Intrinsic Motivation For Learning Research Articles

Effects of Enhanced Expectancies and Autonomy Support on Learning Medical Motor Skills

Background: The optimizing performance through intrinsic motivation and attention for learning (OPTIMAL) theory proposes that enhancing expectancies for future performance and supporting learners’ autonomy facilitate motor performance and learning. However, the effects of these factors on the performance of medical motor skills such as suturing have not been understood. Objectives: This study aimed to investigate the effects of enhanced expectancies and autonomy support (AU) on motor performance, learning, and self-efficacy of a medical motor skill. Methods: Participants were 63 right-handed medical students in the pre-clinical stage of their studies (years 1 and 2 of medical education). They were randomly assigned to 3 groups: (a) social-comparative feedback (SCF), (b) AU, and (c) control (CO) groups. A vertical mattress suture was chosen as a motor task. Following the pretest with 2 trials, all participants were exposed to a 5-day practice phase. The retention test was performed 1 week after the practice phase. During the practice phase, the SCF group received positive feedback at the end of the day. The AU group was given the option of choosing the color of silk sutures. The participants in the CO group practiced without any feedback or choosing the color of silk sutures. Suturing quality and self-efficacy were measured as dependent variables. Results: Positive SCF led to a better suturing performance on the retention test; however, AU did not enhance motor learning of a suturing motor task. Moreover, positive SCF increased self-efficacy during the acquisition phase and on the retention test, while AU had no positive effects on self-efficacy. Conclusions: The present findings support the OPTIMAL theory by demonstrating that enhanced expectancies in the form of positive SCF can facilitate learning medical motor skills (i.e., vertical mattress suturing).

The Place of Gender Stereotypes in the Network of Cognitive Abilities, Self-Perceived Ability and Intrinsic Value of School in School Children Depending on Sex and Preferences in STEM.

Adolescents face many barriers on the path towards a STEM profession, especially girls. We examine the gender stereotypes, cognitive abilities, self-perceived ability and intrinsic values of 546 Russian school children from 12 to 17 years old by sex and STEM preferences. In our sample, STEM students compared to no-STEM have higher cognitive abilities, intrinsic motivation towards math and science, are more confident in their math abilities and perceive math as being easier. Boys scored higher in science, math and overall academic self-efficacy, intrinsic learning motivation and math’s importance for future careers. Meanwhile, girls displayed higher levels of gender stereotypes related to STEM and lower self-efficacy in math. A network analysis was conducted to identify the structure of psychological traits and the position of the stem-related stereotypes among them. The analysis arrived at substantially different results when adolescents were grouped by sex or preference towards STEM. It also demonstrated that gender stereotypes are connected with cognitive abilities, with a stronger link in the no-STEM group. Such stereotypes play a more important role for girls than boys and, jointly with the general self-efficacy of cognitive and academic abilities, are associated with the factors that distinguish groups of adolescents in their future careers.

Influences of Online Learning Environment on International Students’ Intrinsic Motivation and Engagement in the Chinese Learning

With the impact of the COVID-19 pandemic, Chinese teaching for international students in Chinese universities has largely moved online. Despite the comprehensive literature regarding the influences of environmental factors on domestic students’ learning in traditional learning environment, few studies have addressed the influences of online learning environment (OLE) on international students’ Chinese learning experiences. We focus on international students in intensive Chinese courses at a Chinese university, and explores the influences of OLE on these students’ intrinsic motivation (IM) towards and engagement in Chinese learning during the COVID-19 pandemic. Data were collected from an online questionnaire survey and follow-up interviews. The results revealed that the participants had positive perceptions of the online Chinese learning environment, and that the participants had high levels of IM towards and engagement in their Chinese learning. The results showed the positive impact of the participants’ perceived OLE on their IM and engagement in Chinese learning.

The effect of social innovation education on sustainability learning outcomes: the roles of intrinsic learning motivation and prosocial motivation

PurposeThe purpose of this study is to reveal the influence mechanism of social innovation education (SIE) on sustainability learning outcomes and analyze the roles of intrinsic learning motivation and prosocial motivation.Design/methodology/approachA sample of 322 undergraduates from one higher education institution in Tianjin was used to test the hypotheses.FindingsThis study found that SIE positively affected sustainability learning outcomes, and intrinsic learning motivation mediated the relationship between them. The results showed that prosocial motivation positively moderates the positive effect of SIE on intrinsic learning motivation and the overall mediation model.Practical implicationsThe findings have important practical implications for higher education institutions to carry out SIE. Higher education institutions should focus on integrating social innovation and sustainability into top-level design. Furthermore, higher education institutions should focus on stimulating students’ intrinsic learning motivation and cultivating their prosocial motivation.Originality/valueThis study identified the relationship between SIE and sustainability learning outcomes and clarified the influence mechanism of SIE on sustainability learning outcomes. Moreover, this study emphasized the importance of prosocial motivation as a key boundary condition of SIE.

ACADEMIC INTRINSIC MOTIVATION AND LEARNING ENGAGEMENT IN MATURE STUDENTS IN PRIVATE HIGHER EDUCATION INSTITUTIONS IN THE SOUTH OF ENGLAND

The non-traditional experience for mature students can sometimes be challenging as they connect to the college/university later in life. A new avenue for career growth achieved through higher education can be advantageous for those at a career transition phase. The present research aimed to study the academic intrinsic motivation and learning engagement of mature students in private higher education institutions. The contemporary literature has found a higher intrinsic motivation for learning in mature students than the regular traditional students. Also, student engagement is correlated to success factors such as increased retention, high impact and lifelong learning, social and personal growth and development and student wellbeing. A survey research design was employed to collect primary data (N=300) from full-time undergraduate mature students studying in the private higher education institutions in the South of England, aged 21 years and above. The data was analysed using SPSS version 26.0 and AMOS version 23.0. The bivariate analysis results showed a positive correlation between intrinsic academic motivation and different learning engagements. The non-traditional students who were intrinsically motivated tend to participate more in academic-related activities in private higher education to experience efficacious learning. Furthermore, the result of exploratory factor analysis yielded a three-factor solution for the 15-item study motivation questionnaire with a reliability of 0.93. The result of confirmatory factor analysis confirmed the hypothesised three-factor model structure of the 15-item university student engagement inventory on mature students with a reliability of 0.85. Hence, both scales confirmed high psychometric properties. The academic needs of mature students must be considered. Colleges/universities should organise non-traditional programmes to enhance their motivation for personal and professional growth through higher studies later in life.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0980/a.php" alt="Hit counter" /></p>

Learning labs in a secondary school in the Netherlands: Effects of teachers' autonomy support on student learning motivation and achievement

ABSTRACT Autonomy-supportive activities are understood to promote students’ autonomous forms of learning motivation, educational outcomes and well-being. In the current study, two learning labs in one Dutch secondary school have been studied. In these learning labs -each lasting one entire school year- students’ autonomy during their learning process have been supported by organisational, procedural and cognitive autonomy support activities. Effects on students’ learning motivation and their achievement have been examined. In one learning lab, indicated as the one with the most autonomy-supportive classroom climate, students show relatively high scores on intrinsic motivation for learning and high achievements. In the other learning lab, no effects have been found on students’ learning motivation and achievement. The extent to which student were allowed to set the task sequence is found to be an autonomy-supportive activity that positively affected both learning motivational and achievement most. Implications for practice and research are discussed.

Emotional well-being and social reinforcement as predictors of motivation and academic expectations

Nowadays there is a tendency to highlight the significant contribution of students' socio-emotional perceptions about academic motivation and expectations in Higher Education. This study aims to analyze the relationships among emotional well-being, desire for social reinforcement, intrinsic motivation, the perceived value of the task, and academic expectations. To do this, 455 university students from the Spanish educational system filled out an online questionnaire. The application of a Structural Equation Model (SEM) underscores the fact that emotional well-being and the desire for social reinforcement have a positive effect on intrinsic motivation for learning. In turn, this motivation has been a significant predictor of the perceived value of homework and academic expectations. In addition, various mediating effects are observed to influence high academic expectations. These results highlight the need for emotional care and social reinforcement in initial university training programs.

Students’ intrinsic and extrinsic motivation in a foreign language learning

Students’ intrinsic and extrinsic motivation in a foreign language learning

Motivation in Instrumental Music Instruction Before and During the Remote Learning Phase Due to COVID-19 Crisis

This study, which is based on self-determination theory, compares the motivation and satisfaction of basic psychological needs of music students in instrumental lessons before and after the COVID-19-induced transition to online teaching and learning. We investigated whether, in addition to the satisfaction of students’ basic needs, teachers’ enthusiasm, experience with online teaching, and age can explain motivation in online lessons. Two independent groups of music students were surveyed: one group before (n = 856; Mage = 16.4, SD = 14.1) and the other group after the shift to enforced distance learning (n = 640; Mage = 16.7, SD = 13.8). The main findings are that intrinsic motivation in online learning was significantly lower, and controlled forms of motivation higher than before enforced distance learning. Furthermore, satisfaction of basic needs for autonomy, competence, and relatedness, which are essential for autonomous motivation, were lower in online learning. Regression analyses showed that 39% of the variance of intrinsic motivation for online learning could be explained by social relatedness, perceived teacher’s enthusiasm for teaching, and age.

Self-Regulation And Learning Motivation of Guidance And Counseling’s Students, FKIP, UNDANA, Toward Online-Based Learning During Covid-19 Pandemic

This study aims to measure self-regulation and learning motivation of university students of Guidance and Counselling (BK) Department, FKIP, Undana in third, fifth and seventh semester students participating in online-based learning during the Covid-19 pandemic. The method used was a mixed method, which combines quantitative and qualitative ways. The data was collected by distributing questionnaires through online way and by conducting FGD (Focused group Discussion) using the Zoom application. The results show that there is a positive correlation between self-regulation and learning motivation. It means that the higher the students’ self-regulation, the higher the motivation to learn in attending lectures online, and vice versa. Furthermore, the students show high intrinsic learning motivation because they are supported by self-regulation and high self-efficacy and good adaptability. Therefore, it is suggested for students to maintain their self-regulating skill, increase self-efficacy and adaptability so that they can maintain learning motivation in online lectures, especially intrinsic learning motivation during Covid 19 pandemic situation

The Influence of Problem-Solving Learning Model and Student Learning Motivation on Mathematical Reasoning Ability

This study aims to determine whether the mathematical reasoning ability of students who are taught by the problem-solving learning model is effective in terms of the learning motivation of class VII students of SMP Negeri 4 Gorontalo. This type of research is Quasi Experiment with Treatment by level 2 x 2 design using two-way analysis test and Tukey test. The results showed that the mathematical reasoning ability of students who had intrinsic learning motivation in problem-solving learning was 84.13 and the mathematical reasoning ability of students who had intrinsic learning motivation in conventional learning was 67.21. This can also be proven through a test with a significant level of 5% and df = 127 indicating t > t(1,127)(0.05). Obtained t = 4.232 for a = 0.05 obtained t(1,127)(0.05) = 2.80 Thus, the reasoning abilities of students who have intrinsic learning motivation are taught by problem-solving learning more effectively than the reasoning abilities of students who have intrinsic learning motivation are taught by conventional learning.

The Influence of Problem-Solving Learning Model and Student Learning Motivation on Mathematical Reasoning Ability

This study aims to determine whether the mathematical reasoning ability of students who are taught by the problem-solving learning model is effective in terms of the learning motivation of class VII students of SMP Negeri 4 Gorontalo. This type of research is Quasi Experiment with Treatment by level 2 x 2 design using two-way analysis test and Tukey test. The results showed that the mathematical reasoning ability of students who had intrinsic learning motivation in problem-solving learning was 84.13 and the mathematical reasoning ability of students who had intrinsic learning motivation in conventional learning was 67.21. This can also be proven through a test with a significant level of 5% and df = 127 indicating t > t(1,127)(0.05). Obtained t = 4.232 for a = 0.05 obtained t(1,127)(0.05) = 2.80 Thus, the reasoning abilities of students who have intrinsic learning motivation are taught by problem-solving learning more effectively than the reasoning abilities of students who have intrinsic learning motivation are taught by conventional learning.

Effectiveness of web-based learning environment: role of intrinsic learning motivation, computer self-efficacy, and learner engagement

PurposeIn the context of the abrupt shift to technology-enabled distance education, this paper examines the role of intrinsic learning motivation, computer self-efficacy and learning engagement in facilitating higher learning effectiveness in a web-based learning environment.Design/methodology/approachData was collected using a self-administered online questionnaire from a sample of randomly selected 508 university students from different disciplines, including science, technology, and management.FindingsLearning motivation and computer self-efficacy positively influenced students' learning engagement, with computer self-efficacy having a more substantial impact. Proposed mediation hypotheses too were supported.Originality/valueThe insights gained from this study will help in devising strategies for improving students' learning effectiveness. Game-based learning pedagogy and computer simulations can help students understand the higher meaning and purpose of the learning process.

Diversity-augmented intrinsic motivation for deep reinforcement learning

In many real-world problems, reward signals received by agents are delayed or sparse, which makes it challenging to train a reinforcement learning (RL) agent. An intrinsic reward signal can help an agent to explore such environments in the quest for novel states. In this work, we propose a general end-to-end diversity-augmented intrinsic motivation for deep reinforcement learning which encourages the agent to explore new states and automatically provides denser rewards. Specifically, we measure the diversity of adjacent states under a model of state sequences based on determinantal point process (DPP); this is coupled with a straight-through gradient estimator to enable end-to-end differentiability. The proposed approach is comprehensively evaluated on the MuJoCo and the Arcade Learning Environments (Atari and SuperMarioBros). The experiments show that an intrinsic reward based on the diversity measure derived from the DPP model accelerates the early stages of training in Atari games and SuperMarioBros. In MuJoCo, the approach improves on prior techniques for tasks using the standard reward setting, and achieves the state-of-the-art performance on 12 out of 15 tasks containing delayed rewards.

Distance Learning Environment and Intrinsic Motivation of Students of Social Science Education, State University of Jakarta

Distance Learning in the Covid-19 pandemic era has become an alternative used by every university so that the learning process activities continue even though it is only face-to-face so that educational goals are achieved effectively and efficiently. This study aims to analyze the effect of the Distance Learning Environment on Intrinsic Motivation in learning for students of the Social Sciences Education study program. The method used in this research is quantitative research method with the sampling technique used is cluster sampling. The population used in this study were 252 social studies education students batch 2018-2020, while the sample used was 155 respondents. Based on the results of the t-test, the results obtained are t-count 8.384 > t-table 1.975, which means that there is an influence of the Distance Learning Environment variable on Intrinsic Motivation in learning in students of the Social Sciences Education study program. This is reinforced by the acquisition of the coefficient of determination test results of 31.3%.

COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation.

This study explored the impact of online lectures that were developed using principles of cognitive load theory (CLT) and cognitive theory of multimedia learning (CTML) on health profession students' lecture comprehension, cognitive load, cognitive engagement, and intrinsic motivation in learning. A total of 215 first-year undergraduate students in medical, dentistry, and nutrition programs participated in this pre-post quasi experimental study. The students attended a typical face-to-face lecture on Day-1 of the intervention, followed by a CLT-based online lecture 8 weeks thereafter. Their comprehension of the lecture topics was measured through pre- and post-lecture assessments, and their cognitive load, cognitive engagement, and motivation were measured immediately after each lecture session. The analysis revealed that the CLT-based online lectures promoted the students' comprehension of the lecture content (p < 0.001), self-perceived learning (p < 0.001), engagement toward the learning material, and motivation to learn (p = 0.025). It was also effective at reducing the students' intrinsic and extraneous cognitive loads (p < 0.001). Hence, designing online lectures using CLT and CTML principles could be an effective method to promote students' knowledge and comprehension, cognitive engagement, and learning motivation. However, further research is needed to investigate the applicability and impact of CLT-based online lectures in non-health profession disciplines.

