Motivation In Education Research Articles

Exploring the Mechanism of Adult Users' Cyber-Aggression Against Adolescents: The Roles of Online Communication, Age Group Identity, and Online Moral Disengagement.

The increasing prevalence of adults' prejudice against adolescents on the Internet could cause opposing attitudes and even online aggression against teenagers. Yet, such age discrimination is less challenged compared to other social biases in cyberspace. Employing a social identity approach, this study aims to explore how features of online communication, teen-related personal experiences, and the dual identity of adult aggressors influence online moral disengagement (OMD), motives, and behaviors for cyber-aggression. We conducted an online survey of 767 Chinese adults in May 2023. The results demonstrated that perceived controllability of online speech, negative teen-related online experiences, and generation-based bias were positively associated with OMD. Next, adult respondents' self-serving motives positively predicted moderate and severe cyber-aggression, while educational motives only increased moderate cyber-aggression. Mediation analysis revealed that generation-based bias was the sole significant factor that amplified OMD, self-serving motives, educational motives, and cyber-aggression behaviors. In contrast, the effects of lifestage-based bias were insignificant. Our findings yield insights into individuals' moral transgressions in digital environments and shed light on the dynamics of the identity of adult aggressors in age-based discrimination. This study suggests that empathy from adults and age-appropriate prevention by online platforms are crucial to address online aggression against young generations.

Empowering Social Studies Education: The Role of M-learning in Fostering Motivation and Well-being

Mobile learning (m-learning) offers new possibilities for enhancing motivation and well-being in social studies education. This literature review synthesizes current research on using mobile technologies in K-12 and higher education social studies contexts. Systematic searches yielded 37 empirical studies that were analyzed. Findings indicate emerging interest in m-learning for active learning opportunities leveraging mobile affordances. Student motivation may be increased through engagement, personalization, and bridging formal/informal learning. Well-being can potentially improve via reduced anxiety, social connections, and flow states. However, equitable access, teacher training, privacy, assessment, and curriculum integration require consideration. Gradual implementation, aligning activities to objectives, and promoting digital citizenship are advised. More rigorous research is needed to establish impacts on higher-order thinking and competencies. Harnessed effectively, mobile devices may reinvigorate social studies by connecting school to students’ lives.

Psychological Interventions to Enhance Self-Efficacy and Motivation in Libyan Students

Extensive research shows that higher self-efficacy is associated with increased motivation, perseverance, and academic success; however, there is a notable gap in understanding how these constructs interact within the unique context of Libyan higher education. This study explores the relationship between self-efficacy and motivation among university students in Libya, where cultural norms, Islamic principles, and socio-political factors deeply influence educational practices. To address this issue, the study employed a cross-sectional design and collected data through self-administered questionnaires from students at major universities in Libya. The data were analyzed using Pearson correlation and multiple regression techniques to examine the strength and direction of the relationship between self-efficacy and student motivation. The findings revealed a significant positive correlation between these two variables, indicating that students with higher levels of self-efficacy are more motivated in their academic pursuits. Furthermore, the multiple regression analysis identified self-efficacy as a significant predictor of student motivation, explaining 46% of the variance observed in the sample. These results underscore the critical role of self-efficacy in fostering student motivation within the Libyan educational context. The findings suggest that targeted interventions to enhance self-efficacy could significantly improve educational outcomes. The findings provide a foundation for future research and the development of educational strategies tailored to the specific needs of Libyan students, thus contributing valuable insights to the broader literature on self-efficacy and motivation in higher education.

The Impact of Educational Resource Management on Teacher Motivation and Job Satisfaction

Educational resource management is the key to success in education management. If education is managed effectively and efficiently, it can be ensured that education can run well in accordance with its objectives. The impact obtained if educational resource management is managed properly will increase teacher motivation and job satisfaction in providing education and teaching to students. This study discusses the impact of educational resource management on teacher motivation and job satisfaction. The research method used is a literature study using content analysis techniques from articles and written works in the form of books that have been collected as research material. Based on the research, the conclusion that can be drawn is that educational resource management in improving achievement is a system approach in an effort to maximise competitiveness through continuous improvement (continuous) to obtain optimal value or quality for services, people, products and the environment by involving all elements and stakeholders of the organisation under a shared vision so that good management encourages motivation for teachers or educators in providing good education to their students.

