Intrinsic Motivation Of Students Research Articles

Investigating Student Intrinsic Motivation Trends over One Semester in an Online General Chemistry II Course

Investigating Student Intrinsic Motivation Trends over One Semester in an Online General Chemistry II Course

A study on the influence of learning space on students' intrinsic learning motivation

AbstractFollowing the continuous reform and innovation of classroom teaching methods and pedagogy in higher education, the support provided by traditional classrooms for new classes seems to be insufficient. Empirical exploration into the impact of learning spaces on student learning motivation, particularly in terms of how and to what extent, has been limited. This study focuses on student intrinsic learning motivation as the dependent variable and constructs an influence model incorporating factors such as learning space, pedagogy and classroom relationships. A comparative analysis is conducted to assess the differential influence between two learning space types: active learning spaces and traditional classrooms. Utilizing a convenience sampling method, students engaged in coursework at University A's ‘Future Learning Experience Center’ and traditional multimedia learning spaces over three academic terms were selected. Differential tests were performed on data collected from various learning environment types, and the impact of learning space, teaching methods and social relationships on students' intrinsic learning motivation was validated using structural equation modelling. Results indicate that scores in the dimensions of learning space, teacher–student relationships, student–student relationships and student intrinsic learning motivation were significantly higher in the active learning space compared to traditional classrooms. Surprisingly, learning space exhibited no significant direct effect on student intrinsic learning motivation but demonstrated a significant indirect effect. The influencing factors model presented in this study sheds light on the type of learning space's impact on student intrinsic learning motivation, offering theoretical guidance and practical data for future research endeavours.

How the support that students receive during online learning influences their academic performance

AbstractIn recent years educational institutions are increasingly using online learning and because of this trend it is necessary to investigate its impact on student academic performance. Although this topic has been addressed in different educational fields before, there is an objective justification for our approach. Thus, the reasoning behind this particular research is the fact that recent findings have shown that the academic performance of students using online education is affected by a series of motivating factors which can have an impact on their performance. The main goal of this paper is to highlight and analyze the mediating effect of intrinsic student motivation and student academic engagement and how they affect the relationship between the range of support, which students receive during their online learning and thus their academic performance. This study was conducted in two higher educational institutions in Mexico and Romania, with a sample of 822 students. The data was analyzed using a second generational PLS-SEM technique. The results confirm that the support students enjoy during online learning has no direct impact on their academic performance, unless it is fully mediated by their own intrinsic motivation and academic engagement. The influence of Gender was also analyzed, but it was not found to be a determining factor of academic performance in both higher educational institutions. These findings not only have theoretical and practical implications for students, teachers and education authorities, they also help us to broaden the field of knowledge in the e-learning environment.

Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: a meta-analysis and systematic review

Although many studies in recent years have examined the use of gamification as a motivational strategy in education, evidence regarding its effects on intrinsic motivation is inconsistent. To make the case for or against the adoption of gamification in education, this study examines its effects on students’ intrinsic motivation and the underlying motivational factors: perceived competence, autonomy, and relatedness. In this review, we analyzed the results of studies comparing gamified learning with non-gamified learning published between 2011 and 2022. The results of our meta-analysis of 35 independent interventions (involving 2500 participants) indicated an overall significant but small effect size favoring gamified learning over learning without gamification (Hedges’ g = 0.257, 95% CI [0.043, 0.471], p = .019) with no evidence of publication bias. Gamification also exerted a positive and significant effect on the students’ perceptions of autonomy (Hedges’ g = 0.638, 95% CI [0.139, 1.136], p = .012) and relatedness (Hedges’ g = 1.776, 95% CI [0.737, 2.814], p = .001), but minimal impact on competence (Hedges’ g = 0.277, 95% CI [0.001, 0.553], p = .049). To further investigate the possible reasons for the small impact on intrinsic motivation, a systematic review of 31 studies was conducted. The findings revealed two major challenges encountered in the adoption of gamification to increase students’ intrinsic motivation: students’ lack of perceived competence and lack of perceived autonomy in gamified classes.

