Intrinsic Motivation For Learning Research Articles

Influence of Cooperative Learning on Foreign Language Anxiety and Intrinsic Motivation of English Major Freshmen in China

In China, the English major freshmen can be easily influenced by anxiety, and the major choosing of higher education is made by students, for the learning of English speaking, whether it is stimulated by intrinsic motivation and its effect on learning is worth to explore. In foreign language learning field, the foreign language anxiety (FLA) and intrinsic motivation (IM) are extensively researched, but studies focus on English major students are few, methods to reduce the foreign language anxiety and promote the intrinsic motivation are also limited. Cooperative learning is widely used in foreign language teaching and learning, but few research focus on its influence on the affective factors of learners. As it is proved that the foreign language anxiety have negative influence on English learning and the intrinsic motivation is of positive effects, for Chinese students, the English speaking is the most difficult practical ability for them to learn. Therefore, helping them to reduce the foreign language anxiety and promote the intrinsic motivation is of significance. The current study involved a total of all 100 English major freshmen (from 2 classes, each 50 students) from one public university in China. Using a questionnaire aimed to explore their level of foreign language anxiety and intrinsic motivation and a cooperative learning course construction as research instruments. All students will be asked to do the questionnaire before and after a 10-weeks’ English speaking course, and all the 100 students will be divided into two group---experimental group (Group A) and control group (Group B), with the experimental group using the cooperative learning course construction in the English speaking course and the control group using the traditional teacher-centered teaching method. The main finding of this study is that the cooperative learning method can reduce the foreign language anxiety and promote the intrinsic motivation in the English speaking learning.

A Study on the Change in Motivation for Physics Learning among Engineering Freshmen through General Physics Lectures Considering the Enhancement of Intrinsic Learning Motivation

A Study on the Change in Motivation for Physics Learning among Engineering Freshmen through General Physics Lectures Considering the Enhancement of Intrinsic Learning Motivation

Interplay of intrinsic motivation and well-being at school

Feeling well at school is crucial for both young people’s healthy self-development and their intrinsic learning motivation. Both concepts, subjective well-being and intrinsic motivation, are central to self-determination theory, but their reciprocal relationship is not studied very well. We hypothesized that the concepts affect each other directly: Students who are intrinsically motivated feel well at school due to positive emotions and the strive for understanding the learning content, which is an intrinsic motivation immanent. Beyond, students who feel well at school are intrinsically motivated, because subjective well-being represents an intrinsic value of the learning situation. This hypothesis is tested using a sample of 773 secondary school students (mean age: 12.7 years, SD = 1.8), who were answering questionnaires at the beginning (T1), at mid (T2) and at the end (T3) of a school year. The data were analyzed using a cross-lagged panel model. The results gave evidence on cross-lagged effects and an indirect effect from subjective well-being to intrinsic motivation to subjective well-being.

Attitudes and Perceptions of English as a Foreign Language Students on Blended Learning and Learner Autonomy in a Private University of China

Blended learning (BL) is becoming increasingly popular and a trend in higher education in the twenty-first century. The purpose of this study was to explore the attitudes and perceptions of English as a Foreign Language (EFL) learners toward the current implementation of BL and their learner autonomy (LA) development in a private university in China. It employed a qualitative case study, and the data was collected from five undergraduate students majoring in English through interviews, observations and reflective journals. Through thematic analysis of the data, the study concluded that EFL students at this university generally held negative attitudes toward the BL model and perceived the development of LA in this model as ineffective. Four themes related to the negative attitudes and perceptions emerged. First, a shortage of time was a common issue among students, and they felt mentally and physically overwhelmed by the blended tasks. Second, there was a lack of complementarity and integration between online and face-to-face instruction in the BL model. Third, students noted a lack of support and timely feedback from teachers in the online part of the BL model. Finally, more supervision was needed in terms of student characteristics. The findings have implications for future BL curriculum design and delivery, pedagogical adjustments and support for autonomous learning. More empirical studies focusing on the pedagogical design and the cultivation of EFL learners’ intrinsic motivation for autonomous English learning in the BL environment are essential to address the current situation.