Motivation and Mathematical Performance Using Digital Game-Based Learning in Kindergarten

This study investigates the relationship between intrinsic motivation, mathematics performance, and digital game-based learning (DGBL) in kindergarten students. The research sample comprised 292 children aged 5 to 6 years from diverse socioeconomic backgrounds. Instruments included an adapted Children’s Basic Psychological Need Satisfaction Scale for measuring motivation and the Woodcock-Muñoz IV battery for mathematical assessment. DGBL was implemented using software designed for training early numeracy skills. Descriptive and correlational analyses revealed significant positive correlations between intrinsic motivation and general mathematical knowledge. However, no significant correlations were found between motivation and early numeracy skills in the DGBL environment. The findings highlight the importance of intrinsic motivation in early mathematical learning and suggest the potential effectiveness of DGBL in promoting mathematical skills, contributing to reducing the gap of knowledge at this educational level. This study provides valuable insights for educators seeking to enhance mathematical learning through intrinsic motivation and DGBL strategies in kindergarten education

Let’s play! Transforming STEM education with board games

This study examines the development and effectiveness of four board games designed to promote cognitive learning activities and STEM education, focusing on kinematics and energy. We used the Engagement - Purpose - Deign - Prototype - Evaluation process to develop four board games. The study involved 53 senior high school students in Vietnam. We used a mixed methods approach to evaluate the impact of these board games on students’ cognitive understanding and motivation in STEM education. Data collection included multiple-choice tests before and post-tests from the previous literature study to measure cognitive gains. We also surveyed students using 5-point Likert scales and open-ended questions to explore their motivation and engagement. Quantitative and qualitative analyses assessed whether board games significantly improved students’ motivation and learning outcomes. These results suggest that integrating board games into STEM education can improve student engagement and understanding of STEM learning. In light of the results, we discussed the implications of the Engagement - Purpose - Deign - Prototype - Evaluation process and the effectiveness of four board games.

Students’ Perception of Using YouTube to Learn English: A Case Study at Van Lang University

The research is set to examine students’ perspectives on using YouTube for English language learning and its impact on their motivation and autonomy in education. A mixed-methods approach was employed, which surveyed 333 English-major students at Van Lang University using a 24-item multiple-choice questionnaire based on the Technology Acceptance Model (TAM). The questionnaire was based on the TAM model, which includes three factors: Perceived Usefulness, Perceived Ease of Use, and Intention of Use. Additionally, semi-structured interviews were conducted with ten students to delve deeper into their individual experiences and perspectives, focusing on the themes of skill development, motivation, and autonomy. Data revealed that students generally find YouTube an effective tool to motivate them to learn English and give them control over their learning. Also, apart from listening, students are found to have their speaking skills enhanced to some extent. This research recommends that English teachers adapt and adjust the use of YouTube for both in-class assignments and homework. Therefore, teachers may encourage their students' motivation and autonomy, eventually resulting in more effective and enjoyable language learning.

Computational thinking with Scratch or App Inventor in primary education

<p>Computational thinking (CT) is increasingly encouraged in subjects such as technology and digitalisation, and robotics. The effect on the development of generic competencies is of interest. This study investigates the use and effect of Scratch and App Inventor on the development of skills and competencies associated with CP (self-efficacy, motivation, creativity, collaborative work, algorithmic thinking, communication and social interaction) in primary education. A systematic review of articles in English and Spanish was conducted using the PRISMA statement, in the Web of Science (WOS), Dialnet and SCOPUS databases, obtaining 425 papers, from which 10 were finally selected. The results showed that both Scratch and App Inventor favour the development of skills and competencies for learning in the context of primary education and that these are underused strategies that should be promoted from the first years of compulsory education.</p>

A Volunteer Passion: A Qualitative Look at How We Measure and Reward the Work of Medical Educators.

