Motivation Learning Strategies Research Articles

Knowing how to learn: development and validation of the strategy knowledge test for self-regulated learning (SKT-SRL) for college students

AbstractSelf-regulated learning (SRL) encompasses cognitive, metacognitive, and motivational learning strategies and is highly relevant for academic achievement. Although students have mostly acquired high-level SRL strategy knowledge by the time they reach college, they often show deficiencies in their application of SRL strategies. In order to investigate the gap between SRL strategy knowledge and its application in more depth, it is necessary to develop instruments that assess conditional SRL strategy knowledge for the whole learning process with sufficient validity and reliability. Therefore, based on four distinct studies conducted in Germany, the development and validation of a new Strategy Knowledge Test for Self-Regulated Learning (SKT-SRL) for college students are described. Study 1 describes the development of the test and the results of expert ratings that speak in favour of the test’s content validity. Study 2, the pilot study, was undertaken to gain insight into the psychometric characteristics of the SKT-SRL, examine its relationship to other SRL assessment methods and academic achievement, and reach a sense of its validity. Studies 3 and 4 present the results of two validation studies for the SKT-SRL; they investigated its psychometric characteristics, convergent validity, factorial structure, test–retest reliability, and its relationship to academic achievement as well as other study-relevant factors. Overall, the results are promising and the SKT-SRL mostly showed sufficiently valid assessments. To conclude, the SKT-SRL is a useful tool for analysing conditional SRL strategy knowledge in college students and can be used for further research on the relationship between SRL strategy knowledge and strategy usage.

Perceived Algorithmic Autonomy-Support and Computer Attitude on Learning Management Systems in Higher Education Institutions in Davao Region

This quantitative research study adopts a non-experimental, descriptive, and correlational design to investigate the influences of perceived algorithmic autonomy-support and computer attitude on Learning Management Systems (LMS) among higher education institutions. The study involves a 100 sample of participants from diverse educational settings, employing adapted questionnaires and statistical measures such as mean, Pearson correlation coefficient (Pearson r), standard deviation, and regression analysis. The research reveals positive perceptions of algorithmic autonomy-support and computer attitudes among participants, covering affective components, perceived usefulness, perceived control, and behavioral intention. Additionally, the study highlights the significance of these factors in optimizing engagement with LMS. While a strong motivation to embrace LMS is evident, the impact of computer attitude on motivated learning strategies is statistically significant. Conversely, perceived algorithmic autonomy-support exhibits a notable influence on instructors’ engagement with LMS. These findings emphasize the need to recognize the pivotal roles of perceived algorithmic autonomy-support and computer attitude in the successful implementation of LMS in higher education institutions. Recommendations include prioritizing strategies that enhance algorithmic autonomy-support and computer attitudes among instructors, ultimately contributing to the optimization of educational management practices.

Exploring independent learning (IL) and its relationship to mindset, motivated strategies for learning and academic performance

PurposeThis study addresses gaps in the existing literature on students' understanding of Independent Learning (IL), whilst exploring the link between levels of IL, growth mindset, motivated strategies for learning and academic performance.Design/methodology/approachThree hundred and eighty-six university students recruited via opportunistic sampling completed an online survey to measure: understanding and level of IL, Motivated Strategies for Learning (MSL) (Duncan and McKeachie, 2005) and growth mindset (Dweck, 2000). Interaction with the university Virtual Learning Environment (VLE) and academic grades were also measured. A correlational design was implemented, and a Spearman Rho was calculated to explore the relationship between level of IL, MSL and growth mindset. A between-subjects design using independent measures t-test was employed to determine the significance of any difference in level of IL and VLE engagement according to academic grade.FindingsWhilst most students: considered themselves an IL and understood what IL was, the majority erroneously believed it meant learning alone or without help. Level of IL, however, was positively associated with motivational beliefs (self-efficacy and mindset), cognitive strategies (rehearsal, elaboration, organisation and critical thinking), and metacognitive strategies (time management and self-regulation). Further, those with grades A-C scored significantly higher than those with grades D and below on cognitive strategies (elaboration and organisation). Those attaining higher grades also interacted with the VLE significantly more frequently and regularly than those attaining lower grades.Originality/valueThis study adds to the existing literature by highlighting the positive relationship between level of IL, MSL, mindset and academic achievement. It also addresses the under-explored potential for VLE engagement in predicting grades amongst on-campus courses. Given that cognitive strategies and VLE engagement differentiate the high and low achievers, interventions to develop such skills may enhance academic achievement.

Recommender systems facilitate aesthetic experience accumulation in informal learning environments – a study from China

ABSTRACT Aesthetic literacy originates from rich aesthetic experiences, one of the principal ways people gain such experiences is through arts appreciation. Sixty-seven students participated in 119 art appreciation activities at out-of-school public art venues in China. A digital education platform was used to record students’ appreciation process. A recommender system was used to recommend relevant art knowledge to students. The data obtained were used to analyse the learning characteristics of students in out-of-school art appreciation and the effectiveness of the recommender system in forming aesthetic experiences. The analysis showed that students were satisfied with this learning model, with NPS = 37.313, but their self-regulation was low (k = 0.606) and universal (std = 2.755). The efficiency of the recommender system was significantly associated with several aspects of students’ motivational learning strategies, including intrinsic goal orientation (0.503), task value (0.638), and critical thinking (0.643). Focus group interviews of students with different characteristics revealed that the autonomous and interactive nature of out-of-school art appreciation was the main attraction for students and the recommender system was able to complement and improve students’ art knowledge and broaden their artistic horizons. Overall, in an informal learning environment, the use of an AI recommender system can effectively enable students to form aesthetic experiences.

Design of an Educational Escape Room by Future Teachers

As educators seek innovative ways to engage students in the learning process, educational escape rooms have emerged as a promising motivational learning strategy. This paper presents a study on the design and playing of such escape rooms by pre-service secondary mathematics and informatics teachers using online tools. The study involved students collaboratively creating their escape rooms and introducing them to their peers. We gathered data through observation, questionnaires, evaluation cards, and their webpages regarding their opinions on the potential of these rooms as a teaching tool. Results indicate that most students found the educational escape rooms to be highly engaging and useful in promoting collaboration, and problem-solving skills. Therefore, they are open to using educational escape rooms in their future teaching. The study sheds light on the potential of student-led design of educational escape rooms as a means of preparing future teachers to incorporate this motivational tool into their teaching practice, with implications for teacher education programs and classroom practice.

THE EFFECT OF DROPOUT PREVENTION PROGRAM OF 9th GRADE RETENTIONS STUDENTS ON DROPOUT RISK, SELF-EFFICACY BELIEF AND LEARNING MOTIVATION STRATEGIES

High school dropout is a common problem in many countries and governments are trying to solve this problem for years. School counsellors can play an important role in dropout prevention by implementing school-based interventions. The aim of this study is to examine the effect of the Social-Cognitive Learning theory-based dropout prevention program which is applied to 9th grade retention students of the Anatolian and vocational high school students who were at risk for dropout. The dropout prevention program was aimed at reducing dropout risk, enhancing self-efficacy belief, and learning motivation strategies of students. The program was implemented in 11 sessions for the experimental students. For the data analysis, ‘ANOVA’ for the repeated measures and ‘Bonferroni test were used to evaluate the effect of the program on students. The result of the study showed that the dropout prevention program is effective in reducing participants’ dropout risk, enhancing learning motivation strategies, and moderating self-efficacy beliefs. In conclusion, it can be said that Social-Cognitive Learning theory-based psychoeducation program is effective to reduce the dropout risk at high schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0747/a.php" alt="Hit counter" /></p>

Data-driven goal setting: Searching optimal badges in the decision forest

Goal setting is vital in learning sciences, but the scientific evaluation of optimal learning goals is underexplored. This study proposes a novel methodological approach to determine optimal learning goals. The data in this study comes from a gamified learning app implemented in an undergraduate accounting course at a large German university. With a combination of decision trees and regression analyses, the goals connected to the badges implemented in the app are evaluated. The results show that the initial badge set already motivated learning strategies that led to better grades on the exam. However, the results indicate that the levels of the goals could be improved, and additional badges could be implemented. In addition to new goal levels, new goal types are also discussed. The findings show that learning goals initially determined by the instructors need to be evaluated to offer an optimal motivational effect. The new methodological approach used in this study can be easily transferred to other learning data sets to provide further insights.