Impact of Academic Support on Students’ Intrinsic Motivation: A Transition Economy Perspective

Impact of Academic Support on Students’ Intrinsic Motivation: A Transition Economy Perspective

Motivational Speeches Impact on Undergraduate Students Intrinsic Motivation and Psychological Need Satisfaction

Motivational Speeches Impact on Undergraduate Students Intrinsic Motivation and Psychological Need Satisfaction

Explaining Midwifery Students’ Experience of Their First Attendance in Clinical Skill Centers: A Content Analysis Study

Background: Learning clinical skills on “real patients” not only endangers patient safety but also raises many ethical concerns. Methods: This is a qualitative study designed and implemented using the content analysis method. The studied population included all midwifery students of Ahvaz Jundishapur University of Medical Sciences who had recently passed the course: “Introduction to the Principles and Techniques of Patient Care at Clinical Skill Centers (CSC)”. Data were analyzed by conventional content analysis method. Results: Overall, 156 codes were extracted from the research data, which were organized into 9 categories and 28 subcategories after removing or merging similar codes. The midwifery students’ experience of attending CSC was reflected in the form of three main themes (i.e., self-regulation, mentoring, and support management) and nine sub-themes (reinforcing intrinsic motivation in students, building self-confidence in students, mentor as a model, proper formulation and implementation of rules in CSC, training communication skills, the need to apply modern training methods, revising the structure, practice, and schedule of student groups). Conclusions: According to the findings of the present study, it could be concluded that primary education in CSC plays a very important role in reducing the stress of working with patients, professionalism, increasing self-confidence, and teaching clinical skills to students. Of course, achievement of this goal heavily relies on the crucial role of teachers of this course, who act as mentors responsible for planning, organizing, and modeling in addition to teaching.

A Review on Teachers’ and Teacher Candidates’ Intrinsic Motivation: Self-determination Theory Perspective

Considering the results driven by two decades of empirical work on Self-determination Theory, it is claimed students benefit from intrinsic motivation. However, teachers need to be intrinsically motivated for the profession to fully support intrinsic motivation of students. This study aims to identify the variables in a positive relationship with intrinsic, or self-determined motivation of teachers and teacher candidates based on the existing studies. It is also aimed to make suggestions on how to increase their intrinsic motivation from the perspective of self-determination theory. In this review study, qualitative document analysis method was used. 48 existing studies fulfilling the pre-determined criteria were reviewed and their results sections were analyzed to answer the research questions. Concerning the results, teachers’ and teacher candidates’ intrinsic motivation has an effect on competence in teaching, job satisfaction and retention, students’ motivation for learning, willingness to be involved in and sustain professional development, reduced teacher burnout, goal orientation, decrease in severity of reality shock, productive teaching style, and learning styles. Besides, in case three needs (for autonomy, relatedness and competence) are fulfilled, they are likely to become more intrinsically motivated towards the teaching profession. The results are significant in terms of presenting a frame for teachers’ intrinsic motivation and shedding light on the possible directions for future studies.

Flipped Learning in Higher Education for the Development of Intrinsic Motivation: A Systematic Review

Background: Flipped learning (FL) is being considered, in terms of new educational trends, a beneficial pedagogical model in the classroom. In particular, FL and intrinsic motivation (IM) are key components to the model since they can be crucial to a high-quality education. FL for the development of IM in higher education, as well as searches for potential interventions have, thus improved over the past ten years. However, no reviews that analyze the findings and conclusions reached have been published. Consequently, the objectives of this paper were to analyze the relationship between the use of FL and the IM of students in higher education, and to identify the aspects that should be present in FL models to develop the IM that contributes to high-quality education. Methods: in accordance with PRISMA guidelines, a systematic review of PubMed, Web of Science, Scopus, and ProQuest was carried out. Results: Of the 407 studies that were initially discovered, 17 underwent a full examination in which all findings and conclusions were analyzed. After implementation, the majority of the FL interventions improved IM results. Conclusion: many key aspects have been identified that must be followed in order to intrinsically motivate students using the FL methodology.

Business Simulation Games for the Development of Intrinsic Motivation-Boosting Sustainability: Systematic Review

Background: The 4th Sustainable Development Goal (SDG) of the 2030 Agenda is supported by new educational trends that consider game-based learning as a pedagogical method in the classroom. In particular, simulation games and motivation are relevant elements since they can play a significant role in quality education. As a result, during the last few years, research into potential interventions as well as business simulation games (BSGs) for the development of intrinsic motivation (IM) in higher education have skyrocketed. However, no reviews of the interventions and outcomes in this topic have been released. Therefore, the goals of this research were (1) to analyze the relationship between the use of BSGs and the IM of students in higher education, and (2) to identify the aspects that can be promoted by the BSGs to develop IM. Methods: In accordance with PRISMA recommendations, a systematic review was carried out of PubMed, Web of Science, Scopus, and ProQuest. Results: From the 329 investigations that were initially selected, 12 studies underwent a complete assessment, in which all interventions and results were gathered and assessed. Conclusions: There was unanimity on the importance of using BSG to foster IM in higher education.