Background Medical educators face many challenges, including the absence of defined roles, lack of standard career paths, and limited support in systems that generally prioritize research and clinical productivity over educational activities. Providers also teach to widely varying degrees. This study was designed to specifically examine the professional rewards and obstacles experienced by physicians who have dedicated significant energy and career focus to medical education. Methodology A phenomenological approach was used in this qualitative study.Purposeful sampling was utilized to identify medical educators from different institutions and geographical areas. Participants were categorized by gender and career stage. Semi-structured interviews were conducted, and reflexive thematic analysis was used to develop themes across items and participants. Results Twenty-two medical educators were interviewed (11 males, 11 females), with an average age of 51 (range: 38-72) years. The average time from completion of training was 18 years (range: <1 to 41 years). Two main themes were constructed, which related to medical educators' career motivations and challenges: (1) Joy and purpose (subthemes: Interaction with learners, Impact, and Innovation) and (2) Everyone teaches(subthemes: Lack of recognition, Lack of reward, Malalignment of metrics) Conclusions The greatest source of motivation and satisfaction for medical educators is linked to the work itself; in addition to interactions with learners, educators derive pleasure from the innovation, collaboration, and systems thinking involved in their work. Importantly, participants also experience dissatisfaction, primarily due to a lack of recognition and reward, and metrics that do not consistently demonstrate their achievements.Participants provided examples of metrics that more accurately reflected the work of education; they identified clear benefits of academic promotion; and they highlighted significant challenges in the promotional system. The implementation of appropriate systems of measurement and reward is needed to better support the work of medical educators. Our aim should benot only to increase opportunities for satisfaction but also to reduce factors that cause frustration and limit advancement.

Pengaruh Pemanfaatan Instagram @InfoUNP terhadap Kepuasan Pengguna Mahasiswa Departemen Ilmu Informasi Perpustakaan Universitas Negeri Padang

This study was conducted to determine the effect of Instagram @infounp utilization on user satisfaction of students of the Department of Information and Library Science, Faculty of Languages and Arts, Padang State University. This study consists of two variables, namely the Instagram utilization variable (X) with indicators of informative motives, educational motives, and entertainment motives and the user satisfaction variable (Y) with indicators of effectiveness, efficiency, and satisfaction. This research uses descriptive quantitative methods through questionnaires distributed to 100 respondents via Google Form. The population in this study were all Instagram followers @infounp. The data analysis technique used is the normality test and the 't' hypothesis test. Based on the results of the 't' test, it is known that the Instagram utilization variable (X) has an influence on user satisfaction (Y). This is based on the calculation that tcount 9.230&gt; ttable 1.984. Then, the results also show that the utilization of Instagram @infounp is categorized as good so that it gives satisfaction to student users who are in the very good category.

Implementation of physical fitness learning model through play approach: how does it impact on Islamic school students of Madrasah Tsanawiyah?

Physical education is a compulsory content in the education curriculum under the ministry of religious affairs in Indonesia, especially for junior high school students. Learning to implement the curriculum launched by the government, however, the implementation of this curriculum still requires elaboration to be more operational and can be implemented in schools. The issue of low fitness, learning content and student motivation in physical education is still an operational concern. Creativity is needed so that physical education learning is quality, interesting and able to improve fitness in fun and quality learning. The purpose of seeing the implementation of game-based physical education learning for student fitness development. The research method taken is a type of quantitative research, namely quasi-experimental design with a two-group pre test-post test control group design. The research was conducted on 40 students with two groups. Experimental group 20 students and control group 20 Students. Fitness instrument with 800 meter test for women and 1000 for men. Data analysis using independent sample t-test. The results showed that there was a significant effect on students' physical fitness in the experimental group before treatment (pre-test) and after treatment (post-test), seen from the Sig value of 0.000 &lt; α 0.05. Furthermore, the control group also experienced an increase between before and after treatment, as evidenced by the sig value. 0,032. The results showed that there was an increase in fitness shown by both the control and experimental groups. It is proven that the experimental group is better than the control group with a comparison of 51% increase in the control group and 62% in the experimental group. Keywords: Learning Model, Play Approach, Physical Education, Physical Fitness, Islamic School

Research ethics education needs assessment in Serbian medical researchers

ABSTRACT The lack of formal education in research ethics is a significant issue for the ethical conduct of research in Serbia. We conducted a cross-sectional survey on a sample of researchers and ethics committee members in Serbia to evaluate their self-assessed competence and educational needs in research ethics. Results indicated that previous ethics education had a significant effect on respondents’ perception of their own competence in addressing issues like informed consent, authorship, and publishing. Respondents expressed a high motivation for further research ethics education. Moreover, the study revealed that researchers with different specializations and different research experience have different educational needs.