Task-Based Instruction in Enhancing Conversational Skills of Thai Students at Grade 11, YouTube as Teaching Media

Students' English communication abilities in Thailand remain poor due to a lack of a wide range of activities to practice English. Learning English in authentic contexts enables students to develop intrinsic motivation and demonstrate acquired language competency. This study aims to enhance English conversational performances and investigate students' motivation after receiving instruction by integrating TBI and YouTube. The design of this study was pre-experimental research, which used the one-group and pretest-posttest analysis. The sample group included 39 eleventh-grade students from a government senior high school in Mahasarakham province, Thailand chosen by a purposive sampling process. The listening and speaking tests, as well as the intrinsic motivation scale, were used in this study. Data were analyzed by the paired-sample t-test and descriptive statistics (i.e., the arithmetic mean, standard deviation, and percentage). The results revealed that combining TBI with YouTube improved students' English communication skills, and intrinsic motivation in learning. Based on the findings of this study, the researchers recommended that teachers employ the TBL approach and YouTube videos in class as instructional mediums. Furthermore, future studies could combine TBL with other forms of multimedia to help students learn more effectively and enjoyably.

Language learning among higher education students: an analysis on motivation

Intrinsic motivation in language learning is ideal to attain successful foreign language learning according to experts (Del Castillo, 2010; Gilakjani et al.,2010). In order to measure its impact at university level, this paper shows the results of a quantitative study conducted at KU Leuven during the academic year 2021-2022 on motivation in foreign language learning. A total of 479 students participated in a survey designed for this purpose. The methodology was based on a multivariate analysis using the statistical package SPSS v. 25. The research findings show that university students have essentially instrumental motivation for learning foreign languages (FL), which implies that their desire to acquire a second language (L2) is limited to practical purposes. On the other hand, the study has identified a representative segment of students, referred to as “incidental students”, who are characterised by not having any clear motivation (neither instrumental nor integrative) for FL. The results lead to recommendations for curricular adaptation to enhance intrinsic motivation in foreign language teaching and learning at university level.

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.

Investigating Intrinsic Motivation for Learning among Singaporean Youths: A Mixed Methods Study

Investigating Intrinsic Motivation for Learning among Singaporean Youths: A Mixed Methods Study

The Effect of Using Smart Application on Critical Literacy of Engineering Education Students

The incorporation of technology into educational settings is going through a period of rapid expansion, which is being accompanied by the persistent growth of a variety of forms of media. The purpose of this research is to investigate, among students majoring in engineering at Padang State University, how the utilization of learning apps contributes to the enhancement of fundamental reading and writing abilities. Learning Readiness was included as an independent variable alongside Intrinsic Learning Motivation and Critical Literacy, and Information Literacy was taken into consideration as a moderating variable. The present study involved the collection of a representative sample comprising 899 respondents. The collected data were subsequently subjected to analysis utilizing the Structural Equation Model (SEM). In this study we also conducted Fuzzy C-Means clustering, to see to what extent the value of each cluster can influence the others. The findings of this study indicate that individuals who have a high level of preparedness for learning and a strong sense of motivation are likely to achieve better outcomes. Additionally, possessing a proficient level of information literacy will exert an influence on the development of critical literacy.

An Empirical Study on English Learning Motivation among Chinese Senior High School Students

<p style="text-align: justify;">Motivation research in foreign language learning is booming, and self-determination theory (SDT) has attracted wide attention. This study used mixed methods with 410 Chinese senior high school students as participants. The study aimed to answer the following three main questions: (1) What are the levels of Chinese senior high school students’ English learning motivation (ELM)? (2) Do the students’ ELM levels differ by gender? (3) What are the influencing factors of the students’ ELM? The following conclusions were drawn from the data analysis. First, the participants had a median level of ELM. Second, their ELM was more inclined towards self-determination. Third, girls’ levels of intrinsic regulation and identified regulation were significantly higher than those of boys. Fourth, anxiety and negative peer influence were two factors that contributed to a decline the students’ ELM. Cooperative learning and teacher support could improve students’ intrinsic learning motivation. The satisfaction of these three basic psychological needs promoted the internalization of external motivation. Based on the above findings, we offer the three following insights: it is crucial to maintain students’ autonomous ELM level; it is imperative to create a relaxed and positive classroom atmosphere; and teachers should try to meet students’ basic psychological needs.</p>

