High Level Of Motivation Research Articles

The Effects of Instructional Approaches and Motivation on Students’ Reading Comprehension at MTS’s Amal Shaleh Simalingkar

Reading comprehension is a fundamental skill that serves as the foundation for effective learning and intellectual growth. GSSR's comprehensive approach extends beyond the classroom, fostering a lifelong appreciation for reading. A significant area of focus in educational psychology is the relationship between motivation and reading comprehension. This relationship has been shown to influence student engagement, perseverance, and, ultimately, academic achievement. The objective of this study was to ascertain whether the GSSR approach is more effective than the non-GSR treatment. Additionally, the study aimed to determine whether students with high levels of motivation demonstrate superior reading comprehension skills compared to those who are less motivated. Finally, the study sought to investigate whether there is a relationship between teaching the GSSR approach versus the conventional approach and the level of motivation on students' reading comprehension. This study employed a quantitative research design. The study was conducted at MTS Amal Saleh. The study sample consisted of 62 students from grades 8A, 8B, and 8C. The data analysis employed descriptive analysis, the Wilcoxon test, and the N-gain Score test. The findings indicated that the GSSR approach was more effective than the conventional method in enhancing students' reading comprehension. The success rate for the former was 55%, while the latter was 81.81%. Additionally, the students' mean scores were 70.25 and 77.75, respectively, for classes 8B and 8C. The enhancement of students' reading comprehension with high motivation yields superior outcomes compared to the improvement of students' reading comprehension with low motivation. This was demonstrated by the fact that the GSSR + Motivation method resulted in a 76.81% increase in the pass rate and a 38.44-point increase in the average score.

Effectiveness of teacher’s training program for tobacco control in schools of Lucknow: A Quasi-experimental study

Introduction: Teachers play a crucial role in influencing the attitudes and behaviors of their students. Their knowledge, attitude, and practice towards tobacco use, have a direct impact on strict implementation of School Tobacco Control Policies. The present study aimed to assess the effectiveness of the teacher’s training program, Choose Health by Avoiding Tobacco (CHAT) for tobacco control measures in schools of Lucknow. Materials and Methods: The study was a Quasi experimental study conducted among 120 school teachers from six Government High Schools in Lucknow. An interactive training session on various tobacco-related topics was conducted. Knowledge gained was assessed by comparing post-test scores with pre-test scores. McNemar’s test was employed to assess change in knowledge before, after, and after 1 month of the training program. Wilcoxon signed-rank test was used to compare the mean of pre-, post-, and follow-up test scores. Results: The prevalence of tobacco use was 21.7% among the participating school teachers. The female teachers did not consume tobacco in any form. There was a significant improvement in the mean post-test score as compared to the pre-test score (P < 0.001), with no significant attrition of knowledge gained after one month. A 94.2% of the participants reported that the training session conducted has motivated them to quit tobacco use. Evaluation of the six participating schools on their compliance with the “Tobacco Free Educational Institute” (ToFEI) Guidelines, demonstrated some improvement in implementation of these guidelines within two months of the training session as compared to baseline observations. Conclusion: The present study showed that the CHAT interactive educational intervention program was effective in improving knowledge related to tobacco and its laws to protect minors from the tobacco epidemic. The intervention also resulted in a high level of motivation among teachers to choose a tobacco-free life.

PECULIARITIES OF COMMUNICATIVE LEADERSHIP COMPETENCE

This article discusses the features of communicative competence, which is an integral part of modern leadership, ensuring successful interaction in a diverse and rapidly changing environment. Leaders with high communication skills can adapt to the challenges of the time, maintain a high level of team motivation, and achieve their goals. The authors explore the key aspects and characteristics of leaders' communicative competence. It is crucial for successful team management in a globalized and culturally diverse environment. In addition, the paper presents the main components of communicative leadership competence, analyses the works of domestic and foreign scholars on leadership competence, studies modern views of communicative leadership competence, and considers the leadership competence of future teachers of English. It is known that communicative leadership competence is an integral part of the professional training of future teachers of English. High communicative skills allow teachers to interact effectively with students and colleagues, create a positive and productive learning environment, and contribute to their personal and professional growth.

Motivational Factors Influencing the Choice of Medical Studies and Future Career Plans among Montenegrin Students.

There is a concerning trend of emigration among highly educated individuals in Montenegro. This includes medical professionals who seek better job opportunities abroad. The aim of the present study was to identify the primary motivational factors driving Montenegrin medical students to pursue a career in medicine, and whether these factors undergo changes over the course of their studies. A cross-sectional study included 210 medical students in Montenegro, 27.62% were males, and 72.38% were females. The mean age of the students was 21.90 years (SD=3.05) (range 19-39). Their academic motivation was analysed using the Academic Motivation Scale, previously validated in various cultural contexts. The results showed that autonomous motivation levels were higher than controlled motivation levels (p<0.001) among students in Montenegro, which has been previously associated with better learning outcomes. Students with medical doctors among their family members had higher extrinsic motivation related to rewards and punishments (extrinsic motivation with external regulation p=0.018). Amotivation showed a trend of increasing as the students got closer to graduation (p=0.057). Only 8.1% of students planned a career in primary healthcare, and 1% wished to specialize in family medicine. This study's findings, which indicate high levels of autonomous motivation among medical students, are of significant importance. They contribute to a comprehensive understanding of the motivation factors among medical students and young healthcare professionals in Montenegro. Moreover, they provide a basis for the implementation of strategic interventions to retain highly skilled medical professionals within the country's workforce, thereby addressing the concerning trend of emigration among this group.

Effectiveness of Using Fun Minds Flash in Improving Vocabulary Retention Among Year 5 Remedial Pupils

Vocabulary retention is vital for learning a language and proficiency in English. This will enable effective recall and use in various contexts in which enhancing both productivity and receptiveness that are complimentary for speaking, writing, listening and reading. However, nowadays, it was found from the practicum insights that there were poor English vocabulary retention especially among remedial students that are known to require extra support for learning difficulties. The contributors’ factors were coming from focus difficulties, language proficiency problems and anxiety issues. Not only that, but traditional teachers also often overlook the diverse learning needs of these pupils. In this study, the factors of lack of interactive tools, anxiety management and multimedia integrations were analysed, and it highlighted the potential of 'Fun Mind Flash' as an interactive tool designed to enhance vocabulary retention through tactile and auditory learning experiences. It includes personalised and customised word cards with audio structures for pronunciation and contextual usage. The token reinforcement system was also used in this study to explore the innovative solutions to improve vocabulary retention among primary ESL remedial pupils. The methods used in this study were mixed approaches of quantitative and qualitative methods. As a result, based on quantitative findings, the post-test scores indicated the effectiveness of the interactive tools (Fun Mind Flash) and found to help increase the vocabulary knowledge and application of English. Qualitative findings found that observations and interviews discovered high levels of engagement, motivation and meaningful learning outcomes. Students were found to be more interested in their learning and able to cope with their anxiety during the sessions of learning. This study suggested further studies on long-term impact of Fun Mind Flash and as well comparing it with other interactive tools, the integrations of advanced technologies to adapt with the diverse cultural contexts.

Peculiarities of the influence of the level of motivation for cognitive activities on the development of future teachers’ intellectual abilities

Introduction. The article considers the problem of developing Education students’ intellectual abilities at different levels of their cognitive motivation. The purpose of the study is to reveal how low and high levels of motivation for cognitive activities influence the development of the psychological system of intellectual abilities in different periods of Education students’ learning and professional activities. Materials and Methods. The study follows the system-genetic variant of the activity-based approach, which enables the authors to explain the influence of personality abilities (motivation) on the development of the abilities of the subject of the activity (intellectual abilities). The main methods employed include a survey, testing, analysis of regulatory documents and scholarly literature on the research problems. The sample consisted in 156 undergraduate students majoring in Education. Results. The authors have revealed a nonlinear nature of the influence of cognitive motivation on the development of intellectual abilities of Education students. It was found that an increase in cognitive motivation does not lead to an increase in absolute indicators of intellectual abilities and the level of general intelligence; its influence is manifested in a change in the structural organization of intellectual abilities in different periods of learning and professional activities. A high level of cognitive motivation ensures successful restructuring of intellectual abilities at the beginning of teacher training, testing new methods of intellectual activities in the middle of the degree course, optimization of the structure of intelligence at the end of studying. Thus, the influence of cognitive motivation on intellectual development is mediated by the acquisition of experience in educational and professional activities, requiring testing different methods of arranging students’ intellectual activities. Conclusions. Managing the process of developing motivation and intellectual abilities in a future teacher should take into account the complex nature of relationships between these psychological phenomena. The effect of pedagogical influence on motivation and, as a consequence, intellectual development is of a delayed nature, mediated by the acquisition of experience in solving educational and professional problems by future teachers at different stages of pursuing the degree programme.

Exploring the Challenges of L1 Negative Transfer among Vietnamese English Language Learners: A Qualitative Study

The current study aimed to gain insight into the nuanced challenges that Vietnamese learners encountered due to the interference of their native linguistic structures and norms. This qualitative study explored the experiences of Vietnamese learners in acquiring English, focusing on the influence of negative L1 transfer. This study focused on the influence of negative transfer from their first language (L1) by drawing upon in-depth interviews and observational data from a group of Vietnamese university students. The results showed that despite exhibiting high levels of motivation and enthusiasm for learning English, Vietnamese learners struggled with the shadows of L1 interference in areas such as pronunciation, syntax, and idiomatic expressions. The tonal nature of the Vietnamese language led to intonation patterns in English that deviated from native norms. Direct translations also contributed to unidiomatic English, indicating a deep influence of L1 thought patterns. Additionally, cultural contexts embedded within the Vietnamese language presented challenges, as some concepts and expressions lacked direct English equivalents. Although students faced various obstacles, they utilized a variety of adaptive techniques to lessen the impact of negative transfer. These techniques included code-switching, peer correction, and self-reflection. The study emphasized the significance of recognizing and comprehending the significant role of L1 when creating English language educational programs and teaching techniques for Vietnamese students. By illuminating the specific challenges and adaptive strategies of these learners, educators could personalize their approaches, leading to a more comprehensive and efficacious language-learning atmosphere.

Особенности учебно-профессиональной мотивации студентов — будущих педагогов с разным локусом контроля

&lt;p style="text-align: justify;"&gt;The article presents the results of a study of the educational and professional motivation of future teachers with different locus of control. The study involved first-year students of the Pedagogical Education direction (n=80) aged 17 to 21 years (M=18.6; SD=0.83). The following methods were used: &amp;ldquo;Motivation of studying at a university&amp;rdquo; (T.I. Ilyina), &amp;ldquo;Test questionnaire of subjective localization of control&amp;rdquo; (SLK) (S.R. Pantileev, V.V. Stolin). As a result of the study, it was determined that the locus of control is an important factor determining the educational and professional motivation of first-year students: students with an internal locus of control have a higher level of motivation than students with an external locus of control. Statistically significant differences were revealed in the motives of &amp;ldquo;gaining knowledge&amp;rdquo; and &amp;ldquo;mastering a profession&amp;rdquo; among students with different locus of control. The indicators of the "graduation" motive do not statistically differ between external and international students. The authors propose recommendations for improving the educational and professional motivation of first-year students in accordance with the peculiarities of their locus of control.&lt;/p&gt;

Examining Chinese EFL learners’ acceptance of mobile-assisted vocabulary learning applications and its influencing factors

Abstract Significant advancements in mobile technology have offered tremendous potential for mobile-assisted vocabulary learning (MAVL). Given the relatively few studies on learners’ acceptance of MAVL, this study integrates the Technology Acceptance Model (TAM) with the Self-Determination Theory to assess participants’ acceptance and motivation levels regarding MAVL applications and to identify predictors of users’ intention to utilise these applications. Questionnaire data from 270 Chinese English as a foreign language university students revealed that the participants exhibited a strong intention to learn English vocabulary via mobile applications, and they reported high levels of motivation. Additionally, structural equation modelling analysis results indicated that perceived usefulness, perceived ease of use, and perceived competence accounted for 61 % of the variance in users’ behavioural intention to use MAVL applications, which demonstrated a stronger explanatory power than the original TAM. Perceived autonomy and perceived competence, however, failed to predict usage intention of MAVL. The proposed theoretical framework extends the original TAM and offers implications for application developers, suggesting the importance of designing user-friendly applications.

Does academic motivation contribute to the self-esteem of students at the graduate level? A case study of universities in the southern districts of Khyber Pakhtunkhwa, Pakistan