Negotiating peace education: the dynamics of bottom-up/top-down integrated/bilingual education initiatives in Israel

ABSTRACT This paper delves into the intricacies of fostering bottom-up educational initiatives aimed at addressing power imbalances in societies marked by intractable conflicts. Focusing on the establishment of a Palestinian-Jewish integrated bilingual education program in Israel, the study examines archival materials and stakeholder interviews to uncover the divergent motivations of politicians, educators, and administrators. It highlights the multifaceted nature of NGO-government negotiations, emphasizing the entanglement of contexts and the presence of internal conflicts within each entity. By exploring the ideological and operational challenges faced at different administrative levels, from national ministries to local municipalities, the paper provides a nuanced understanding of the support mechanisms for integrated bilingual schools. Findings call for an in-depth examination of these complex dynamics and their broader implications for educational policy and practice in conflict-affected settings.

Incidence of Metaphorical Virtual Classrooms and Interactive Learning Objects in the Interaction of Online Students: An Ecuadorian Case Study

This study explored the incidence of metaphorical virtual classrooms and interactive learning objects in the interaction of students in online mode. The main objective was to analyze how these digital tools, driven by a set of strategies to promote their use, affect the interaction of students in the virtual classroom system and their derived effects. To this end, the latest version of Moodle was implemented in conjunction with gamification plugins and interactive tools in the higher education institution used as a case study. The methodology consisted of data collection through ordinal instruments applied to the teachers and student performance metrics gathered using a plugin developed to extract accurate metrics of each student’s usage and performance through direct queries to the Moodle database and its processing through a neural network. This facilitated the collection of standardized data on the actual metrics of each virtual classroom at the end of the teaching of each subject from both the previous LMS and the newly implemented one. This data was then analyzed using advanced statistical techniques, including Mahalanobis distances, confirmatory factor analysis, and the Wilcoxon signed-rank test. These methods provided a compelling comparison between the old and new systems, revealing significant improvements in the metrics and factors evaluated. The results showed a significant improvement in teachers’ perceptions of the usability of the virtual classroom system and an increase in students’ academic performance, interaction, progress, and time spent learning in virtual contexts. These results provide solid empirical evidence of the added value of these educational tools as effective strategies for improving student interaction, performance, and motivation in online education.

Modern Approach to the Concept of Educational Motivation in Teaching Russian as a Foreign Language: Criteria for Formation

Modern Approach to the Concept of Educational Motivation in Teaching Russian as a Foreign Language: Criteria for Formation

Motivation and professional development needs of foreign language teacher educators

ABSTRACT This study explores the motivational factors and professional development needs of lower secondary foreign language teacher educators (FLTE) at a Swiss University of Teacher Education (UTE). Existing research on the motivation of teacher educators is scant and mainly focused on their identities, professional development and professional standards. Understanding their motivation, however, is crucial owing to the pivotal role of teacher educators in enhancing teaching quality. The study uses semi-structured interviews with eleven lower secondary FLTEs and applies Ryan and Deci’s Self-Determination Theory to investigate the motives which drove them to become FLTEs and work at their institution, and their current motivation. Preliminary findings indicate the importance of relational aspects of motivation, in particular the relationship with student teachers and colleagues. The results can inform policymakers and the academic community in optimising decisions related to teacher education and supporting teacher educators in their profession.

Planning a foreign language lesson using generative artificial intelligence technologies

