

The purpose of this study is twofold: (1) it looks at how much foreign language anxiety and self-motivation there are among EFL students, and (2) to determine if learning preferences interact with self-motivation to lessen FLA, i.e., moderate this relationship. To do this, 232 EFL students from the 2020–2021 academic year were randomly chosen to participate in a survey method at three universities in central Saudi Arabia: Qassim University, Majmaah University, and Shaqra University. SPSS was used for descriptive analysis, where Macro Process Hayes Plug-In was used for the moderated regression analysis. The findings showed a moderate level of internal and extrinsic goal orientation, control over learning beliefs, self-efficacy, task value, social engagement, instructor support, as well as anxiety related to learning a foreign language. Additionally, it was determined that participant demographic factors had no statistically significant impact on any of the distinct dimensions of self-motivation or anxiety related to learning a foreign language. More significantly, blended learning was found to have a greater negative impact on foreign language classroom anxiety than face-to-face learning and e-learning, indicating that it has a greater impact on increasing self-motivation to lessen classroom anxiety.

Online learning in higher education: Examining the predictors of students' online engagement.

In this study, the effects of remote learning attitude, extrinsic and intrinsic goal orientation on the dimensions of online engagement were examined. 293 teacher candidates at a state university in Turkey participated in the research. PLS-SEM was used to analyze the data. In all models, relationships related to online collaboration with peers, online communication with instructor, participation in online classes, and completing assignments and tasks were confirmed. The relationships between the attitude towards attending online courses and the skills and emotional dimensions of engagement were confirmed. The relationships between intrinsic goal orientation (IGO) and skills and emotional dimensions of engagement are significant. Extrinsic goal orientation (EGO) is only related to the performance dimension of engagement.

Students' Motivation and Perception in Learning Social Science Using Distance Learning Modality during COVID-19- Pandemic

Aims: This paper assessed the motivation and perception of Grade 12 public school students in learning social science during the pandemic. It also investigated the difference in their motivation and perception.
 Study Design: Descriptive-comparative design.
 Place and Duration of Study: School Division of a Component City in Northern Negros Occidental, between January 2021 to July 2022.
 Methodology: The study utilized the descriptive-comparative design. The study was assessed by 436 stratified randomly sampled students. The assessments were gathered using the modified motivation and perception questionnaires. In analyzing the data, mean, standard deviation, Mann Whitney, and Kruskal Wallis were employed.
 Results: Generally, the motivation (M=3.83, SD= 0.67) shows an agreeable result. The extrinsic goal orientation (M=4.15, SD= 0.88) is rated highest with an agreeable result, and social engagement (M=3.46, SD= 0.92) is the lowest with a neutral result. Meanwhile, they have agreeable perceptions (M=3.69, SD= 0.65) with perceived value (M=3.79, SD= 0.79) as highest and perceived teachers' attitude (M=3.46, SD= 0.89) as lowest. Moreover, there was no difference in their motivation when group according to sex [U=21954.5, p=0.721] and track [U=22104.0, p=0.875]. While a significant difference in academic performance [χ2(4)=53.069, p=0.000]. In terms of perception, it found no difference when grouped according to sex [U=22309.0, p=0.771] and track [U=22163.0, p=0.912]. While a significant difference in academic performance [χ2(4)=32.042, p=0.000].
 Conclusion: The study implies the need to address students' motivation and perception issues to ensure their quality learning of social science.

Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment

Recent studies have pinpointed the critical and optimal role of self-regulated learning (SRL) in strategy instruction in second/foreign language (L2) research. To provide empirical grounding for developing self-regulated, strategic learners, this study developed an integrated model of SRL strategy instruction which was integrated with formative assessment and a process-genre approach and then examined its effects on L2 writing quality and motivational beliefs. This was a quasi-experimental research design, in which the experimental group received a 16-week SRL strategy instruction while the comparison group received a regular writing course over the same time period. Pretest, posttest, and delayed posttest of writing performance were conducted to examine students’ changes in writing quality in terms of content, organization, vocabulary, language, and mechanics. A self-report questionnaire was administered to both groups in the pretest and the posttest to investigate the development of motivational beliefs (i.e., task value, intrinsic goal orientation, extrinsic goal orientation, control of learning beliefs, and self-efficacy of learning and performance). Results of mixed factorial ANOVAs revealed the experimental group outperformed the comparison group in the overall writing scores and the subscores (e.g., content, organization, vocabulary, and language) in the posttest and the delayed posttest. In addition, the intervention helped students develop a higher level of task value, extrinsic goal orientation, control of learning beliefs, and self-efficacy of learning and performance. Data collected from reflective journals showed that EFL students reported increased levels of self-regulated, strategic behavior as a results of engaging in classroom formative assessment activities. • Formative assessment promotes effects of self-regulation instruction. • Self-regulation strategy intervention improved L2 writing quality. • The intervention improved students’ task value and extrinsic goal orientation. • The intervention helped students develop active control of their learning beliefs. • The intervention helped students become more self-efficacious in learning to write.

