Extrinsic Learning Motivation Research Articles

Gauging and Linking Intercultural Competence and English Learning Motivation of Non-English Majors in Selected HEIs in China

This quantitative study determined whether students' intercultural competence predicts their English learning motivation significantly. The study was conducted in selected schools in Guangdong, China, and involved a sample of 372 non-English majors currently enrolled in a college English course. A survey was used to assess their level of intercultural competence in terms of intercultural knowledge, attitude, skills, and awareness. The survey also gathered data on students' English learning motivation, measured by intrinsic and extrinsic learning motivation. Data analysis revealed that students recognize the importance of intercultural competence and generally exhibit a good level of competence, especially regarding intercultural attitudes. Regarding their English learning motivation, they demonstrated strong motivation. However, it should be noted that both their intercultural competence and English learning motivation have room for further improvement. The study also indicated that intercultural competence significantly predicts the respondents' continuing professional development. The study's findings have implications for enhancing English learning motivation in schools. They highlight the importance of strengthening students' intercultural competence to motivate them to learn English. Given the predictive role of intercultural competence, its development and targeted cultivation strategies are essential to increase its effectiveness further.

Motivasi Siswa terhadap Pembelajaran Seni Budaya (Seni Musik) pada Kelas VIII C di SMPN 2 Batang Gasan

Cultural arts learning is one of the compulsory subjects taught at the Junior High School (SMP) level. Through cultural arts at school, students are able to express themselves and channel their creativity. In learning, student motivation is an important factor in determining student success in achieving understanding. Because motivation will influence a person's desire to do something. This study was conducted to describe student motivation towards learning cultural arts (music) in class VIII C at SMPN 2 Batang Gasan District. In conducting this study, the researchers employed a quantitative approach with a descriptive method. The study focused on grade VIII students of SMPN 1 Batang Gasang, with the sample group being determined using the cluster random sampling technique. The selected sample consisted of students from class VIII C. To gather data, a questionnaire was distributed to the students, which was designed based on indicators of intrinsic and extrinsic learning motivation. The collected data was then analyzed using the average equation and subjected to descriptive analysis. Based on the results of the research obtained, it can be concluded that student motivation towards learning cultural arts (music) in class VIII C at SMPN 2 Batang Gasan District is obtained for internal motivation with an average value of 75.7% in the high category. As for extrinsic motivation, the average value is 65.32% in the high category. Overall, student motivation obtained an average value of 70.51% in the high category. Therefore, student motivation at SMPN 1 Batang Gasan can be categorised as high towards learning cultural arts, especially in music.

The impacts of learning motivation, emotional engagement and psychological capital on academic performance in a blended learning university course.

This study aims to explore the relationships among psychological capital, learning motivation, emotional engagement, and academic performance for college students in a blended learning environment. The research consists of two studies: Study 1 primarily focuses on validating, developing, revising, and analyzing the psychometric properties of the scale using factor analysis, while Study 2 employs structural equation modeling (SEM) to test the hypotheses of relationships of included variables and draw conclusions based on 745 data collected in a university in China. Findings revealed that intrinsic motivation, extrinsic motivation, emotional engagement, and psychological capital all impact academic performance. Extrinsic learning motivation has significant positive direct effects on intrinsic learning motivation, emotional engagement, and psychological capital. Intrinsic motivation mediates the relationship between extrinsic motivation and academic performance. In future blended learning practices, it is essential to cultivate students' intrinsic learning motivation while maintaining a certain level of external learning motivation. It is also crucial to stimulate and maintain students' emotional engagement, enhance their sense of identity and belonging, and recognize the role of psychological capital in learning to boost students' confidence, resilience, and positive emotions.

