Learning Motivation Factors Research Articles

Research on the Types and Influencing Factors of English Learning Motivation among English Major Undergraduates: A Case Study of Third-Year Students at a University in East China

English learning motivation significantly impacts learning efficiency. This study empirically investigates the learning motivations of 41 third-year English major students through a questionnaire survey conducted at a university in East China. The findings reveal that the learning motivations of English major undergraduates can be categorized into four types: personal interests, future development, experiential background, and social responsibility. Core factors influencing the types of learning motivation include students' personal cultural interests and their academic and career planning. Additionally, learning motivation is influenced by learning experiences, family environments, and social contexts. This research suggests that university English teachers should adopt a student-centered approach to tailor their teaching methods, thereby assisting students in establishing long-term, profound learning motivations. Furthermore, it encourages universities to implement social practice activities aimed at promoting intercultural communication.

Achievement of Physical Education Learning Results Based on Gender Review and Learning Motivation on High School Students in the Yogyakarta Region, Indonesia

This research aims to examine differences in Physical Education (PE) learning outcomes for high school students based on gender and learning motivation. The sample in this research was 84 high school students in Yogyakarta and was taken using a simple random sampling system. Data analysis used descriptive statistics and inferential factorial two-way anova. The mean score for male students in the low learning motivation category was 86.29 and female students in the low learning motivation category was 83.71. The mean score for male students in the moderate learning motivation category was 83.21 and female students in the moderate learning motivation category was 84.14. The mean score for male students in the high learning motivation category is 85.64 and female students in the high learning motivation category is 82.64. The results of the Anova test on the learning motivation factor variable value Sig. 0.42 < 0.05 means that there is a significant difference or influence between students' learning motivation (low, medium and high) on PE learning outcomes. In the gender factor variable, the Sig. value 0.001 < 0.05 means that there is a significant difference or influence between gender (male and female) on PE learning achievement. Next, on the variables of learning motivation and gender, the Sig. value 0.000 < 0.05 means that there is an influence or interaction between learning motivation factors and gender on students' PE learning outcomes. The conclusion is that PE design needs to take into account the specifics of gender and type of sport. This is so that male and female students have the right to exercise according to their portion in order to benefit from the PE program at school. Apart from that, it is also to provide maximum enjoyment and achievement for students in various games and sports activities in PE without any pressure. The conclusion is that motivational factors and gender significantly interact and influence students' PE learning outcomes. Therefore, it is important for teachers to consider these two factors in designing and implementing effective PE learning, paying special attention to the specific needs and conditions of each student based on their respective learning motivation and gender. Keywords: Achievement, Learning Results, Physical Education, Students, Gender, Learning Motivation

What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the Community of Inquiry framework.

In the post-epidemic era, blended learning has become a social trend for the future of higher education, and scholars have endeavored to understand the factors that influence student learning in these blended communities. Communities of Inquiry is a conceptual framework that describes the components of blended learning environments, indicating teaching presence, social presence, and cognitive presence. However, the framework fails to adequately explore how individual learning motivational factors influence student learning. Therefore, this study extends the Community of Inquiry framework by drawing on a positive psychological construct-academic buoyancy to reveal the relationship between academic buoyancy and the three presences through empirical research. The theoretical model was validated by SPSS 26.0 and smartPLS4.0. To evaluate the measurement and structural models, structural equation modeling (SEM) was carried out using the partial least squares (PLS) method. (a) Teaching presence positively predicts academic buoyancy, and academic buoyancy positively predicts social presence and cognitive presence; (b) academic buoyancy mediates teaching presence and social presence, as well as teaching presence and cognitive presence; and (c) academic buoyancy acts as a chain mediator between teaching presence and cognitive presence through social presence. The results of this study fill a gap in the multiple roles of individual positive psychological construct-academic buoyancy in blended learning communities, extend the Community of Inquiry theoretical framework, and provide empirical evidence for blended learning quality and practical improvement strategies.