Creating a supportive learning environment: The impact of dominant love styles on students’ motivation

Introduction. The article reveals the influence of emotions on the intrinsic student motivation to studies. The aim of the article is to identify the dominant love styles, to validate their impact on the intrinsic student motivation to studies and the types of their motives in order to design a supportive learning environment. Despite the fact that different investigations into the role of emotional factors on learning have been frequently undertaken since the emergence of psychoanalysis, currently, the emotional reaction to the experience of love is insufficiently articulated in educational and methodological literature and is still peripheral. Materials and Methods. The methodological basis of the study is formed by general scientific methods: theoretical analysis and literature review. They are underpinned by a set of specific methods: personality analysis (personalised, environmental and structural approaches), the colour wheel theory of love (J. A. Lee) along with quantitative, qualitative, diagnostic and interpretation methods (N. Ts. Badmaeva). In order to achieve the aim, an analytical and comparative review has been carried out in order to identify the links between emotions and intrinsic student motivation, as well as the main parts of the supportive learning environment. Quantitative and diagnostic methods include two surveys, used as data collection tools. Qualitative and interpretation methods have allowed the authors to determine student motivation through love styles in correlation with types of motives, as well as to design a three-part supportive learning environment based on teaching strategies. Twenty eight students in their third-fourth year of study at University of Tyumen aged between 20 and 25 years majoring in Linguistics have participated in the study. Results. Literature review has shown that emotions are a significant component in cultivating student intrinsic motivation to studies. The authors have identified and described the key components of the supportive learning environment. The results of the diagnostics and their interpretation analysis have shown a high level of love styles’ impact on the student intrinsic motivation to studies and revealed statistically significant links between prevailing love styles and motives. The dominant love styles are Ludus, Pragma and Agape. Assessment of the student motivation level and dominant types of motives has shown that 51 percent of respondents (n=16) have below average or low level of motivation. Among the prevailing motives, the authors highlight the following: communicative, failure avoidance and social motives. These findings have allowed the authors to design a meaningful model of the supportive learning environment based on teaching strategies and to justify its significance. The authors’ model consists of three main parts involving intellectual stimulation, flexible assessment system and reflection. On the one hand, these components result from the prevailing motives influenced by love styles. On the other hand, they are to enhance cognitive (educational) and professional motives. The proposed model explicates the links between love styles, motives, teaching strategies and visualises the underlying meanings of the supportive learning environment. Conclusions. In conclusion, the authors summarise the love styles’ impact on the intrinsic student motivation to studies, justify the necessity to introduce and test the designed model of the supportive learning environment. In the authors’ opinion, it will allow an educator to cultivate a sustained student motivation to studies, as well as to enhance cognitive (educational) and professional motives.

A Study of Autonomous Learning Strategies Implemented by Members of Indonesia English Community

Autonomous learning is extremely important because it helps students promote independency, self-awareness, determination, and adaptability in technology employment in learning. The aim of this study is to describe the learning strategies of each autonomous learning level among members of the English Conversation club and to inquire about their outcomes in the form of speaking fluency. Therefore, this study case study research design to find patterns and connections, and inquire phenomena in depth. The results show that the advanced and intermediated level participants employ a metacognitive strategy which helped them to plan, monitor, and evaluate their learning, additionally, they displayed a high level of speaking fluency as the outcome of the strategy they employed. The beginner level employed a social mediation learning strategy and showed less autonomous learning activity but still had high speaking fluency, probably due the language aptitude. Whereas the emerging level participant employ a social mediation learning strategy and showed less autonomous activity, he displayed a low level of fluency. Participants with advanced, intermediated, and beginner level possess intrinsic motivation which helps them with their consistency and improvement. This study helps to understand the relationship between autonomous learning strategies, autonomous level, and speaking fluency outside of the classroom. It provides evidence that metacognitive strategy can lead to speaking fluency improvement and intrinsic motivation. Educators should develop teaching methods that promote the development of independent learning skills and intrinsic motivation in students.