Importance. The widespread use of generative artificial intelligence technologies has an impact on all stages of pedagogical activity, including the planning stage. Taking into account the language teaching features of artificial intelligence technologies, such as generativity and the ability to personalize the curriculum, it is necessary to note a significant increase in educational motivation when teaching a foreign language. This circumstance also explains the active surge in the use of generative artificial intelligence technologies by students when preparing homework or preparing for classroom classes. On the part of a foreign language teacher, there is a slightly different picture due to the lack of advanced training courses on the use of modern means of teaching a foreign language or a banal reluctance to learn something new, allowing to depart from traditional teaching methods. The purpose of this study is to determine the suitability of generative artificial intelligence technologies for pedagogical planning of a foreign language lesson.Research Methods. At the first stage, in order to conduct research to identify the effectiveness of the use of generative artificial intelligence technologies in planning a foreign language lesson, the following theoretical methods are used: the study and analysis of academic and educational literature on the integration of modern technologies into foreign languages teaching methods, comparison and synthesis of the studied information. The second stage involves the use of empirical research methods: observation, description, survey and content analysis, which allows us to study the suitability of generative intelligence technologies for pedagogical planning in preparation for foreign language classes.Definition of Concepts. The main concepts in this study are “curriculum”, “scenario of an educational lesson”, “pedagogical planning”, “technologies of generative artificial intelligence”.Results and Discussion. The conducted survey among students has revealed statistical data on the basis of which the suitability of a certain type of generative artificial intelligence technologies is determined when planning a foreign language lesson. Based on the analysis of the generated scenario, the advantages and disadvantages of these technologies are identified. The advantages include: a) the development of creative abilities; b) access to authentic materials; c) increased visibility and visualization of learning; d) the development of interdisciplinary skills; e) the efficiency of monitoring the achievements of students. Possible problems in planning the learning process using generative artificial intelligence technologies include: a) low level of ICT competence; b) low level of teaching methods competence; c) generativity as a language teaching property of artificial intelligence technologies; d) limited functionality of technologies and narrowly focused application in practice.Conclusion. The use of generative artificial intelligence technologies when planning a foreign language lesson allows to create a basis or template blanks of a curriculum or a scenario of an educational lesson, which subsequently acquire teaching methods components with the direct participation of a teacher. The results obtained in the course of the study can be used in foreign language teaching methods using generative artificial intelligence technologies.

Choosing to learn: The importance of student autonomy in higher education.

Despite strong evidence that autonomy enhances motivation and achievement, few interventions for promoting student autonomy in higher education have been developed and empirically tested. Here, we demonstrate how two autonomy-supportive policies effectively increase classroom attendance and subject mastery. First, in a randomized controlled field study, we explored the effect of allowing students to choose whether to make their attendance mandatory (i.e., a component of their course grades). We found that nearly all students used the opportunity as a pre-commitment device and were subsequently more likely to attend class than were students whose attendance had been mandated. Second, in a multi-year cohort study, we explored the effect of allowing students to opt out of a challenging, high-effort assessment stream, finding that students given greater autonomy invested more effort into their assignments and attained greater proficiency with the material. We discuss other opportunities for applying choice architecture to improve learning, motivation, and well-being in higher education.

İSLAM DƏYƏRLƏRİ VƏ MƏHƏMMƏD PEYĞƏMBƏRİN TƏRBİYƏ HAQQINDA KƏLAMLARI

Sayings From the Koran-Karim Related to Islamic Values, Teaching and Upbringing Summary The study once again proved that the Holy Quran is a source of education that schoolchildren, youth and adults will always turn to. In the physical, aesthetic, labor, moral and mental education of youth, Islamic values and the sayings of the Prophet Muhammad (peace and blessings of Allah be upon him) can be widely used. The sayings of the Prophet are a powerful tool for shaping young schoolchildren into perfect individuals. Key words: Islamic values, religious ceremonies, sayings of the Prophet Muhammad, moral education, educational motives

Programming education and learner motivation in the age of generative AI: student and educator perspectives

Purpose Programming education is being rapidly transformed by generative AI tools and educators must determine how best to support students in this context. This study aims to explore the experiences of programming educators and students to inform future education provision. Design/methodology/approach Twelve students and six members of faculty in a small technology-focused university were interviewed. Thematic analysis of the interview data was combined with data collected from a survey of 44 students at the same university. Self-determination theory was applied as an analytical framework. Findings Three themes were identified – bespoke learning, affect and support – that significantly impact motivation and learning outcomes in programming education. It was also found that students are already making extensive use of large language models (LLMs). LLMs can significantly improve learner autonomy and sense of competence by improving the options for bespoke learning; fostering emotions that are conducive to engendering and maintaining motivation; and inhibiting the negative affective states that discourage learning. However, current LLMs cannot adequately provide or replace social support, which is still a key factor in learner motivation. Research limitations/implications Integrating the use of LLMs into curricula can improve learning motivation and outcomes. It can also free educators from certain tasks, leaving them with more time and capacity to focus their attention on developing social learning opportunities to further enhance learner motivation. Originality/value To the best of the authors’ knowledge, this is the first attempt to explore the relationship between motivation and LLM use in programming education.