Effects of Using Immersive Virtual Reality for Science Education on Learning Outcomes: A Randomized Controlled Pilot Study

Immersive virtual reality (IVR) technology influences students cognitive process and affective experience according to previous research findings. Yet empirical studies that investigate the impact of immersive virtual reality (IVR) on science education in secondary schools are limited. This article reports a pilot study that has two objectives: 1) To investigate whether learning science with IVR leads to more positive learning outcomes than that with a traditional video-viewing activity; 2) To investigate whether corrective feedback produces more positive learning outcomes than explanatory feedback in IVR-mediated contexts. A randomized controlled pilot trial was designed during a school year at a secondary school in western China. Forty-seven participatory students were randomly assigned to a control group (learning with instructional videos, n = 17), an intervention group 1 (learning with IVR with corrective feedback, n = 15), and an intervention group 2 (learning with IVR with explanatory feedback, n = 15). We evaluated an array of student learning-related outcomes, including extraneous and germane cognitive load, intrinsic learning motivation, academic self-efficacy, learner satisfaction, and academic achievement. The results revealed significant difference in intrinsic learning motivation, academic self-efficacy, learner satisfaction, and academic achievement and insignificant difference in extraneous and germane cognitive load when students learned with video and IVR. In terms of the type of feedback provided in IVR-mediated environments, students who were prompted with corrective feedback and explanatory feedback showed little difference in their learning outcomes. Reasons related to the findings and limitations are discussed.

Learning motivation and environmental support: how first-generation college students achieve success?

With the continuous expansion of higher education worldwide, the academic performance of first-generation college students has become an essential topic in the scope of international educational research. This study examines the impact of learning motivation (i.e., intrinsic and extrinsic motivation) and environmental support (i.e., instructional, relational, and campus support) on the academic outcomes of first-generation college students based on the Cultural Mismatch Theory and Self-Determination Theory from both individual and environmental perspectives. A two-stage stratified sampling strategy was adopted to guarantee that the samples were representative of the national populations of college students in mainland China. 87418 data were collected from the China College Student Survey (CCSS) 2020, among which 58,864 were first-generation college students. This study primarily employed descriptive statistical analysis and regression analysis methods. Data analysis revealed that intrinsic learning motivation, relational support, campus support, and academic performance of first-generation college students are significantly lower than those of non-first-generation students. However, this study found no significant differences concerning external learning motivation and teaching support. Regression analysis showed that both learning motivation and environmental support positively predicted learning outcomes, with intrinsic learning motivation having the most substantial influence. Moreover, learning motivation and environmental support interact in jointly promoting the student's academic success. This study highlighted that the academic development of first-generation college students results from the interplay between individual characteristics and the surrounding environment. Postnatal factors, particularly individual learning motivation, and institutional environment support, play a crucial role in their academic achievements.

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.

Engaging Young Students in Effective Robotics Education: An Embodied Learning-Based Computer Programming Approach

Robotics education has received widespread attention in K-12 education. Studies have pointed out that in robotics courses, learners face challenges in learning abstract content, such as constructing a robot with a good structure and writing programs to drive a robot to complete specific learning tasks. The present study proposed the embodied learning-based computer programming approach and applied it to the LEGO Mindstorms EV3 robotics course. To evaluate its effectiveness, a quasi-experiment was conducted in one public primary school to explore its effects on students’ learning achievement, learning motivation, learning attitudes, learning engagement, and cognitive load. The experimental group (40 students) adopted the embodied learning-based computer programming approach, while the control group (40 students) adopted the conventional computer programming approach. The results showed that the experimental group had significantly better learning achievement in robotics than the control group, and that there was no significant difference in the cognitive load of the two groups. In terms of learning motivation, although both groups showed improvement, the experimental group had higher intrinsic learning motivation. In addition, the experimental group outperformed the control group with regard to learning attitudes and learning engagement (including cognitive, behavioral, and emotional engagement). Accordingly, this study could contribute to future research for developing more effective robotics teaching approaches and computer programming activity design.