The Impact of Brain-Based Learning on Students Intrinsic Motivation to Learn and Perform in Mathematics: A Neuroscientific Study in School Psychology

The current study aimed to explore the effect of Brain-Based Learning on students' intrinsic motivation (IM) to learn and perform in mathematics. Owing to the educational implications of Neuroscience, the researchers planned the mixed-methods experimental study with a convergent parallel research design. The participants were eighth-graders enrolled in a boy's public secondary school in the district Kasur of Pakistan in the academic year 2021-2022. Students were taught mathematics using the traditional lecture method in the baseline phase (A) and withdrawal phase (A). In contrast, in the treatment phase (B), they were taught mathematics with activities based on the BBL approaches and principles. The mathematics motivation scale and observation (field notes) were used to collect quantitative and qualitative data simultaneously. Data were analysed using one-way repeated measure ANOVA and thematic analysis. The researchers revealed that BBL significantly affects students' IM to learn and perform in mathematics. After qualitative analysis, it was found that visual story-telling, role-playing, i-Think maps, back-to-board, and Kick Me Poison Box are the most effective BBL-based activities which keep them engaged, provide emotional support and contribute to students' IM to learn and perform in mathematics. The teachers were suggested to develop BBL-based activities to teach mathematics and to influence students' psychology in the schools.

Prediksi Performansi Mahasiswa dengan Mempertimbangkan Motivasi Intrinsik Menggunakan Machine Learning

One of the factors that influence the success of an undergraduate student is learning motivation. Students are required to learn and develop themselves independently and actively find the source of knowledge, not just getting knowledge from the lecturers alone. One type of motivation is intrinsic motivation. Intrinsic motivation can be in the form of satisfaction in undergoing learning and gaining knowledge, the existence of appreciation of the achievements achieved, and the existence of life goals to be achieved. Thus it is necessary to do research to predict student learning performance by considering the intrinsic motivation of students. Primary data was obtained from the motivational questionnaire of 100 students, while secondary data includes attendance data, quiz data, assignments, mid-term exam, and final exam. Furthermore, the two types of data are combined. The first stage uses the Logistics Regression Algorithm, Support Vector Classifier, Decision Tree, Random Forest, Gaussian Naïve Bayes, and K-Nearest Neighbors. The quality of the algorithm is measured using the level of accuracy. Cross validation test with 5 K-Fold was carried out, and the Decision Tree algorithm was obtained with the highest yield of 0.898051. The second stage is to do a tuning hyperparameter using a Grid Search and obtained a value of 0.927206. The third stage is to predict data test as much as 21 data and obtained accuracy of 0.904761.

The Phenomenon of Orchestral Practice: Implications for Student Motivation and Learning - Student’s Point of View

In the studies on musical learning, group musical practice has not been the object of in-depth study. Little is currently known about the impact of playing in an orchestra on students' motivation or learning to study the instrument. In this study, the objective was to understand the phenomenon of musical practice in orchestra to answer the research questions: Does playing in an orchestra generate intrinsic motivation in students? Does it have implications for individual learning and study of the instrument? Semi-structured interviews were conducted with 15 orchestral students to learn the attitude, feelings and perceptions of the students involved. The content analysis involved: (1) a systematic approach to the data analysis process; (2) the use of data reduction methods; and 3) coding the data into categories. This categorization resulted in what is called “pattern analysis.” The qualitative data analysis indicates that students feel motivated for orchestral practice and that playing in the orchestra can positively affect the student's learning and motivation. The orchestra practice seems to increase the practice time and help develop musical and social skills. Self-determination theory is the one that explains the obtained results. According to this theoretical perspective, to feel motivated for a given task, the individual must fulfil three basic psychological needs: autonomy, competence, and establishment of social bonds. For the students, playing in orchestra seems to be a favorable context for developing autonomy, perception of competence, and establishing social bonds with their peers. Playing in orchestra seems to be the challenge in which the balance between the perception of the difficulty of the task and the perception of being competent to perform it successfully is present. That is an excellent level of challenge.

The effect of a location-based game for university transition: Comparing learning outcomes and intrinsic motivation of students in different disciplines

The effect of a location-based game for university transition: Comparing learning outcomes and intrinsic motivation of students in different disciplines

Do changes in perceived teacher behaviour predict changes in intrinsic reading motivation? A five-wave analysis in German lower secondary school students

AbstractAlthough several longitudinal studies have confirmed that need-supportive teacher behaviour shapes intrinsic motivation in school, longitudinal studies on its role for intrinsic reading motivation are lacking. To fill in this gap, this study investigated whether changes in selected aspects of student-perceived teacher need-supportive behaviour in German lessons predicted changes in intrinsic reading motivation. We also investigated how student intrinsic reading motivation and perceived teacher need-supportive behaviour changed over the course of lower secondary school. To this end, we used data of 7634 German students gathered between Grades 5 and 9 as part of the German National Educational Panel Study, five measurement occasions in total. The analyses, which involved univariate latent change score and change–change models, revealed decreases in perceived teacher need-supportive behaviour and intrinsic motivation between Grades 5 and 9. Moreover, the decreases in perceived teacher need-supportive behaviour in German lessons predicted decreases in intrinsic reading motivation. The study provides first evidence of longitudinal relationships between perceived teacher behaviour and intrinsic reading motivation. It also suggests that adjusting the classroom learning environment to student needs may contribute to alleviating the decrease in intrinsic reading motivation observed in multiple studies.