. Description of Learning Motivation among Female Adolescent Survivors of Sexual Violence in Makassar

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 Motivation to learn is one aspect of supporting young women in pursuing education. However, there are teenage girls whose motivation to learn is influenced by the sexual violence they experience. The aim of the research is to determine the description of sexual violence, learning motivation and learning motivation factors among survivors of sexual violence in Makassar. This research is a qualitative phenomenological research. The research subjects were 3 female teenagers aged 20 – 22 years who were students in Makassar. Data was collected through an interview process which resulted in interview transcripts and voice recording documentation. The data that has been coded is then analyzed for the suitability of interpretation between the subject and the researcher. This research found that adolescent girls experience sexual violence in the family, school, campus and public places which has an impact on their physical, psychological, spiritual, learning processes and outcomes. However, teenagers continue to learn and overcome learning obstacles in order to fulfill their dreams and hopes. Factors that shape teenagers' learning motivation include internal factors and external factors. Internal factors are needs and aspirations, while external factors are social support from family and peers. It is hoped that this research will provide an understanding regarding learning motivation and the factors that shape learning motivation in female adolescent survivors of sexual violence. The conclusion of this research is that even though sexual violence has an impact on the physical and psychological impact of adolescent girls, adolescents still have good motivation to study because of the internal and external factors that support adolescents.

HUBUNGAN LINGKUNGAN TEMPAT TINGGAL DAN MOTIVASI BELAJAR DENGAN PRESTASI BELAJAR SISWA SMK JURUSAN PERIKANAN

This research is an experimental research conducted at SMK Negeri 1 Maros. This study aims to determine the relationship between living environment and learning motivation with student achievement. The population in this study were all grade XI students of SMK Negeri 1 Maros in the fisheries department in the 2023/2024 academic year. Furthermore, the sample in this study was 100% of the population, namely 72 students. The instruments used to collect data in this study were a questionnaire of student learning motivation factors and a questionnaire of living environment factors. Meanwhile, to obtain data on student learning achievement, researchers took student test scores for the 2023/2024 school year. In this study, two statistical analysis techniques were used, namely descriptive statistical analysis and inferential analysis. Based on the results of descriptive and inferential analysis, it was found that: 1) there is a significant positive relationship between neighborhood factors and student learning achievement. The amount of variation that occurs in the value of the student learning achievement variable that can be explained by the score of the living environment factor is 26.35%. The relationship is expressed in the regression equation = 29.122 + 0.5765X1. This shows that in general the factors of the student's living environment make a positive contribution in an effort to improve student learning achievement, 2) there is a significant positive relationship between student learning motivation factors and student learning achievement. The amount of variation that occurs in the value of the student learning achievement variable that can be explained by the score of the student learning motivation factor is 95.58%. The relationship is expressed in the regression equation = 2.6568 + 1.0015X2. This shows that in general the student learning motivation factor makes a positive contribution in an effort to improve student learning achievement, and 3) there is a significant positive relationship between environmental factors and student learning motivation factors together with student learning achievement. The amount of variation that occurs in the value of the student learning achievement variable that can be explained by the score of the living environment factor and the student learning motivation factor together is 95.72%. The relationship is expressed in the regression equation = 1.2276 + 0.0475X1 + 0.9802X2. This shows that in general, the living environment factor and the student learning motivation factor make a positive contribution in an effort to improve student learning achievement.

Fuzzy Logic to Determine the Effect of Parental Attention and Peer Environment on Mathematics Learning Outcomes

The results of learning mathematics is a process of changing new behavior which is the result of giving experiences received by students in the learning process which includes cognitive, affective, and psychomotor aspects whose success can be measured through written and oral tests. The learning outcomes achieved can be good or bad depending on the factors that influence them, including learning motivation and environmental factors study. This study aims to determine the effect of parental attention and peer environment on student learning outcomes at SMA Negeri 1 Kolaka in 2022 using the Fuzzy logic of the Tsukamoto method. The data obtained in this study came from a questionnaire for the attention of parents and peers that had been filled out by students as well as mathematics learning outcomes obtained through the results of the even semester 2022 daily test scores. Based on the research results obtained in fuzzy calculations consisting of people's attention questionnaires parents and peer environment, it was found that the mathematics learning outcomes achieved were not good at 34.87 towards good mathematics learning outcomes at 65.12.

비대면수업에서 ‘재미’ 요소를 측정하는 도구 개발과 타당화 연구

The purpose of this study was to development of scales to measure the "fun" of learning motivation in non-face-to-face classes. Based on results from literature review, this study clarifies a theoretical ground for the ‘Fun’ factors of learning motivation in non-face-to-face classes. Initial items to measure this concept were verified by content analysis and then finalized. After a pilot test done with 249 university students, gathered data were analyzed by item selection and exploratory factor analysis to verify their validity. Next, the main test implemented with 450 university students was analyzed with exploratory factor analysis using the method for rotation based on principle component analysis and varimax for validating the final items to measure the ‘Fun’ factors of online classes. As a result, the scale for the ‘Fun’ factors of non-face-to-face classes consists of 33 items to measure the following three factors: situational and real fun, relational fun, cognitive fun. Criterion-related validity were performed at last to check this scale’s theoretical construct. In conclusion, this study concluded that the constructs for the ‘Fun’ factors of non-face-to-face classes could be generalized and applicable to other samples.

Research on the learning adaptability of undergraduate students based on the new form of vocational education

Learning adaptation refers to the psychological process and behavioral process [1]of the individual according to the current learning and the needs of the environment.According to Bandura's social cognition theory, it is known that personality factors and environmental factors can affect college students' learning adaptability. In this study, with the new form of education as the background and vocational undergraduate students as the research object, the questionnaire survey method was used for data statistical analysis. The results show that learning motivation, learning attitude and environmental factors can positively affect the learning adaptation of college students, and conclude the proposed strategies to improve the learning adaptability of vocational undergraduate students.

How to build motivation during learning language for students

This paper expounds on the causes of language learning motivation, and the degree to which it is affected by the causes of different dimensions and demonstrates the factors of language learning motivation, which not only includes the object field studied by pedagogy but also includes a discussion on the issue of educational justice in social sciences and humanities. Finally, it is concluded that learners, teachers, administrators, and social systems are needed to build motivation for students better to learn a language.

Relationship Between Subjective Evaluation of School Environment and Learning Motivation

“Proactive, interactive, and authentic learning” has been emphasized in Japanese education, and the consideration of school facilities that can realize such learning has become an urgent issue. In this study, we focused on students’ learning motivation, extracted 12 elements from all school environments as factors that contribute to the improvement of learning motivation, and explored the relationship between the school environment and learning motivation. A questionnaire survey of two junior high schools was conducted to measure subjective evaluations of the school environment and learning motivation. And we performed the univariate analysis using correlation analysis and logistic regression analysis. The results showed correlations between the environmental elements of classroom design, creative space, and peace of mind, and learning motivation. In particular, the total score of school environment correlated more strongly with learning motivation than the other environmental factors. The results also suggested that the elements of the school environment may lead to higher learning motivation through 4 factors for improving learning motivation and other factors. It is necessary to clarify the relationship between school environment and learning motivation through more structural analysis in the future.

한국 대학생 영어학습자들의 종단적 영어 학습동기 변화: 회고적 모티그래프 및 자서전적 에세이를 중심으로

This paper investigates Korean EFL students’ learning (de)motivation factors according to the level of students’ English learning motivation. A total of 41 undergraduate students reflected on their past ten years of English learning experiences and submitted autobiographic essays with ‘motigraph,’ marking their annual changes of English learning motivation from 0 to 10. The data were analyzed with Grounded Theory. The findings revealed that the factors that increased or decreased English learning motivation were different according to students’ level of motivation. Students with low-level motivation were influenced by their teacher or parents, while those with high-level motivation were influenced by their past L2 learning experiences perceived positively by themselves. In both groups, the factors of emotional experiences caused by negative L2 learning experiences were the main reasons for demotivation. This paper emphasizes the importance of subjective appraisal in maintaining students’ L2 learning motivation and recovering from the state of demotivation.

Motivation for improving academic achievement in cosmetological education.

Before and after the fandom, the pattern of education has difficulty in accepting the requirements of the MZ generation with very intense changes. Individual differences between students and different educational environments have more difficulties with the addition of practical subjects than general students. In this study of the purpose, after coronavirus disease-19 (COVID-19), the change in demand was described for the factors that influence the motivation necessary in current beauty education for diversity in education methods of MZ generation. These thesis studies are literature reviews, and for this purpose, a narrative review approach was used. A total of 200-300 references were selected and reviewed, and a total of papers were finally selected as of 2010-2022 using thePRISMA flow diagram. With the emergence of diversity in education, online education is showing its power. In beauty education, the need for education of practical subjects has emerged and is the basis for providing more skilled skills in the field. This review paper conducted a comprehensive study on the motivational factors that will be the basis for the improved academic achievement of the MZ generation on the changes in education after COVID-19. This literature review revealed the needs of the subjects of K-education to be seen after the post-COVID era and the factors of learning motivation required in the beauty distance education of the MZ generation. In addition, the global status of K-beauty workers has confirmed that new changes with beauty and intelligence are being born as well as simple technical, and it is expected to be used as an important material for beauty distance education.

Smart Application for Smart Learning: How the Influence of the Factors on Student Swimming Learning Outcomes in Sports Education

Smart Application is one that can be used to learn swimming for students in sports education. This study aims to reveal and explain the usability of smart swimming applications to explore factors influencing students' swimming learning outcomes in sports education. Data of this study were 300 sports education students that took swimming courses. Statistical analysis was performed using multiple regression analysis with the help of the software Statistical Package for the Social Sciences (SPSS) version 16. Overall, the factors of learning motivation, physical activity, nutritional status, and V02Max have an F-table value of 105.605 > 2.25, while R2 is valued at 58.9%. The results of the t-test revealed that all those factors affecting swimming learning outcomes, with the t-count value are more significant than the t-table at a significance level less than 0.05, which is 0.000. Furthermore, all factors are interrelated and needed to each other to produce good quality student swimming learning outcomes. Therefore, adequate attention and good management are necessary for lecturers in teaching swimming materials to improve students learning quality in sports education.

Analysis Of Online Learning Difficulties In Fifth Grade Students Of SD Negeri 0701 Rotan Sogo

The purpose of this study was to identify the factors that affect the learning difficulties of fifth grade students with access to topical materials through online learning activities and the factors that affect the fifth grade students' learning difficulties with access to topical materials through online learning activities. This type of research is descriptive qualitative research. In this study, researchers analyzed the learning difficulties experienced by students when participating in online learning activities. Therefore, researchers used descriptive methods and used qualitative research types. Because the research produces data in written or oral form from the observed students as well as resource staff (ie classroom teachers). The results of this study indicate that the factors that influence the difficulty of learning the subject matter of class V students through online learning activities are internal factors and external factors that exist in students. Such as student interest in learning factors, student learning motivation factors, parental support factors, family economic factors, playmates factors, intelligence factors, etc. The most important learning difficulty factor occurred in five classes of students who studied topic material through online learning activities, namely student interest in learning with an average of 13.24

The Relationship between English Learning Motivation and Cultural Factors for College Learners of English