Integrating mobile-assisted learning for a dynamic blended approach in higher education

<span>This research investigates the effectiveness of blended learning with mobile-assisted language learning (MALL) in english courses at Borneo University Tarakan. An experimental design was used with 80 english as a foreign language (EFL) student randomly assigned to an experimental group (EG) receiving blended learning with MALL and a control group (CG) receiving traditional instruction. The results demonstrate that blended learning with MALL significantly improves language learning outcomes and increases motivation, engagement, and satisfaction. This study contributes to the literature by highlighting language learning outcomes from a blended approach using MALL and emphasizes the importance of innovative teaching methods and technology integration. The findings have practical implications for educators, suggesting that incorporating MALL in blended learning enhances language learning outcomes and student engagement. Further research can explore the impact of MALL on different language skills and strategies to enhance intrinsic motivation in MALL-blended learning. <br /> This research provides valuable insights for improving language instruction through blended learning approaches.</span>

Social Support as a Moderator of Self Efficacy and Learning Motivation Towards Students' Academic Hardiness

This research examined the factors that influence academic hardiness in tahfiz lessons. The author suspects that the factors contained in the social support variable are moderator variables for the variables self-efficacy, learning motivation, and gender which influence academic hardiness. This research uses a quantitative approach with multiple regression analysis. The sample consisted of 150 students in class 5 and class 6 of Islamic school X who were taken using a purposive sampling technique. In this research, the measuring tool used is the revised academic hardiness scale (RAHS) to measure the academic hardiness variable. Multi-Dimensional Scale of social support (Zimmet et al., 1988) to measure social support variables. The self-efficacy scale will be measured based on Bandura's theory to measure the dimensions of magnitude, generality, and strength. Learning motivation is measured using intrinsic and extrinsic aspects (Woolfolk, 1995). The research results show three significant regression coefficients: self-efficacy, intrinsic learning motivation, and gender. All three are influenced by social support, increasing students' academic hardiness. The author hopes that the implications of the results of this research can be reviewed and developed in further research. For example, adding other variables related to academic hardiness, such as parental and learning styles.

The Road to Mastery: An Analysis of Goal Orientation in the Transition from Medical School to Surgical Residency

Goal orientation (GO) is a psychological construct which describes an individual's intrinsic motivation for learning in terms of mastery and performance goals. Mastery goals relate to the intrinsic drive to learn for the sake of learning, while performance goals are oriented toward validating one's own competence by seeking favorable judgments (Performance Approach; PAP) or avoiding negative judgments (Performance Avoid; PAV). Having a mastery GO has been shown to improve overall job satisfaction as well as optimize job performance. We therefore aimed to examine how GO changes during the transition to residency, which is a notoriously challenging period in medical education, and identify interventions that can increase mastery of GO. The validated Goal Orientation in Surgical Trainees (GO-ST) instrument was administered to incoming surgical interns (n = 19) during orientation in a single, university-based program and again at 3 months into the internship. The perceived stress scale (PSS) was also administered at 3 months. Focus groups were used to assess resident perceptions and identify interventions at the end of the 3-month period. Eighteen interns (95%) completed a baseline GO-ST assessment and the 3-month follow-up, including the PSS. Mastery GO decreased from orientation to 3-month follow-up for the entire cohort, but this was not significant (3.89-3.63; p = 0.19). Preliminary interns showed a significant increase in PAV orientation after 3 months (3.28-3.67; p = 0.04) and had significantly lower mastery orientation scores at this time (4.07 vs 3.19; p = 0.02). PSS was significantly higher in preliminary interns at 3 months (18.56 vs 11.89; p = 0.04). Those who were predominantly mastery oriented had significantly lower perceived stress scores (11.64 vs 20.10; p = 0.002) compared with those that had performance goal orientations (PAP and PAV). Five interns (28%) participated in focus groups-identifying pertinent themes: 1) Perceptions of competence, 2) Training security; 3) Feedback approach, 4) Expectations of competence, and 5) Approaches to growth. Mastery GO declines during the transition to surgical residency. Maladaptive PAV orientation increases in preliminary interns due to different short-term priorities and assumptions of competence. Expectations and perceptions of intern competence by senior residents and attendings have a large impact on intern GO. Identifying interventions that optimize mastery goal orientation and minimize performance avoid orientation will potentially minimize intern stress, thereby improving both well-being and clinical performance.