Students’ perception of an instructor: The effects of instructor accommodation to student swearing

This study analyzes how an instructor's accommodation tactic, in response to a student using a swear word, affects students' perceptions of the instructor's similarity and credibility, and how perceptions of similarity and credibility affect students' intrinsic motivation to learn. Sex of the instructor was also manipulated in this study based on literature indicating that an instructor's sex may affect students' perceptions of the instructor's similarity, credibility, and students' intrinsic motivation to learn course material. Participants (N = 396) were randomly assigned to read hypothetical scenarios where either a male or female instructor converged or diverged in response to a student who used the swear word suck or damn. Results revealed that instructors who diverged, regardless of the swear word used, were perceived as more similar to the student than instructors who converged. Also, findings showed that when an instructor converges their communication in response to a student who swears their credibility was diminished. Perceptions of similarity and credibility were positively associated with a student's intrinsic motivation to learn course material, and mediation models revealed that instructors' perceived similarity and credibility mediated the relationship between accommodation tactic and a student's intrinsic motivation to learn. Finally, results indicated that participants reported higher ratings of intrinsic motivation to learn with female instructors than with male instructors.

Intangible rewards versus tangible rewards in gamified online learning: Which promotes student intrinsic motivation, behavioural engagement, cognitive engagement and learning performance?

AbstractGamification has often been used to stimulate learner engagement via intangible rewards, such as virtual points and virtual badges, rather than material goods or benefits. However, not all learners value such intangible rewards; some express their desire to redeem intangible rewards for utilitarian resources or benefits. Although tangible rewards have long been considered a key gamification mechanism in commercial loyalty programs, few studies have explicitly explored its effectiveness in the context of gamified education. To address this gap, the present study used a randomized controlled trial approach to examine the effects of tangible rewards that are redeemed through intangible rewards on students' intrinsic motivation, behavioural and cognitive engagement, and learning performance in a fully online gamified flipped class. Each student was randomly assigned either to the tangible rewards group (EG = 28) or the intangible rewards group (CG = 29). The students in EG significantly outperformed those in CG in terms of intrinsic motivation, behavioural engagement, cognitive engagement and learning performance in the final exam. The results provided practical implications for instructors who plan to use tangible rewards in their gamified classes. Practitioner notesWhat is already known about this topic Fully online learning often suffers from a lack of student engagement. Gamification is often used to stimulate learner engagement via intangible rewards (eg, virtual points and badges) that do not contain any utilitarian benefits outside the gamified system. Not all learners value intangible rewards over time—instead, they desire to convert the intangible badges or points into more utilitarian benefits/resources. What this paper adds This study conducted a randomized controlled experiment to compare the effects of redeemable tangible rewards and intangible rewards on student intrinsic motivation, behavioural engagement, cognitive engagement and learning performance. The tangible rewards group significantly outperformed the intangible rewards group in all aspects. Implications for practice Using tangible rewards is better than merely using intangible rewards in gamified learning. Practitioners should link tangible rewards to a standard of performance. Practitioners should also set a specific and moderately challenging redemption goal.

Physical education motivational climate, on the achievement goals, and intrinsic motivation of students: a multilevel approach

ABSTRACT This study examined whether the perceived motivational climate was associated with students’ achievement goals and intrinsic motivation, from a multilevel (i.e., individual- and school-level) perspective within the Physical Education context. The sample was composed of 9855 students aged 10–18 (M age = 13.96 years; SD age = 1.97 years) who belong to 237 different teachers from seven European countries. We used measures for teacher’s motivational climate, achievement goals, and intrinsic motivation. After testing for cross-country invariance, results from the mediated structural equation model showed that partial mediation was the most suitable solution. Predictions from the accepted model supported theoretical predictions, suggesting a strong positive mediating role of task orientation between achievement goals and intrinsic motivation, while the role of ego orientation remained more ambiguous. Our findings also highlight the relevance of students’ individual experiences in shaping their perception of the emphasised motivational climate, as well as reveal an additive effect in the prediction from task orientation to intrinsic motivation due to cluster belongingness. We discuss these results with other variables that might affect students’ perceptions such as teacher-student relationship and motivational contagion and encourage future research to keep studying the construction of the students’ perception of the teacher’s emphasised motivational climate from a multilevel perspective.