This study explored the impact of students' academic motivation on self-esteem at the graduate level. The respondents of this study were 375 university students enrolled in a Bachelor of Science (BS) program in nine disciplines from all four public sector universities in the southern districts of Khyber Pakhtunkhwa. Two standardized questionnaires, i.e., the Academic Motivation Scale, a tool consisting of 28 items for measuring academic motivation, and Rosenberg's Scale for measuring self-esteem, consisting of 10 items that measure self-respect by assessing both positive and negative emotional states about the self, were used. In light of the objectives and hypotheses, mean, and standard deviation (SD) were used to find out the level of academic motivation and self-esteem of the students. Linear regression was applied to find out the impact of students' academic motivation on their self-esteem. Moreover, an independent t-test was used to explore the difference in academic motivation and self-esteem between male and female students. There was no significant difference in the academic motivation and self-esteem of the students at the graduate level. The results showed that the university students at the graduate level had a high level of academic motivation and self-esteem. A unit change in overall academic motivation, knowledge, and stimulation parts of intrinsic motivation and identified and external regulation of extrinsic motivation bring 0.678, 0.218, 0.223, 0.122 and 0.172 change in self-esteem, respectively, while the constructs i.e., accomplishment (intrinsic motivation), introjected (extrinsic motivation), and amotivation are non-significant as p &amp;gt; 0.05.

Enhancing Vocabulary Mastery in Narrative Text through Wordwall Game

Enhancing vocabulary mastery through the Wordwall game is important because students often face several common difficulties in mastering English vocabulary, such as lack of engagement, limited exposure to new words, and difficulty in retaining vocabulary. This study aims to answer whether the use of the Wordwall game can improve eighth-grade students' English vocabulary mastery. Classroom action research was conducted using four stages: planning, acting, observing, and reflecting. Data were gathered via observation, questionnaires, and testing. The study revealed that integrating the Wordwall game enhanced vocabulary proficiency and increased motivation among students in their English language acquisition. The game stimulated students' comprehension and retention of relevant vocabulary, fostering their enthusiasm for acquiring English. In addition, there was a notable improvement in students' proficiency in vocabulary. The study showed that students who used the Wordwall game had higher vocabulary test scores compared to before using the game. This study provides evidence that students have attained favorable learning outcomes and exhibit high levels of motivation to expand their vocabulary through the Wordwall game. They recognized that the Wordwall game was beneficial in facilitating their acquisition of English vocabulary. It is recommended that teachers use this strategy and regularly evaluate teaching techniques.

Analyzing Student's Motivation Towards Science Learning in Junior High School

Motivation is one of the factors that influence student learning outcomes, especially science learning. Motivation has an impact on the results of students' learning and must be concerned to enhance student motivation. This research aims to investigate Junior High School students' motivation in science learning. The survey method, which is a quantitative research method, was used in this research. The instrument named Students' Motivation Towards Science Learning Questionnaire (SMTSLQ), and open-ended questions were applied to Junior High School students who studied in Junior High School, West Java, Indonesia. The participants of this research are 1018, with 622 female and 396 male students. The collected data was analyzed with descriptive statistics, then supported by the answers to open-ended questions from the students. The findings showed that the average self-efficacy is 3.38, active learning strategies is 3.83, science learning value is 3.68, performance goal is 2.9, achievement goal is 3.69, and learning environment stimulation is 3.39. The total average is 3.52, which means the students in Junior High School are categorized as having a high level of motivation in science learning. Based on the students' answers to open-ended questions, they are motivated to learn science because science is fun and interesting to learn, and teachers are able to provide experiences from experiments. Meanwhile, students who are not motivated to learn science because science is a complex subject and difficult to understand, and teachers who give a lot of assignments without experimentation

Using Two-Way Immersion Program in Teaching English in Kazakhstan: Teachers’ View

The Program of Two-way immersion is a form of integration students from two different groups and contemporary studying of two languages and subjects on these languages. The method as a method was appeared in Canada in the early 1960s. The program of TWI adherence to the following criteria: 1. The number of students is the same in two group; 2) groups gathered into one group according to the main subjects; 3) all main subjects are taught in two languages simultaneously. Two types of TWI program: 50\50; 90\10. This qualitative study aims to examine teachers’ views on the implementation the bilingual program into educational process of Kazakhstan. The literature review showed that Two-way immersion program is one of the innovative methods within the trilingual education of Kazakhstan, that not sufficiently studied and approved. It was hypothesized that TWI program makes an effect on trilingualism of Kazakhstan. For checking the awareness of this program, it was conducted an experimental work in Karaganda Buketov University, Kazakhstan. (103 teachers from the faculty of foreign languages, within five departments: Department of foreign philology; Foreign languages department; Department of translation theory and practice; Department of the theory and practice of foreign language training; Department of the practical foreign language course)The results demonstrate that this program is not sufficiently studied, becomes relevant in the educational process and informative, as well as to create the necessary methodological recommendations. The usage of TWI program improves the system of bilingual education in Kazakhstan, expands the level of professional readiness of teachers and students, develops high levels of academic competence and motivation.