The role of motivation in predicting academic success of Medical students in Online Courses

Objective: To assess the correlation and predictive value of different constructs of motivation in achieving academic success in online medical course. Study Design: Cross sectional, analytic study using Convenience sampling. Place and Duration: The study was conducted in the Anatomy Department at Foundation University Medical College 1st June 2020 to 1st Dec 2020. Methodology: First and Second year MBBS Students (n=210) undergoing an online course were administered the “Motivational strategies” component of “Motivated Strategies for Learning Questionnaire” in which the students rated themselves on Likert scale. After the course, the students were assessed by a test. The “Motivational constructs” which included, “Intrinsic Goal Orientation, Extrinsic Goal Orientation, Task value, Control of Learning Belief, Self-efficacy for learning and performance and Test Anxiety” were considered as independent variables, whereas the test scores were the dependent variable. The normality of the data was confirmed and Correlation coefficient for each scale with the test scores was calculated using Pearson’s test. Significance was calculated using ANOWA. A p value of ≤ 0.05 was considered statistically significant. Predictive validity of motivational scales for academic success were calculated for both courses by applying Multiple Regression analysis. Results: The Correlational coefficient was highest for “Test Anxiety”(r=-0.718). Multiple Regression analysis revealed that 71.9% (R square=0.719) of the variance is explained by “Test Anxiety” and “Extrinsic goal orientation.” The Beta value “Test anxiety” was -0.576 making it the largest contributor to the variance. Conclusion: Among the Motivational constructs, “Test Anxiety” has the strongest correlation and is a powerful negative predictor of Academic success in online medical course. Keywords: Academic success, Extrinsic Goal Orientation, Intrinsic Goal Orientation, Motivation; Online course, Test Anxiety

Students’ Motivation and self-regulated learning in health professions during Compulsory E-learning in COVID-19 pandemic.

Our objective is to assess motivation and self-regulated learning domains among undergraduate health professional students during compulsory E-learning in the COVID-19 pandemic, and explore inter-gender variabilities and the correlation between test anxiety and self-regulated learning. Institutional based descriptive study, Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 291 healthy undergraduate students of health professions programs at Al Marefa University. Two months after shifting to compulsory E-learning, students were invited to return an online standardized self- administered questionnaire via Google form. Data were analyzed using SPSS version 23. Reliability analysis with an average close to or exceeds the recommended value (α = 0.7). The extrinsic motivation was higher than the intrinsic one, the use of learning strategies was modest. Female students displayed significantly higher motivation and learning strategies scores (P=0.001). Male had higher extrinsic goal orientation P= 0.001, self-efficacy P= 0.043, Help-seeking P= 0.017, while females had a higher time study environment P=0.027. Also, the youngest and oldest students were the most motivated ones (P= 0.04). A positive correlation exists between test anxiety and extrinsic goal orientation (P=0.000). Statistically significant correlations exist between test anxiety and all of the learning strategies scales. There are adequate levels of motivation with moderate use of learning strategies among health professional students during sudden shifting to compulsory E-learning in the COVID-19 pandemic. Females’ students were more self-regulated learners than males. Further investigation of the use of the Motivated Strategies for Learning Questionnaire and its association with academic achievement is recommended to assess the online teaching experience.