Effects of integrating a role‐playing game into a virtual reality‐based learning approach on students' perceptions of immersion, self‐efficacy, learning motivation and achievements

AbstractVirtual contexts play a crucial role in assisting students' learning. Researchers have taken advantage of the potential of immersive virtual reality (VR) for situating students in inaccessible places, and for engaging them in learning activities. Meanwhile, several previous studies have reported that, in VR‐based learning contexts, students' perception of immersion and learning motivation could be low owing to the lack of clear objectives and problem‐solving scenarios. On the other hand, digital game‐based learning is capable of enhancing students' engagement in a task. In this study, we designed a learning approach (namely RPG‐VR) by means of integrating a role‐playing game with VR technology to enhance students' science learning. Furthermore, a quasi‐experiment was conducted to evaluate the students' learning effectiveness via, respectively, providing the RPG‐VR learning approach and the conventional VR (called C‐VR) learning approach for the experimental and control groups. The experimental results indicated that this approach significantly enhanced the students' perceptions of immersion, self‐efficacy and extrinsic learning motivation, in comparison with the C‐VR learning approach. Specifically, students who learned with the RPG‐VR learning approach perceived more immersion in the engagement and the total immersion stages. This study contributes to existing knowledge of VR technology by providing that a digital role‐playing game could reinforce the main characteristics of VR‐based learning environments and enhance students' concentration on a learning task. However, no significant difference was found between the two groups in terms of promoting students' learning achievements, implying that more instructional assistance is needed to improve students' knowledge gains in VR‐based learning environments. Practitioner notesWhat is already known about this topic Virtual contexts play a crucial role in promoting students' learning performances. Virtual reality has been adopted for situating students in inaccessible places to promote their learning. A DGBL context provides students with opportunities for learning that emphasize immersion in practice, resulting in concept acquisition and skill development. What this paper adds An RPG‐VR learning approach was designed by means of integrating a role‐playing game with VR technology to enhance students' science learning. A virtual reality learning system with a role‐playing game was developed based on the proposed approach. This approach significantly enhanced the students' perceptions of self‐efficacy, extrinsic learning motivation and immersion, especially in the engagement and the total immersion stages. A digital role‐playing game could reinforce the main characteristics of VR‐based learning environments. Implications for practice and/or policy The RPG‐VR learning approach could be a notable reference for further research on VR‐based learning environments. More instructional assistance is needed to improve students' knowledge gains in VR‐based learning environments.

FULFILLMENT OF INDICATORS AND ENHANCEMENT EXTRINSIC MOTIVATION OF STUDENTS THROUGH TEAMS GAMES TOURNAMENT IN GEOGRAPHY LEARNING

<span>The success of the learning process is the core goal of education. The success of the learning process can be seen from several things, one of which is student learning motivation. Learning motivation plays an important role in achieving learning success, and it has the potential to affect learning interest, activeness, and learning outcomes. The existence of strong learning motivation will catapult students to success in learning. Students' low motivation to learn is a concern for researchers to solve. This study aims to increase student motivation through learning team games tournament (TGT). The research method used in this study is Classroom Action Research (PTK) with a quantitative-descriptive approach. The data collection technique used is to distribute questionnaires that will be filled out by students. This research was conducted at SMAN 3 Padang on geography subjects. The results of this study show that teams games tournament (TGT) can meet extrinsic learning motivation indicators. The level of fulfillment of all indicators is more than 60% and even reached 72%, such a percentage is classified as "Enough" and "Good". Teams games tournaments (TGT) can also increase students' extrinsic learning motivation. The learning can increase the percentage of students with “Medium” and “High” motivation to 80%.</span>

GPT Modeling for English Learning Assistance Functions in Non-Native Language Environments

Abstract In this paper, we design an English multi-round dialogue model based on the pre-trained model GPT-2 and use Top-p and Top-k sampling instead of greedy search and cluster search sampling to optimize the decoding strategy. After that, a dialog history keyword replication mechanism is introduced to improve context consistency. Based on the GPT-2 English Multi-Round Dialogue Model, a conversational teaching model for teaching English in a non-native language environment has been constructed. The impact of this teaching model on students’ theoretical learning and teaching skills was examined. The results show that the BLEU1 index value of the GPT-2DH model after pre-training in the chatterbot corpus is 0.356, which is almost twice as much as that of seq2seq. As a result, the model in this paper is superior. Compared with traditional teaching methods, the GPT dialogic learning model significantly improved students’ theoretical learning performance, English listening and speaking skills, learning attitude (P=0.029<0.05), and extrinsic learning motivation (P=0.046<0.05) but had no significant effect on their instructional design skills and intrinsic learning motivation.

Correlation among game addiction, achievement emotion, and learning motivation: A study of Indonesian youth in the context of e-learning system

This study investigated the correlation between game addiction, achievement emotions, and motivation in the e-learning context. This research collected data through an online questionnaire that briefly explained the study’s aim, demographic questions, the Game Addiction Scale (GAS), the e-Learning Achievement Emotion Questionnaire (eLAEQ), and the e-Learning Motivation Scale (eLMS). 607 high school, undergraduate, and graduate students participated in this study — Data analysis involved the utilization of structural equation modeling. The study findings reveal that game addiction substantially impacts positive and negative emotions and intrinsic and extrinsic learning motivations. Moreover, positive emotions significantly affect intrinsic and extrinsic learning motivations. Conversely, negative emotions have a substantial impact on intrinsic learning motivation but not on extrinsic learning motivation.

The role of teachers in enhancing the extrinsic motivation of grade X students at SMK Negeri 3 Rantau Utara

This research, conducted at SMK Negeri 3 Rantau Utara, illuminates the crucial role teachers play in elevating educational quality, specifically focusing on extrinsic learning motivation for Grade X students. Using a purposive sampling approach, the study engaged 1 teacher and 20 students to discern the broader implications of a teacher's role beyond traditional instruction. Findings highlighted teachers' dual capacities as "Educators" and "Innovators." As educators, they embed values, address academic challenges, and foster commendable communication. As innovators, they employ diverse, creative teaching methods, facilitating interactive sessions that stimulate student engagement and motivation. These dual roles underscore the transformative power of proactive teaching, revealing its potential to not only convey curriculum but to inspire and motivate, making learning a more enriching experience. The study underscores the need for an evolved teaching paradigm that goes beyond conventional methods to cultivate a truly engaging educational environment.

Effects of an article-structure strategy-based spherical video-based virtual reality approach on EFL learners’ English reading comprehension and learning conceptions

ABSTRACT Reading comprehension is critical and challenging for the English learning process. EFL (English as Foreign Language) learners often do not understand the meaning of the text due to the lack of an authentic learning context. This easily leads learners to read literally without deeply understanding. To address this issue, an article-structure strategy-based SVVR (short for ASS-SVVR) approach was proposed in the study, in which spherical video-based virtual reality (SVVR) was employed to immerse EFL learners in a real environment, and the article-structure strategy was introduced as step-by-step reading scaffolding to improve reading efficiency, accuracy, and comprehension. To verify the effectiveness of the proposed approach, a quasi-experiment was conducted in an English reading class at a university with two classes of 63 EFL learners. Among them, 33 learners were randomly distributed to the experimental group, conducting the ASS-SVVR approach, while the remaining 30 were assigned to the control group, conducting the conventional SVVR (C-SVVR) approach. The research findings showed that EFL students conducting the ASS-SVVR approach had positive performance in reading comprehension, extrinsic learning motivation, and metacognitive awareness of reading strategy. Moreover, cognitive load and sense of presence were not shown to have a significant difference between the two groups.

What drives students’ AI learning behavior: a perspective of AI anxiety

ABSTRACT As artificial intelligence (AI) technology rapidly develops and is deployed, students increasingly need to understand and learn AI-related skills for future employment. This study investigates how students’ AI learning anxiety and AI job replacement anxiety affect intrinsic/extrinsic learning motivations and subsequent AI learning intention. The moderating effect of learning self-efficacy is also examined. An online survey instrument collected data from a sample of students in Taiwan, and partial least-squares structural equation modeling (PLS-SEM) technique was employed to test the proposed model. The results indicate AI learning anxiety negatively affects learning motivations, but AI job replacement anxiety has a positive impact on extrinsic motivation. Learning self-efficacy and intrinsic/extrinsic motivations positively affect learning intention. Learning self-efficacy positively moderates the influence of intrinsic learning motivation on student AI learning intention but negatively moderates the influence of extrinsic learning motivation on student AI learning intention. The findings highlight the importance of AI anxiety and can be used to guide course design in an AI learning setting.

Cooperative learning in teacher education: A means to foster learning motivation and academic engagement among EFL pre-service teachers

ABSTRACT Research has shown that cooperative learning (CL) strongly promotes student learning at all educational levels. However, little is known about the CL’s influence in teacher education. This study examined the impact of CL on EFL pre-service teachers’ learning motivation and academic engagement using a pre-test/post-test quasi-experimental design. Two classes were randomly selected from regional teacher training centres in Cambodia, one class assigned as the experimental group (N = 35) and the other as the control group (N = 30). For one semester, the experimental group were exposed to CL while the control group were taught through lecture-based learning. Data were collected through adapted scales on learning motivation and academic engagement. The ANCOVA results revealed that CL was more effective for learning motivation and academic engagement, but no significant difference was found on extrinsic learning motivation. In conclusion, CL can foster learning motivation and academic engagement among EFL pre-service teachers.

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.

Developing and validating a student feedback literacy scale

Although the importance of investigating student feedback literacy has been widely argued in the literature, a measurement instrument is still lacking. In this study, a student feedback literacy scale was developed and validated. The scale consists of six dimensions (eliciting, processing, enacting, appreciation, readiness and commitment). Five hundred and fifty-five university students participated in this validation study. Both within and between-network approaches were used to analyse the validity of the student feedback literacy scale. Both confirmatory factor analysis and multi-group confirmatory factor analysis show that the scale is valid and that its structure is stable across students of different sexes and majors. The between-network analysis generated significant correlations between the six dimensions of student feedback literacy and students’ intrinsic and extrinsic learning motivation. The validated student feedback literacy scale can be used in future studies to explore how student feedback literacy develops over time and its relationships with a variety of influencing factors, such as learning motivation, learning environment, interpersonal relationships and instructional features.

Pengaruh Motivasi Belajar terhadap Prestasi Belajar Siswa pada Mata Pelajaran Ekonomi Bisnis di Sekolah Menengah Kejuruan Muhammadiyah 2 Pekanbaru

This research aimed at knowing the influence of students’ extrinsic learning motivation toward their learning achievement on Business Economics subject at Vocational High School of Muhammadiyah 2 Pekanbaru. This research was instigated by students who could not reach the minimum standard of passing grade, so their learning achievement was not yet maximum. It was a quantitative research. The subjects of this research were the eleventh-grade students of Accounting 1 and 2 and Marketing. Questionnaire and documentation were the techniques of collecting data. The technique of analyzing the data was simple linear regression test. Based on the research findings, it could be concluded that there was a significant influence of students’ extrinsic learning motivation toward their learning achievement on Business Economics subject at Vocational High School of Muhammadiyah 2 Pekanbaru. It was proven by the comparison between robserved and rtabel, it was obtained that robserved was higher than rtabel at 5% and 1% errors (0.202<0.664>0.263), so H0 was rejected and Ha was accepted. The contribution of the influence of students’ extrinsic learning motivation toward their learning achievement was 44.1%, and the rest (100%-44.1%=55.9%) was influenced by other factors that were not discussed in this research.

The Influence of Extrinsic Learning Motivation Toward Physics Learning Outcomes of the Tenth Graders of Jayapura Muhammadiyah SHS During the Covid-19 Pandemic

This study aims to determine the relationship, and the influence of extrinsic learning motivation on student learning outcomes. This type of research is ex post research facto. The data collection technique used was a questionnaire. The data obtained were analyzed using the SPSS 16 program. The study population was 61 class X students. The research sample was class X1 with a total sample of 30 students. The analysis technique used was correlation techinique. Research results and data processing asymp value sig (2-tailed) 0,000 < 0,05, meaning that there is a relationship between extrinsic learning motivation and student learning outcomes. The pearson correlation value of 0,934 is interpreted to have a very strong relationship. The value of R Square 0,872 means that the influence of extrinsic learning motivation on learning outcomes is 87,2%. Sig value 0,000 < 0,05 meaning that there is an influence on extrinsic learning motivation learnig outcomes of students.

Hubungan Motivasi Belajar Ekstrinsik dengan Kompetensi Belajar Kognitif Selama Pembelajaran Daring Biologi Peserta Didik Kelas X SMAN 7 Solok Selatan

This research was motivated by the problem of the low cognitive competence of students in learning Biology at SMAN 7 Solok Selatan. The purpose of this study was to determine whether there is a relationship between extrinsic learning motivation and cognitive learning competencies of students in Biology subjects at SMAN 7 Solok Selatan. This research is a descriptive correlation study, the data collection technique used by the writer is to use a questionnaire given to students, with this questionnaire the writer obtains data about extrinsic learning motivation with cognitive learning competencies of students in Biology subjects during online learning at SMAN. 7 South Solok. After the data is obtained the writer uses the value criteria formula and normality test and performs hypothesis testing using the product moment and using the coefficient of determination formula to determine the contribution of variables X and Y. The research subjects are 48 students of class X, which was carried out in March sd April 2021. After the research was carried out, the authors obtained the results of the study that there was a positive and significant relationship between extrinsic learning motivation and cognitive learning competencies of students in the Biology subject at SMAN 7 Solok Selatan, namely (0.65). The contribution of extrinsic learning motivation to students' cognitive learning competencies in Biology is (12.13%) and (87.87%) determined by other factors.

Analisis Pengaruh Motivasi Belajar Ekstrinsik Dalam Pembelajaran Daring Terhadap Mutu Hasil Belajar Di AMIK Bina Sriwijaya Palembang

<p><em>The goal of this research was to determine the effect of extrinsic learning motivation (learning motivation that comes from lecturers in online lectures) on Discrete Mathematics quality of learning outcomes. Data was collected from 30 lecture students in Informatics Management Faculty of AMIK Bina Sriwijaya Palembang, who take Discrete Mathematics as their subject, by using a random sampling method. The measured variables are extrinsic learning motivation and discrete mathematics quality of learning outcomes. Simple regression analysis is used in testing the effect of extrinsic learning motivation on Discrete Mathematics quality of learning outcomes. The results of the research using 30 respondents showed that the correlation coefficient of 0.449, which means the corelation between the two variables in the medium category and the coefficient of determination 0.201 which means that lecture students quality of learning outcomes are influenced by extrinsic learning motivation (learning motivation originating from lecturers in online lectures) by 20.1%. Based on data analysis, the regression coefficient is positive (+) so it can be concluded that the increasing extrinsic learning motivation (learning motivation originating from lecturers in online lectures) will affect the increase in lecture students quality of learning outcomes.</em></p>

Motivasi Belajar Siswa Sekolah Dasar Di Kota Magelang

Student learning motivation refers to how students get the urge to learn. Learning motivation can be obtained from three aspects, namely extrinsic, intrinsic, and combination motivation. This study aims to determine the analysis related to how the level of motivation for elementary school student learning is influenced by intrinsic factors, extrinsic factors, as well as a combination of both factors. The method used in this research is descriptive quantitative, with data collection methods that refer to the Scale of Intrinsic versus Extrinsic Orientation in The Classroom (Susan Harter's Intrinsic Orientation Scale in Classes) owned by Susan Harter in 1981. Based on the analysis using the SPSS program, as many as 50 , 4% (57 students) of 113 elementary school students in Magelang City had a high level of motivation to learn combination. While the remaining 49.6% (35 students) are divided into categories of extrinsic learning motivation categories, namely 31% of 113 students, and 18.6% (21 students) of 113 students have a tendency for intrinsic learning motivation.

The Influence of Speaking and Listening Ability on the Intrinsic and Extrinsic Learning Motivation of 3 year old Children

The Influence of Speaking and Listening Ability on the Intrinsic and Extrinsic Learning Motivation of 3 year old Children

Temperament and Home Environment Characteristics as Predictors of Young Children’s Learning Motivation

This study investigated the relationship between the temperament dimensions, home environment factors, and the two types of young children’s learning motivation. The study aimed to investigate the relative contributions of predictors and identify the predictors of young children’s intrinsic and extrinsic learning motivation in a classroom-based setting. To do this, 296 mothers of 5-year-old Korean children responded to a survey on children’s temperament and home environment. Teachers of the same children rated the children’s intrinsic and extrinsic motivation. Five temperament dimensions and two home environment factors were associated with children’s motivation in class. After controlling for family socioeconomic status and children’s gender, children’s level of attentional focusing and the verity of developmental stimulus presented at home made unique contributions to their intrinsic learning motivation in class. However, children’s extrinsic motivation was not predicted by any of the children’s temperament and home environment characteristics.