The Effectiveness of Student Team Achievement Division (STAD) and Directed Reading Thinking Activity (DRTA) Strategies in Teaching Reading Comprehension to Students with Different Levels of Motivation at MAS Ahmad Dahlan Tegal

This study aims to investigate the effectiveness of the Student Team Achievement Division (STAD) and Directed Reading Thinking Activity (DRTA) strategies in teaching reading comprehension to students with different levels of motivation at MAS Ahmad Dahlan Tegal. This study used a 2x2 factorial design. This study conducted at MAS Ahmad Dahlan Tegal. The participants of the study included Group X B comprising 25 students, and Group X D comprising 26 students. The students will be classified into high and low motivation and will be taught with different teaching strategies. The instruments of the study are tests, questionnaire, and observation. This result showed that STAD and DRTA strategies are effective to teach reading comprehension. The mean post-test score in the experimental group I was 75.40, while the mean post-test score in the experimental group II was 74.43. In addition, the mean post-test score in the experimental group I was recorded as 73.60, while the mean post-test score in the experimental group was 67.33 II. It can be concluded that STAD and DRTA strategies effective in improving students’ reading comprehension to both of high and low levels of motivation. Keywords: Reading comprehension, STAD strategy, DRTA strategy, Motivation

The Effect of Work Communication, Work Motivation and Work-Life Balance on Employee Performance with Job Satisfaction as an Intervening Variable

This study investigates the impact of work communication, work motivation, and work-life balance on employee performance at Look Beauty Studio Tulungagung, with job satisfaction serving as an intervening variable. Utilizing a quantitative research methodology, data were collected through structured questionnaires distributed to employees. The analysis employed statistical techniques to examine the relationships between the variables. The findings reveal that effective work communication, high levels of work motivation, and a well-maintained work-life balance significantly enhance employee performance. Furthermore, job satisfaction is identified as a crucial mediator in these relationships, indicating that improvements in these areas lead to higher job satisfaction, which in turn boosts overall employee performance. These insights provide valuable implications for managerial strategies aimed at optimizing employee performance through targeted improvements in communication, motivation, and work-life balance.

INTERNAL FACTORS INFLUENCING STUDENTS' SPEAKING ACHIEVEMENT

The purpose of this study was to discover and provide a descriptive description of the internal elements that influence the high speaking achievement of the students. To gain additional knowledge regarding the elements that contribute to the student's high speaking performance, this research utilised a case study approach supported by quantitative and qualitative data. The data resources included two kids from SMKN 8 who had achieved high success in speaking English, their parents, teachers, classmates, and the headmaster of SMKN 8 Makassar. Observation, interviews, inventories, the TOEIC test, and documentation reviews were the instruments that were utilised in this study. Analysis of the data was performed according to its nature. A qualitative analysis was performed on the information gathered through observation, interviews, and the reading of documents. According to the findings, the internal factors that contributed to the student's high achievement were as follows: (a) a highly positive attitude; (b) a high level of motivation; (c) a high level of interest; (d) a learning style that was very high and positive in both visual and auditory terms; (e) a metacognitive learning strategy; (f) a very low level of anxiety; and (g) a high level of English proficiency as well. After considering all of these elements, it became clear that the student's great accomplishment in speaking was unquestionably due to factors that were internal to the kid.

PSYCHOLOGICAL STUDY OF AGE CRISES IN CHILDREN’S DEVELOPMENT

The article examines age crises that manifest themselves in children’s mental development. The study showed that one of the criteria for the successful course of the crisis and cognitive development, in general, is the ratio of negative and constructive symptoms. Correlation analysis also revealed some relationships between the psychological characteristics of the crisis and indicators of readiness to learn. The research showed that the obtained data are not unambiguous. Greater expression of adult behaviour corresponds to higher levels of visual linear thinking (p &lt; 0.01) and visual-motor coordination, the ability to move correctly (p &lt; 0.05). Argument is also positively related to imaginative thinking (p &lt; 0.05). The higher the child’s cognitive motivation and ability to concentrate, the more general questions and new topics he has in communication (p &lt;0.05). These contradictions show that constructive, neutral symptoms and an active form of negativism (argument) with a high level of motivation and intellectual preparation serve the normal course of the crisis. Passive forms of negativist behavioural reactions, on the contrary, are more common in children with a low level of speech development.

Motivational Variables as Moderating Effects of a Web-Based Mental Health Program for University Students: Secondary Analysis of a Randomized Controlled Trial.

Self-guided web-based interventions have the potential of addressing help-seeking barriers and symptoms common among university students, such as depression and anxiety. Unfortunately, self-guided interventions are also associated with less adherence, implicating motivation as a potential moderator for adherence and improvement for such interventions. Previous studies examining motivation as a moderator or predictor of improvement on web-based interventions have defined and measured motivation variably, producing conflicting results. This secondary analysis of data from a randomized controlled trial aimed to examine constructs of motivation as moderators of improvement for a self-guided 8-week web-based intervention in university students (N=1607). Tested moderators included internal motivation, external motivation, and confidence in treatment derived from the Treatment Motivation Questionnaire. The primary outcome was an improvement in depression and anxiety measured by the Depression Anxiety Stress Scale-21. Piecewise linear mixed effects models showed that internal motivation significantly moderated symptom change for the intervention group (t1504=-2.94; P=.003) at average and high (+1 SD) motivation levels (t1507=-2.28; P=.02 and t1507=-4.05; P<.001, respectively). Significant results remained even after controlling for baseline severity. The results showed that confidence in treatment did not significantly moderate symptom change for the intervention group (t1504=1.44; P=.15). In this sample, only internal motivation was positively correlated with service initiation, intervention adherence, and intervention satisfaction. The combination of a web-based intervention and high or moderate internal motivation resulted in greater improvement in the total Depression Anxiety Stress Scale-21 score. These findings highlight the importance of conceptually differentiating motivation-related constructs when examining moderators of improvement. The results suggest that the combination of a web-based intervention and high or moderate internal motivation results in greater improvement. These findings highlight the importance of conceptually differentiating motivation-related constructs when examining moderators of improvement. To better understand the moderating role of internal motivation, future research is encouraged to replicate these findings in diverse samples as well as to examine related constructs such as baseline severity and adherence. Understanding these characteristics informs treatment strategies to maximize adherence and improvement when developing web-based interventions as well as allows services to be targeted to individuals likely to benefit from such interventions. ClinicalTrials.gov NCT04361045; https://clinicaltrials.gov/study/NCT04361045.

An Active Learning Approach to Evaluate Networking Basics

Active learning is a paradigm where students take a more active role in their learning process. In this paper, two team-based evaluation activities are established for students according to the principles of active learning in order to assess their knowledge, skills and attitudes. These activities were based on scenarios related to network administration issues, and at a later stage, each team had to make a pitch presentation about what they did and how they did it to address them. Each presentation was rated by all students with a specific construct on a peer review basis, which had previously been validated by a panel of experts. The results obtained revealed quite high values with low variability and an acceptable reliability. Additionally, the level of motivation was also assessed, indicating a high level of motivation while undertaking the activities.

Using evidence‐based decision‐making and cognitive apprenticeship approach to develop students' entrepreneurial mindset

AbstractDeveloping one's entrepreneurial mindset is important for all students, regardless of discipline. Evidence‐based decision‐making (which has the potential to lower costs and improve quality of life) is one approach for applying entrepreneurially minded learning in the undergraduate classroom. This approach allows students to understand trends related to data, in general, and big data, specifically. Furthermore, it better prepares graduates to evaluate and identify effective data science‐based solutions. The purpose of this study is to report on one pedagogical approach to developing the entrepreneurial mindset through integrating evidence‐based decision‐making into the engineering and technology classroom using Microsoft Power BI Desktop (a freely available tool released by Microsoft in September 2013, where “BI” implies Business Intelligence). A mixed methods assessment was conducted including a rubric to measure students' effectiveness in applying the entrepreneurial mindset and a metacognitive reflection to better understand student motivation, awareness of learning, and engagement. First, the rubric was applied, and students were categorized by performance group (e.g., high, mid, low). Second, each performance group was analyzed to identify themes within the reflections. Our findings suggest that students in the high‐performing group communicated overall high levels of motivation, while students in the low‐performing group shared overall moderate levels of motivation. The relationship between performance and motivation among students in the mid‐performing group was inconclusive. Findings from our study suggest that there may be a relationship between students' performance and motivation. The key study implications relate to the use of new literacies, such as technological literacy, data literacy, and human literacy, as practices for promoting the development of an entrepreneurial mindset. Our findings suggest that our approach was effective in accomplishing this goal, but there is also room for improvement. Lessons learned and recommendations are provided.