Intention of learners to continue online learning using the extended TAM framework

This study examined the characteristics that impact students' intentions to use Microsoft Teams as their primary teaching and learning platform. A total of 171 students were randomly selected to complete an electronic questionnaire that tested the constructs of the extended Technology Acceptance Model (TAM). The results indicated that “perceived usefulness” and “attitude” towards the platform together with “perceived ease of use” (R2 = 73.9%) were the most important predictors of students' intention to use Microsoft Teams in the future (R2 = 77.8% and 73.9% respectively). This study recommends lecturers and students communicate more to increase the student’s intrinsic motivation in online learning by incorporating various activities that promote collaboration, communication and active learning in the online environment. Such activities can be facilitated by the platform and can include online discussions, peer review, group projects and collaborative problem-solving tasks. In addition, the study suggests that lecturers should provide more training and support to students on how to use MS Teams effectively to enhance their learning experience.

Basic Psychological Needs Assessment of University Students in Bangladesh

The mental health of university students is a worldwide concern whose effects include, among others, inability to study, poor memory, reduced focus, attention, and fatigue. Mental health difficulties are also regarded as the leading cause of despair, depression, anxiety, and suicide among university students. This research aimed to assess the basic psychological needs of undergraduate students from a selected university in Bangladesh. This was a cross-sectional quantitative study conducted among 174 students who were selected randomly. Data were collected using a self-administered questionnaire. The following dimensions were measures to assess the basic psychological needs: relatedness, competence, autonomy, positive emotion, and intrinsic learning motivation, and self-regulated learning. The overall psychological well-being of the students was found to be poor. Female students had significantly higher mean scores for competence and motivation (p < 0.05). Year of study and faculty were significantly associated with relatedness, competence, autonomy, positive emotion, and intrinsic learning motivation (p < 0.05). The current study emphasises the significance of perceived competence, autonomy, and self-regulated learning for the well-being of university students. The findings also suggest that relatedness may be relevant for intrinsic learning motivation.

The influence of teachers' intrinsic motivation on students' intrinsic motivation: The mediating role of teachers' motivating style and teacher‐student relationships

AbstractTeachers' intrinsic motivation for teaching and students' intrinsic motivation for learning are important contributors to effective teaching and learning, and exploring their relationships and influencing mechanisms can clarify the path to promote teachers' professional development and students' overall growth. In our study, 44 secondary school teachers and 2461 secondary school students completed questionnaires, and a multilevel structural equation model was used to explore the influence of teachers' intrinsic motivation for teaching on students' intrinsic motivation for learning and the mediating role of teachers' motivating style and teacher‐student relationships. The results showed that (1) teachers' intrinsic motivation for teaching was significantly positively correlated with students' intrinsic motivation for learning, and the former had a significant direct effect on the latter; (2) teachers' autonomy‐supporting motivating style, positive teacher‐student relationships, and negative teacher‐student relationships played mediating roles between teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning; and (3) teachers' motivating style and teacher‐student relationships played a chained mediating role between teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning.