Motivation Learning Strategies Research Articles

Motivational Orientations and Learning Strategies among Undergraduate Students in Study Circle Course

<p>In line with the vision and mission of the International Islamic University Malaysia, the study circle (<em>halaqah</em>) course is designed to improve undergraduate students in all aspects (intellectual, moral, spiritual, social, and physical) as well as develop their communication and critical thinking skills. Learning motivation and learning strategies are essential to achieve the desired learning outcomes of the course. Thus, this research aims to assess the students’ perception on their learning motivational orientations (i.e., self-efficacy and task performance and task value) and learning strategies (i.e., elaboration and peer learning). This research employed the quantitative approach in which a survey design method was used. A sample of 329 undergraduate students randomly selected form the students registered in study circle (<em>halaqah) </em>course were asked to complete sub-scales adopted from the Motivated Strategies for Learning Questionnaire (MSLQ). Descriptive statistics using mean scores and standard deviations, t-test and Pearson product-moment correlation coefficient were used in the data analysis. The students, regardless of gender, showed high level of learning motivational orientations in taking the study circle in terms of interest, importance and utility. They were motivated and confident to understand and perform the study circle tasks. Elaboration and peer learning strategies were used to perform such tasks. There was also a large positive relation between learning motivational orientations and learning strategies. Further qualitative and quantitative researches were recommended to get more in depth information.</p>

Motivated Strategies for Learning and Cognitive Styles Among a Sample of UAE High School Students

This study is aimed at exploring the motivated learning strategies and cognitive styles among a sample of UAE high school students. To achieve the objectives of the study, a sample consisted of 800 male and female students were chosen and the motivated learning strategies scale and the cognitive styles scale were validated and administered to the students. Results of the study showed that the task values motivated learning strategy ranked first followed by test-anxiety, self-efficacy, and self regulation strategies in order. Statistical significant differences in scores of test-anxiety and self-regulation motivated learning strategies based on gender was found and in favor of female students. Also, statistical differences in all motivated learning strategies were found based on various academic streams and in favor of scientific stream. No statistical significant differences in motivated learning strategies were found based on various school grades. Results also showed that students have a tendency to be field-independent. Statistical differences in field-independent cognitive style were found in favor of male students, science stream, and 10 th grade students. Also, statistical differences in field-dependent cognitive style were found in favor of female students, arts strea m, and 11 th grade

Motivational–cognitive profiles of learners: Cluster movement

The present study was designed to identify the motivational–cognitive profiles of students in Singapore secondary schools using cluster movement. Five distinct motivated strategies for learning (MSL) profiles based on a sample of 304 students were revealed: those with low levels of motivational beliefs and cognition but high anxiety (Poor MSL); high motivational beliefs and cognition but low anxiety (Good MSL); moderate high motivational beliefs, cognition and anxiety (Average MSL); high motivational beliefs, cognition and anxiety (High MSL); and low motivational beliefs, cognition and anxiety (Low MSL). Findings of this study also showed cluster movement across two time points, revealing the shifts in cluster membership in terms of motivational–cognitive profiles over time. Students in Good MSL demonstrated the most adaptive learning profile and achieved the highest grades than other clusters. Our findings contributed to practical underpinnings of educational research as well as provided meaningful insights to both researchers and practitioners.

Perceived Learning Management Quality Predictors to Motivation and Use of Self-Regulated Learning Strategies

The purpose of this research is to investigate learner motivation and self-regulated learning strategies in learning management system (LMS). The study involved 436 undergraduate students used the LMS system for a few months. A structured equation modeling (SEM) was used for analyzing data in the survey study. Statistical results showed that perceived motivation mediated the effect of LMS quality on students’ self-regulated learning strategies. Further, motivation had significant effect on students’ usage of metacognitive as well as on resource management of self-regulated learning strategies. Finally, the study proposes a conceptual model to learner self-regulated learning in e-learning environment. DOI: 10.5901/mjss.2015.v6n3s1p428

Effect of motivational beliefs and self-regulated learning strategies on achievement motivation of student in physical education schools (Application of structural equations)

Effect of motivational beliefs and self-regulated learning strategies on achievement motivation of student in physical education schools (Application of structural equations)

How research on self-regulated learning can advance computer supported collaborative learning / El papel de la investigación sobre aprendizaje autorregulado en el desarrollo del aprendizaje colaborativo asistido por ordenador

Learning in and for the twenty-first century requires motivational competence and effective learning strategies in individual and collaborative learning settings. Being able to strategically regulate one’s own learning and that of others is a vital and increasingly important skill. Most learners are not equipped to regulate and direct their own learning or might lack the motivation to do so. Additionally, if self-regulation of learning is difficult at the individual level, it becomes even more difficult when interacting with peers and in teams, known as co-regulation and shared regulation. Fortunately, recent research has shown that regulation can be both learned and also often supported with self-regulation tools and/or environments. This paper discusses recent trends in self-regulated learning research, focusing especially on regulating learning in computer supported collaborative learning. It is concluded that today’s education should help learners become aware of their strengths and weaknesses in a learning situation, so as to help them develop skills and strategies to continue to learn throughout their lives.

The research on China's policies and practice of lifelong learning in u-learning environment

Recently, lifelong learning and u-learning are significant concepts in the area of technology-enhanced learning. They have actually changed learning. This paper begins with an overview of u-learning and lifelong learning. And then, it reviews China's national policies on lifelong learning. National policies could influence the development of lifelong learning and decide the key points of building learning society. By means of Keller's Attention, Relevance, Confidence, Satisfaction ARCS model, this paper proposed lifelong learning motivation strategies, and finally analyses Shanghai Lifelong Learning Network as the practice case.

Excited, Proud, and Accomplished

This research explores and tests the effect of an innovative performance feedback practice—feedback supplemented with web-based peer benchmarking—through a lens of social cognitive framework for self-regulated learning. The results suggest that providing performance feedback with references to exemplary peer output is positively associated with task mastery orientation, perceived autonomy, and perceived competence which in turn improve students’ intrinsic motivation and self-regulated learning strategies. The results also suggest that these effects were not observed in a similar course in which performance feedback was not supplemented with web-based peer benchmarking.

The Relationship between Epistemological Beliefs and Motivational Components of Self-Regulated Learning Strategies of Male and Female EFL Learners across Years of Study

The purpose of the present study was to determine the relationship between five dimensions of the epistemological beliefs regarding structure of knowledge, stability of knowledge, source of knowledge, ability to learn and, speed of learning and six measures of the motivational components of self-regulated learning strategies (intrinsic goal orientation, extrinsic goal orientation, task value, self-efficacy, control of learning, and test anxiety) among male and female EFL learners across years of study (freshman and sophomore students). The participants of this study were 101 EFL students studying English literature and English translation in the Islamic Azad University, Rasht Branch, Iran, during the spring semester of 2013. The participants completed Persian version of Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia & McKeachie, 1991) and Persian version of Epistemological Questionnaire (Schommer, 1990). Results showed that, in general, the more naive the epistemological beliefs of students, the less likely they are to use motivational learning strategies. Moreover, there was no significant relationship between dimensions of epistemological beliefs and motivational components of self-regulated learning strategies among male and female students. On the other hand, a statistically significant relationship was found between dimensions of epistemological beliefs and motivational components of self-regulated learning strategies for both freshman and sophomore students.

An investigation into motivation and language learning strategies to improve critical reading employed by high and low English ability students

An investigation into motivation and language learning strategies to improve critical reading employed by high and low English ability students

Attention as a Learning Motivation Strategy: Basis for a Proposed Compendium of Strategies

Interests and motivation are the desired learner characteristics which are the important determinants of learning. This study focused on the preferred learning motivation strategy of Grade Six students as basis for curriculum enhancement. A descriptive method was used to determine the causes of poor performance of students in the National Achievement Test (NAT) for the sixth graders conducted by the Department of Education-National Educational Testing and Research Center or NETRC and the learning motivation of students. The study revealed that some of the causes for the poor performance of students were due to lack of motivation because of the unstable peace and order situation, poverty, inadequate teacher- pupil ratio and the limited learning resources in some public schools. A study in the local community that aims to find solution on how to elevate the attention of the students as a learning motivation strategy through active participation, variability, humor, incongruity and conflict, specific example and inquiry is highly recommended. The researcher was hopeful that the findings of this study will give teachers and administrators better ideas to come up with an enhancement program to elevate the learning motivation of the students.Keywords: Education, motivation strategy, descriptive, Philippines, Southeast-Asia

Mental health and learning disability nursing students' perceptions of the usefulness of the objective structured clinical examination to assess their competence in medicine administration.

The aim of this study was to evaluate mental health and learning disability nursing students' perceptions of the usefulness of the objective structured clinical examination (OSCE) in assessing their administration of medicine competence. Learning disability (n = 24) and mental health (n = 46) students from a single cohort were invited to evaluate their experience of the OSCE. A 10-item survey questionnaire was used, comprising open- and closed-response questions. Twelve (50%) learning disability and 32 (69.6%) mental health nursing students participated. The OSCE was rated highly compared to other theoretical assessments; it was also reported as clinically real and as a motivational learning strategy. However, it did not rate as well as clinical practice. Content analysis of written responses identified four themes: (i) benefits of the OSCE; (ii) suggestions to improve the OSCE; (iii) concern about the lack of clinical reality of the OSCE; and (iv) OSCE-induced stress. The themes, although repeating some of the positive statistical findings, showed that participants were critical of the university setting as a place to conduct clinical assessment, highlighted OSCE-related stress, and questioned the validity of the OSCE as a real-world assessment. The OSCE has an important role in the development of student nurses' administration of medicine skills. However, it might hinder their performance as a result of the stress of being assessed in a simulated environment.

Learning by starch potato growers: learning in small businesses with no employees

In small businesses with no employees, learning environments have a low learning readiness. Consequently, learners need to rely on their own agency to shape their learning experiences. Results from a study of agricultural entrepreneurs indicated that the components of motivation and self-regulated learning strategies shape learner's agency and explain learning environment configuration in small businesses with no employees. Configuration of the learning environment was found to be a weak determinant of the learning performance of these learners. However, results showed that prior performance of learners in small businesses with no employees dictates how their agency operates and what learning effect is achieved; higher prior performance results in higher learning effects. We conclude that mechanisms that underlie learning in traditional learning environments work similarly in learning environments in small businesses with no employees.

Estrategias de aprendizaje y desarrollo de la motivación: un estudio empírico con estudiantes de E/LE brasileños

This article is based on the relation of some «learning strategies» especially those of Oxford about Motivation. That is, what activities are more motivational in the study of the Spanish as Foreign Language of Brazilian students in a context of learning of no immersion? In the empirical study, the questions of the questionnaires and the interviews were based on models of learning strategies proposed by Oxford. The results point to use the arts as the more motivational learning strategies.

The Usage of Self-Regulated Learning Strategies among Form Four Students in the Mathematical Problem-Solving Context: A Case Study

This paper presents findings on the self-regulated learning strategies among Form Four students in the State of Perak, Malaysia. A case study was used to determine the usage of self-regulated strategies among the students and how it helps the students in solving Mathematic's problems. Besides that, the level of motivation among the students is also identified. Data has been collected through Motivated Learning Strategies Questionnaire- Revised (MSLQ-R), reviewing of written answers of students (tests) and interviews. The research revealed the level of motivation and the existence of self-regulated learning strategies among the students. This research has shown that there is a strong relationship between the selfregulated learning strategies and the student's performance of problem-solving.

Success in mathematics within a challenged minority: the case of students of Ethiopian origin in Israel (SEO)

Many studies have reported on the economical, social, and educational difficulties encountered by Ethiopian Jews since their immigration to Israel. Furthermore, the overall academic underachievement and poor representation of students of Ethiopian origin (SEO) in the advanced mathematics and science classes were highlighted and described. Yet, studies focusing on differential achievements within SEO and on students who succeed against all odds are scarce. In this study, we explored success stories of five SEO studying in a pre-academic program at a prestigious technological university in Israel. Our goal was to understand how these students frame and interpret their success in mathematics and to identify elements perceived as fostering their mathematics and academic trajectories. Using qualitative methodology, we identified perceived personal motivational variables, effective learning and coping strategies, and students’ immediate environment as key elements contributing to achieving and maintaining success. We discuss possible theoretical contributions and practical implications of the findings.

Assessment preferences, learning orientations, and learning strategies of pre‐service and in‐service teachers

The importance of developing effective learning strategies and motivational beliefs has been widely acknowledged as a way of meeting the demand to acquire lifelong learning capabilities for successful functioning as professionals in the ‘information age’. The study reported in this paper examined the learning orientations and strategies of prospective teachers as well as their assessment preferences and compared them with those of in‐service teachers. The Motivated Learning Strategies Questionnaire (MSLQ) and the Assessment Preferences Inventory (API) were used to test the hypothesis that in‐service teachers will exhibit a deeper approach to learning and assessment due to their constant engagement in meaningful learning experiences. The results confirmed the hypothesis and their implications for teacher education programmes were then discussed.

기업 e-Learning에서 튜터의 학습동기유발 차별화 전략에 따른 학습자의 상호작용 및 학습결과 분석

기업 e-Learning에서 튜터의 학습동기유발 차별화 전략에 따른 학습자의 상호작용 및 학습결과 분석

Exploring the motivation orientation and learning strategies of first year university learners

Exploring the motivation orientation and learning strategies of first year university learners

Developing Motivation and Cognitive Learning Strategies Through an Undergraduate Learning Community

This study describes the effects on student motivation and cognitive learning strategies of an approach involving an undergraduate learner-centered community of learners approach to instruction. Six learning communities were created using the following objectives: integrated courses, active and collaborative learning, and opportunities for learning through information technology and library resources. Instructors attended ten workshops designed to assist them in developing the learning communities according to the objectives of the program. Results indicate significant changes in motivation and cognitive strategy use by the end of participation in the learning community. Within the motivation subscales, students in the learning communities reported significantly higher levels of intrinsic and extrinsic motivation, more internal control of their learning, and self-efficacy, along with significantly lower levels of test anxiety and task value. Within the learning strategies subscales, students reported increases in their use of rehearsal strategies, organization strategies, critical thinking, time management, and the use of peer learning and help-seeking behaviors.