Building Teacherly Roles Together

Given that learner agency in making meaning from subjective learning experiences is central to constructivism, how can teachers provide structure without diminishing that agency? This paper comprises an a/r/tographic analysis of a practice-based research project situated outside formal education, which shares the teacher’s role across a community learning group. This group collectively chose and researched a new topic for each session, sharing this research in session and discussing the lesson this made. This model not only provides the basis for a consensual education, but also offers opportunity for empowerment through collectively taking ownership of learning, demonstrating that as engaged learners we can shape the structures through which we build learning agency. As education and culture shape each other, so learners emerge as critical citizens able to re/form community and culture for mutual benefit, open in turn to being re/formed by them.&#x0D; Understanding learning as a creative process, this paper juxtaposes Gert Biesta’s concept of creative practice as a dialogue with the world against the re-emergent concept of cultural democracy. Education re/produces cultural values; by not assuming control of learners’ education for them – by not inhabiting the role of teacher – we do not diminish the space for new, emergent structures to be realised. This paper seeks to show that by performing the teacher’s functions between us, we increase our intrinsic motivation for learning, also allowing for possibilities of new knowledge emerging. As will be shown, constructivism needs no singular teachers, only people to learn alongside and share the practice of learning with.

From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement

Leaderboards, a key topic in the gamification literature, are often used to enhance student engagement and motivation through social comparison. Previous research has examined the overall effects of leaderboard versus a no leaderboard condition but paid less attention to how positions on different types of leaderboard may affect students' learning performance, intrinsic motivation, and course engagement. In the two studies, we exposed 50 postgraduate students from two fully online courses to two types of leaderboard (absolute and relative) and measured their learning performance, course engagement, intrinsic motivation, and perceptions. Results suggest that the absolute leaderboard helps intensify students’ sense of comparison and competitiveness more than the relative leaderboard. In the absolute leaderboard class, students at different positions showed similar levels of learning performance and course engagement, but a higher position was associated with higher intrinsic motivation. Conversely, in the relative leaderboard class, students ranked in the top third tended to display better learning performance than their peers in the lower two thirds did. Students who ranked in different positions showed similar levels of course engagement and intrinsic motivation for learning. Qualitative analyses based on a survey suggested that the students ranked in the bottom third preferred anonymous (vs public) comparison on an absolute leaderboard but favoured public (vs anonymous) comparison on a relative leaderboard. Most students reported positive attitude toward the use of leaderboards for sustaining comparison and competitiveness.

The influence of project based learning on student's intrinsic learning motivation

The lack of total student involvement in the learning process is due to a lack of effort in finding information independently and not achieving active learning. The purpose of this study was to investigate the effect of intrinsic motivation on project-based learning in the automotive engineering education student workforce transfer system course. The method used was a quasi-experimental research design with a 2x2 factorial. The population used was students of the Automotive Engineering Department, Faculty of Engineering, Padang State University, 2020/2021 academic year. The results showed that students who applied project-based learning had higher learning outcomes than using conventional methods. This was based on the value of Fcount greater than Ftable, 7.866 &gt; 3.34 at the 0.05 significance level. There is an interaction between learning methods and students' intrinsic motivation towards learning outcomes, this is evidenced by the value of Fcount is greater than Ftable, 7.602&gt; 3.34 at the 0.05 significance level. There is a significant difference in student learning outcomes between project-based learning and conventional learning which has high intrinsic motivation. The final research result is that there is no significant difference in student learning outcomes between project-based learning and conventional learning which has low intrinsic motivation

The Influence of Problem-Solving Learning Model and Student Learning Motivation on Mathematical Reasoning Ability

This study aims to determine whether the mathematical reasoning ability of students who are taught by the problem-solving learning model is effective in terms of the learning motivation of class VII students of SMP Negeri 4 Gorontalo. This type of research is Quasi Experiment with Treatment by level 2 x 2 design using two-way analysis test and Tukey test. The results showed that the mathematical reasoning ability of students who had intrinsic learning motivation in problem-solving learning was 84.13 and the mathematical reasoning ability of students who had intrinsic learning motivation in conventional learning was 67.21. This can also be proven through a test with a significant level of 5% and df = 127 indicating t &gt; t(1,127)(0.05). Obtained t = 4.232 for a = 0.05 obtained t(1,127)(0.05) = 2.80 Thus, the reasoning abilities of students who have intrinsic learning motivation are taught by problem-solving learning more effectively than the reasoning abilities of students who have intrinsic learning motivation are taught by conventional learning.