Exploring Instrumental, Expectancy, and Valence Components in Motivation for Learning among University Students in Selected ASEAN Country

Motivation is a reason for acting or behaving in a particular way while learning is a structured combination of human elements, materials, facilities, equipment, and procedures that influence each other to achieve learning goals. In others words, motivation for learning is intrinsic, where learners are interested in the course content, or extrinsic, where learners are interested in earning a course grade or credit. Motivation for learning is an important factor for students to achieve success in learning from various backgrounds of study in the university. But, the instrument, expectance, and valence components for motivation learning in university need to be explored and analyzed. This paper aims to identify the instrumental, expectancy, and valence components that influence learning motivation. To obtain the data quantitative research method with survey instruments was used. The survey questionnaire is divided into 4 sections including demographic profile, instrument components, expectancy components, and valence components. About 141 students from selected higher education institutions in ASEAN countries Malaysia, Singapore, Thailand, Brunei, and Indonesia participated in this research. The findings show that extrinsic goal orientation is the most influential factor to motivate the student to study. So that the lecturer has to prepare students to obtain the highest grade by implementing teaching and learning sessions effectively and achieving all the objectives needed.

Öğrenenlerin E-Değerlendirmeye Dayalı Kişiselleştirilmiş Geri Bildirim Yollarının İncelenmesi

Purpose: The purpose of the research is to investigate personalized feedback paths of learners based on e-assessment according to the feedback preferences of learners and their needs. Methodology: The design-based research method consisting of two stages was used in this study. The study group comprised of 36 undergraduates in the department of Computer and Instructional Technology in the Education Faculty in one of the state universities was determined based on criterion sampling method. The data collection process has carried out with the same study group at both design stages by using blended learning method. Data collection tools are consisted of Motivation and Metacognition scales, learning management system records and semi-structured interview form. The descriptive analysis methods, Chi-Square independence test, multiple correspondence analysis, and content analysis have been used for data analysis. Findings: According to the findings of the research, the effect of test anxiety and extrinsic goal orientation from motivation sources, metacognition, the judgment of learning and task level variables have determined on feedback preferences of the learner. Classify by these characteristics, a number of personalized feedback strategies have been developed based on the learner's preferences and needs for feedback. In addition, it was found that learners wanted to get feedback from teachers rather than peers because they found teacher’s feedback more qualified and they did not trust their peers' feedback. Highlights: In order to use the personalized feedback strategies developed in the research in different research groups and training programs, it should be important that the system is similar to those in this study. These should be similar systems that determine both the learner's preference and the needs for feedback according to the learner characteristics to support learning performance. Otherwise, it is thought that will be out of the context of personalization.

Investigating and Comparing the Effects on Learning Achievement and Motivation for Gamification and Game-Based Learning: A Quantitative Study Employing Kahoot

This study is aimed at investigating and comparing the effects on learning achievement and motivation for two game-related pedagogies: gamification and game-based learning. Gamification was the process involving separable and flexible game elements, while game-based learning was the pedagogical procedure based on the inseparable serious games. Thus, gamification and game-based learning were hypothesized to have different effects on learning achievement and motivation. We implemented College English Test-6 (CET-6) and Motivated Strategies for Learning Questionnaire (MSLQ) to quantitatively assess learning achievement and motivation. ANCOVA reported that the positive effects on learning achievement reflected by CET-6 posttest scores were more significant for gamification ( M = 79.3 01, SD = 1.258 ) than game-based learning ( M = 77.473 , SD = 1.262 ). ANOVA revealed that the positive effects on motivation reflected by the motivation-related subscales, i.e., self-efficacy for learning and performance, extrinsic goal orientation, intrinsic goal orientation, and control of learning beliefs, were more significant for gamification than game-based learning. The main conclusion was that gamification exerted more significantly positive effects on learning achievement and motivation than game-based learning. However, high dependence on immersion might influence the stability for the effects of gamification.

The Effect of Cooperative Problem-Solving Method on Students’ Motivation Towards Learning Algebra

This study aimed to examine the effect of cooperative problem-solving method on grade nine secondary school students’ motivation towards learning algebra. In this study, pretest-posttest non-equivalent group quasi-experimental design was employed. The data were collected from 142 grade ninth students using mathematics motivation questionnaire and analyzed using paired sample t-test, analysis of variance, and analysis of covariance. The result revealed that there was a statistically significant mean difference between groups on intrinsic goal orientation, extrinsic goal orientation, task-value, control of beliefs for learning, self-efficacy, and total motivation of students to learn algebra. Besides, except test anxiety motivation component, students’ motivation and its components to learn algebra were affected by the cooperative problem-solving and the problem-solving methods. However, there was no statistically significant mean difference between groups on test anxiety motivation component. Finally, we recommend that further study is needed to examine how students test anxiety can be improved.