이 연구는 학습 동기에 대한 분석으로서, 통합적 동기와 도구적 동기를 하위항목으로 분류하였다. 연구의 참여자는 2년제 전문대학에서 영어를 선택과목으로 학습하는 학습자들을 대상으로 하였다. 즉, 전문대학 학습자들이영어 학습 동기의 사용 유형, 성별에 따른 학습 동기의 차이점, 그리고 영어 학습 동기에서 문화적 요소와 상관관계를 분석하였다. 이 연구의 결과를 보면 다음과 같다. 학습자 흥미도를 보면, 전체 응답자 65명에서 긍정적인 대답이 높게 보이고 있다. 성별 차이에 있어서, 여학생그룹의 긍정적인 비율이 높으나, 성별 간 유의미한 차이는 나타나지 않고 있다. 학급 사이의 전체적인 차이에서, 토익반은 영어회화반 보다 흥미도에 대한 긍정적인 비중이 높게 나타나고 있다. 학습 동기에 대한 성별과 통합적 학습 동기의 관계에서, 학습자들은 공통적으로 영어 사용자와 교류와 다양한사람들과 교류를 선호하고 있다. 추상적 문화 동기 항목에서도 전체적으로 큰 차이는 보이고 있지 않다. 남녀 간차이도 유사함을 보이고 있다. 도구적 동기에서 전체적인 평균치가 통합적 동기보다 높게 나타나고 있다. 학급 사이의 분석 결과를 보면, 모든 문항 중에서 토익반에서 영어 사용자와의 교류 문항이 가장 큰 비중을 차지하고 있다. 도구적 동기에서 하위 항목을 보면, 대학 편입이나 진학 문항에서 학급 사이에 유의미한 차이가 있음을 보이고 있다. 또한 전체적으로 학습자들은 실제적 문화에 대한 동기가 높음을 보이고 있다. 학습 동기 문항간 상관관계에 대한 분석 결과는 다음과 같다. 첫째, 통합적 동기 중에서 일상생활은 서로 밀접한 관계가 있음을나타내고 있다. 그리고 추상적 문화 항목에서도 문항들 사이에 유기적 관련성이 크게 나타나고 있다. 둘째, 도구적 동기 중에서 성적이나 취업에 대한 관계를 보여주고 있다. 실제적 문화 문항들의 관계를 보면, 전체적으로 도구적 동기는 거의 모든 문항에서 상관관계를 보이지 않고 있다. 이 연구는 기존의 연구와 다르게, 학습자들을 2개의 독립적 속성을 가진 학급으로 구성하였다. 이들을 중심으로 학습동기에 대한 학습과 성별 간 차이점을 분석하였다. 이 연구는 학습 동기에서 문화적 요인을 하위 항목으로분류하여 분석한 점에서 기존의 연구들과 차별이 된다고 본다.

Interdisciplinary Use of Argumentation among Religious Education and Philosophy Teachers-in-Training

Using document analysis, religion and philosophy pre-service teachers’ reflections on argumentation and in-class argumentation practices, which were received online, during the Special Teaching Methods course were examined. These documents included reflections of pre-service teachers on argumentation and in-class argumentation practices. Findings emerged in three dimensions: (a) the benefits of the use of argumentation (awareness and motivation skills, teaching via argumentation-based instruction), (b) difficulties in using argumentation (learning environment and motivational factors), and (c) suggestions, in which themes and codes were created in light of such dimensions. The acquired dimension of the use of argumentation consists of the themes of awareness, motivation, skills, and teaching. With regards to suggestions that can be drawn from this document analysis, both religious education and philosophy pre-service teachers stated that preliminary preparations should be made to apply the argumentation technique to the teaching process. The results offer insight on the integration of this technique into teaching as an instructional tool. As an important epistemological exercise, argumentation can be attained as a skill set during formal school education which may facilitate the integration of knowledge.

Analysis of the Effectiveness of Online Education of Liberal Arts Coding Classes in the AI Era: The Mediating Effect of Learning Flow

Purpose: This study aims to analyze the effectiveness of online education in liberal arts coding classes that have different characteristics from general online theory classes. Through this, it is a study conducted to find out what factors to pay attention to in order to increase the educational effect of online liberal arts coding classes and to derive various implications for improving learners learning outcomes in online liberal arts coding classes. Method: To this end, a survey was conducted on 125 college students who took coding classes. SPSS/WIN 23.0 was used for data analysis, and multiple regression analysis was performed by using learning motivation, class content, and learning flow as independent variables, and inputting learning satisfaction and academic achievement as dependent variables. In order to find out the mediating effect of learning flow, a hierarchical regression analysis proposed by Baron and Kenny was conducted, and the significance of the mediating effect was additionally verified through the Sobel test. Results: In online liberal arts coding classes, learning motivation and class content were found to have a direct effect on academic achievement. There was no mediating effect of learning flow in the relationship between learn-ing motivation, class content, and academic achievement. In online liberal arts coding classes, learning flow was found to have a complete mediating effect in the relationship between learning motivation and learning satisfaction. In addition, learning flow was found to partially mediate between class content and learning satisfaction. Conclusion: Through this study, it can be confirmed that learning motivation and class content factors directly affect academic achievement and significantly affect learning satisfaction of online liberal arts coding classes through learning flow.

Continuing Education as a Condition for Increasing Specialists’ Competitiveness in the Labor Market

Introduction. Continuing education is considered in the authorsʼ interpretation as a system that includes the requirements of the external environment, personal factors of learning motivation, learning outcomes and possibilities of their application by individuals in order to maintain their professional status and expand the opportunities for enhancing competitiveness in the labor market. Despite the existence of studies on this issue, the influence of further education on the competitiveness of specialists in todayʼs constantly changing socioeconomic conditions remains relevant. The aim of the study is to substantiate the role of additional education in the professional development of specialists and increase their competitiveness in the labor market. Materials and Methods. Statistical data on continuous education, educational activities for vocational programs in Russia were used; secondary analysis of sociological research data was carried out; data of the authorʼs sociological research conducted among unemployed youth (2018), students studying in supplementary vocational education programs (2021), teachers of Penza State University (2021) are presented. Results. The authorsʼ structural model, reflecting continuing education from the position of an individual as a condition for increasing competitiveness in the labor market, is offered. The main indicators of supplementary education system in Russia are presented. The authorsʼ research has provided new data on the features of training, motives, goals and prospects of changes in professional sphere in the cross-section of different professional and age groups; the influence of additional education on competence changes after training has been revealed; it has been determined that it contributes to competitiveness improvement in the labor market, but is not the only factor determining it. The research supports the conclusion that continuing professional education allows individuals to maintain their professional status and acts as one of the factors that ensures the competitiveness of individuals on the labor market through obtaining new and furthering the existing knowledge, skills, and abilities. Discussion and Conclusion. The study of continuing education as a factor contributing to the competitiveness of specialists in the labor market provides important empirical results in order to adapt the system of supplementary education to the goals of the modern labor market. The materials of the article can be used by educational institutions for organizing an effective system of continuing education.

ARCS 학습 동기 모델을 적용한 대학 교양 음악수업 방안

Objectives This study is aimed at providing measures for teaching approach in music appreciation class through activities that trigger learning motivation in order to remedy students lack of learning motivation.
 Methods Keller s ARCS learning motivation model was selected through a literature study on learning motivation, and methods to increase motivation in music education based on the main factors of attention, relevance, confidence, and satisfaction were explored.
 Results To promote self-motivated participatory learning in music activities, a music study plan was proposed based on the core musical activites of listening, composing, singing and instrument playing which use “the Five” and their musical works to address each of ARCS learning motivation factors: 1) attention (using fables that arouse curiosity); 2) relevance (using stories of overcoming adversities that relate to learners personal worries); 3) confidence (using challenging music games); and 4) satisfaction (performing using acquired musical knowledge and skills).
 Conclusions Music activities applying this learning motivation method can be an alternative method for learners who have difficulties with or who lack of interest in music appreciation class, and can be used as basic data for music education that promote learning motivation.

An Analysis of English Students' Learning Motivation Factors in E-Learning Class during Covid-19 Pandemic

This research aimed to investigate English students’ learning motivation in participating online learning through e-learning class at one senior high school in Cirebon and to know the affecting factor of students’ motivation. Qualitative research was used in this research which descriptive qualitative as research design. The source of data was the main data which in the collecting of data was obtained through observation, interview and documentation process. To analysis the data was done through there steps namely data reduction, data display and verification, then the data triangulation and source were used as a means to checking the validity of the data. The results of the research described that the students have a decrease in their motivation for learning because during Covid-19 Pandemic students are more comfortable and enthusiastic in learning by face to face learning rather than online learning through e-learning class, the students have difficulty in understanding the material, learning become less interactive, the delivery of material become less varied and the lack of the teacher in response the students was considered the dominant factors affects English students’ motivation during Covid-19 pandemic.