Exploring Student Motivation and Performance in the Flipped Classroom: A Case Study of Nursing Students

Introduction & Background: Technological progress has transformed all areas including the field of education and training. This has allowed us to take advantage of the functionalities offered by information and communication technologies to improve learning experiences. This research aims to explore the motivation and performance of nursing students in the flipped classroom compared to the traditional method. Methods: This pre-experimental study was conducted on a single group pretest-posttest with twenty students using two distinct teaching methods (the traditional method and the flipped classroom) in the community health planning course. In pre-test and post-test, motivation and performance scores were calculated, respectively, from the motivated strategies for learning questionnaire and the results of the performance tests. Pretest and posttest scores were compared using the Wilcoxon signed-rank test. Results: The findings showed that the motivation scores of all students (n=20) were positively improved in the flipped classroom compared to the traditional method. Specifically, extrinsic goal orientation (p=0.021), control beliefs (p=0.019), and self-efficacy for learning and performance (p=0.016) were the motivational subcomponents that were significantly improved. However, intrinsic goal orientation (p=0.055), task value (p=0.866), and test anxiety (p=0.6) did not show a statistically significant. On the other hand, student performance was significantly improved in the flipped classroom (14.4±2.57 vs. 17.7±1.28, p<0.001). Conclusion: This innovative approach is an essential alternative for improving the quality of nursing education.

BRAIN-BASED APPROACH AND THE STUDENTS’ MOTIVATIONS IN LEARNING PHYSICAL SCIENCE

The study investigated the effects of Brain-based Blended approach on students’ motivations among Senior High School in Physical Science. Motivation is a crucial component of learning and is critical in determining students’ achievement. It is an internal process that activates the learners’ behavior to engage in science learning activities that is purposely designed in a form of learners’ material. Specifically the study aimed to identify six (6) motivational constructs as exposed to Brain-based Blended approach and find out the significant difference on students’ level of motivations and Brain-based Blended approach. The use of KACIE Model built on multiple Brain-based protocols on a web interface exposure was employed and Science Motivation Survey questionnaire was used with a reliable Cronbach alpha of 0.78. One shot pre experimental pretest-posttest research design was employed. Findings of the study revealed that students’ exposure to Brain-based Blended approach exhibited high motivations in their order of preferences such as control of learning beliefs, task value, extrinsic goal orientation, intrinsic goal orientation, self-efficacy for learning, and test anxiety. Further results show a significant difference between to students’ motivations and Brain-based Blended approach. A reflective analysis indicated that students valued and enhanced their learning in Physical Science.

Validation of Motivated Strategies for Learning Questionnaire Among High School Students in Afghanistan

The present study was an attempt to validate the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich &amp; De Groot, 1990) for high school students of Afghanistan, with 81 items in Dari language. From different government and private high schools, 356 students (183 girls and 173 boys) participated in the study. SPSS Amos version 23 was used to confirm the psychometrics, using goodness of fit estimates from the data of 356 students. Out of the 15 subscales of the original MSLQ, six subscales that is Intrinsic Goal Orientation, Extrinsic Goal Orientation, Control of Learning Beliefs, Test anxiety, Effort regulation, and Help seeking got were not retained. Therefore, in the present context nine subscales of the MSLQ were found to be valid and reliable for assessing self-regulated learning strategies and using it on the children for planning educational interventions.

Motivation Factors for Elementary School Students

It is not hard to recognise motivated student. He is interested, curious, active, enthusiastic and does not give up when encounters difficulties, but thinks for further education. Motivation during schooling is highly related to a student’s later academic achievement and it is therefore very important to encourage it. This paper discusses the motivation factors and affective component for elementary school students. The empirical research has been carried out through a questionnaire based on the instrument Motivated Strategies for Learning Questionnaire (MSLQ) designed and adjusted for researching intrinsic goal orientation, extrinsic goal orientation and anxiety of Croatian elementary school students (1st – 4th grade). The sample of this research consisted of 311 primary school students from rural (N = 103) and urban (N = 208) primary schools. The research was conducted during 2019 in several Croatian counties. The aim of the paper is to determine levels of three motivation factors: intrinsic goal orientation, extrinsic goal orientation and anxiety as an important predictor of future academic success. Secondary goal is to determine differences according to gender, age and the living environment of students. The results had shown that the overall level of motivation of the participants is high from which it is evident that students are highly motivated to work, especially female students. The results also show high level of intrinsic goal orientation, higher level of extrinsic goal orientation and test anxiety comparing to Duncan et. al. (2015) results.

Analyzing Postgraduates’ Motivation in Writing Master Dissertation

Motivation is an important element in determining students’ learning and achievements during their study period. This study investigates problems faced by students in writing a dissertation at the postgraduate level. Postgraduate and research students are found to be under constant pressure which leads to demotivation to finish their studies within the candidacy period. This article utilizes the cross-sectional quantitative research method. The research data were obtained through self-administered online questionnaires that were distributed to 72 postgraduate students from 3 different programs who were selected using the convenient sampling technique. The research participants are those who have opted to write a dissertation as a partial requirement to graduate. The findings were analyzed using mean statistics to explore rhetorical problems learners face in the writing of their dissertation. The findings show that the value component that includes intrinsic and extrinsic goal orientation portrays the respondents' priority to make sure that they can better understand the requirements in writing the dissertation. Nevertheless, results of the study which has been developed under the three main components items namely value , expectancy and affective are useful for teachers to take into consideration the factors that motivate and influence postgraduate students to keep writing their dissertation. Hence, future researchers should consider bringing the study to another level by including students’ participation from myriad universities and states to ensure that a better solution can be provided in enhancing students’ motivation in writing their dissertation.

Effectiveness of blended learning in pharmacy education: An experimental study using clinical research modules.

Though there are studies to evaluate the effectiveness of blended learning in pharmacy education, most of them originate from USA and have used previous year students' scores as control. Also there is less research in comparing use of self -regulated learning strategies between blended and other learning strategies. Primary aim was to evaluate the effectiveness of blended learning on knowledge score using clinical research modules. Secondary objective was designed to compare the use of self-regulated learning strategies between blended learning, web-based e-learning and didactic teaching. A prospective cluster randomized trial was conducted with didactic teaching as control and web-based e-learning and blended learning as interventions. The target population was final year Pharm D students. Outcome was assessed using a validated knowledge questionnaire, a motivated strategies for learning questionnaire and a feedback form. All statistical analyses were carried out using Statistical Package for Social Science (SPSS) Version 20. A total of 241 students from 12 colleges completed the study. Mean knowledge score of students in blended learning group was higher than those in the didactic teaching and web- based e- learning program (64.26±18.19 Vs 56.65±8.73 Vs 52.11±22.06,p<0.001).Frequency of use of learning strategies namely rehearsal, elaboration, organization and critical thinking was statistically significantly higher in the blended learning group compared to those of didactic and web-based e-learning group (p<0.05) But there were no statistically significant difference of motivational orientations between didactic and blended learning group except strategies of extrinsic goal orientation and self-efficacy. Students preferred blended learning (86.5%) over didactic and web-based e-learning. Blended learning approach is an effective way to teach clinical research module. Students of blended learning group employed all motivational and learning strategies more often than students of the didactic and web- based e-learning groups except strategies of intrinsic goal orientation, task value, control of learning belief and help seeking.

Pre-Clinical Medical Students' Use of Motivational and Cognitive Study Strategies During Anatomy Learning: A Three-Year Cross-Sectional Survey.

Medical students' motivation and study strategies are crucial in determining academic performance. This study aimed to assess the motivation and learning strategies of medical students as well as their association with performance in anatomy examinations. The Motivated Strategies for Learning Questionnaire, two focus group discussions, and students' current anatomy cumulative grade point average (cGPA) were used. Generally, the medical students strongly felt that anatomy is fundamental to the practice of medicine and surgery. This result was consistent with high task value scores of 5.99±1.25. They were also driven by extrinsic goal orientation (5.59±1.42) and intrinsic goal orientation (5.08±1.26). Most medical students typically relied on elaboration (5.35±1.25) ahead of other cognitive strategies namely rehearsal (5.30±1.11), organization (5.15±1.34), and lowest-rated critical thinking (4.77±1.19). The students also relied on resource management strategies, effort regulation (5.15±1.20) and time and study environment regulation (5.03±1.03) more than the moderately scored peer learning (4.95±1.50) and help-seeking (4.95±1.09). In the focus group discussions, students reported that they often narrate or explain to each other what they would have read and understood from anatomy lectures, tutorials, and textbooks. They also bemoaned the lack of institutional support for stress burdens. The motivation and learning strategies subscales were not correlated with anatomy cGPA. Males were driven by extrinsic goals and experienced significantly higher levels of test anxiety than females (P<0.05). Knowing the motivation and learning strategies students employ early in the medical curriculum can be leveraged to promote self-directed learning and academic achievement.

The impact of language brokering frequency and psychological health on academic motivation and learning strategies of university students in the United States

ABSTRACT Previous research studying language brokers (i.e. children/adolescents who translate for family members) has indicated some positive correlations between frequent language brokering and gains in cognitive development, although little of this research has been conducted on language brokers during the university/higher education years. At the same time, there is evidence documenting elevated levels of depression and anxiety in brokers who translate frequently, which may undermine positive cognitive developments. The purpose of this study was to examine the impact of accumulated brokering frequency on academic motivation and learning strategies in United States university students, while accounting for psychological health symptoms. Greater brokering experience uniquely predicted increases in academic motivation and learning strategies. In particular, these relations were driven by greater value components (i.e. intrinsic and extrinsic goal orientation, task value understanding) and cognitive and metacognitive strategy use. This suggests greater self-regulated learning abilities in the university setting for language brokers with more translation experience. The brokers’ reported psychological health symptoms did not interact with these positive correlations. Overall, these findings help to more directly understand the context of the language broker in higher academia and the impact on cognitive outcomes during this important transition into adulthood.

L2 Learners' Motivation Beliefs and Writing by Self-regulatory Summarizing

This study aimed to explore how explicit summarizing practices combined with self-regulation prompts influence motivation beliefs and writing performance by L2 learners at the beginner level. As a theoretical framework, the relationship among self-regulatory learning, motivational components and language performance was discussed. Regarding six motivational scales measured by using a shortened MSLQ, the results revealed there was significant and positive change in all the motivation scales after involved in the intervention: the highest perception change in both ‘intrinsic goal orientation’ and ‘task value’, followed by ‘control of learning belief’ and ‘self-efficacy for learning and performance’, and the least increase in ‘extrinsic goal orientation’, while negative perception of ‘test anxiety’ was significantly decreased. In terms of syntactic complexity measures as objective indices for language development, the length of production including the ‘mean length of sentence’, ‘T-unit’, and ‘clause’, was most significantly increased, followed by the number of ‘clauses per T-unit’ and ‘complex nominals per clause’ for phrase-level measures. These results indicated that L2 beginner learners' motivation beliefs for learning could positively increase and their writing performance could be improved with more complex syntactic forms of longer sentence, clause and phrase levels, when involved in systematic summarizing practices with self-regulation prompts, teacher guidance and feedback. (Dankook University)

Vlogs for enhancing trainee teachers’ motivational beliefs about school experience and teaching practice: They are on the factory floor for professional development

This study investigated the effectiveness of Vlogs on the motivational beliefs of trainee teachers in the practicum period. It also offers their perceptions of Vlogs for professional development. The participants were 54 trainee teachers from a university located in the north-west of Turkey. In this study, a pretest post-test quasi-experimental design with a control group was adopted to test the effects of using Vlogs on motivation. To collect qualitative data, semi-structured interviews were conducted in the experimental group. The results indicated that Vlogs had significantly positive effects on the sub-factors of motivation such as intrinsic goal orientation, control beliefs, self-efficacy, and task value. The experimental group had lower extrinsic goal orientation scores in comparison with the control group. The trainee teachers reported that Vlogs were a potential media not only for self-assessment, reflection, and peer learning but also for the development of techno-pedagogical skills in teacher education along with challenges of their use.