Inquiry, Expository and Motivation Learning Strategies on Pancasila and Civic Education Subjects Outcomes

This research was carried out regarding the of Pancasila and civic education factuality subject outcomes or also called as PPKn is low, especially in class VII students due to the selection of inappropriate learning strategies. By choosing the right learning strategy, it is hoped that it will be able to provide understanding and interest in students so that learning motivation arises. This research to explain : 1) differences in PPKn subject outcomes for groups of students who were taught using inquiry and expository learning strategies, 2) differences in PPKn subject outcomes for groups of students who had high and low learning motivation, and 3). learning motivation in influencing PPKn subject outcomes. This research was conducted at SMP Negeri 3 Pulau Rakyat with a sample of class VII. The method used in this study is an experimental research method. The research design uses a 2x2 factorial design. There were two classes in this study, namely the experimental class with students in class VII-1 and the control class with students in class VII-4. The data collected are PPKn subject outcomes data and class VII students' learning motivation data. The results showed that 1) there was an influence of learning strategies in influencing PPKn subject outcomes with F count 58.775, 2) There was an influence of learning motivation in influencing PPKn subject outcomes with F count 92.04, and 3) there were interactions in learning strategies and learning motivation in affect learning outcomes PPKn with F count 4.09.

Assessing perceptions about critical thinking, motivation learning strategies in online psychiatric and mental health nursing education among Egyptian and Saudi undergraduate nursing students

BackgroundThe pandemic context prompts nursing students to be involved in online learning. Researchers indicated that critical thinking develops through the learning process, but the link between critical thinking and online learning in nursing does not have sufficient evidence.Aim of StudyThis research examines student perceptions about critical thinking, motivation, and learning strategies in online psychiatric nursing education among nursing students at Imam Abdulrahman bin Faisal University in Saudi Arabia and Alexandria University in Egypt.Subject and MethodsAn online survey was designed to collect data anonymously. A total of 75 Saudi undergraduates and 105 Egyptian nursing students who met the inclusion criteria participated. The online survey assessed three parts: socio-demographic data, critical thinking motivational, and cognitive processing strategy scales.ResultsThe current study found that using a motivating method for online learning inspired students to engage in critical thinking and cognitive processing strategies in a psychiatric and mental health nursing course, even in two different contexts.ConclusionThis study demonstrates that using motivational methods for online learning encourages students to engage in critical thinking and cognitive processing strategies in psychiatry and mental health care courses, even in two different settings.

Influência da aplicação de um plano de leitura na motivação, inteligência emocional, fluência e compreensão leitora em alunos espanhóis do ensino fundamental

Abstract Reading is positioned as an important skill in people’s daily lives. That is why work is done and time is dedicated to its development in educational centers through didactic proposals that are compiled in the Reading Plan. This research focuses on knowing the impact of the Reading Plan on various dimensions such as motivation, emotional intelligence, fluency and reading comprehension in primary school students from different educational centers in Spain. For this, a quantitative methodology has been followed with a pre-post quasi-experimental design with a control and an experimental group. 331 students enrolled between 5th and 6th grade of said educational stage participated in the study. The data has been collected through many validated instruments (Questionnaire of Motivated Strategies for Learning, BarOn Emotional Intelligence Inventory and the EMLE-TALE 2000) for the objectives pursued. After the statistical analysis, the results obtained reveal how the increase in emotional intelligence of the experimental group has improved the students’ motivation, both intrinsically and extrinsically, and this has favoured the acquisition of greater fluency and reading comprehension concerning the control group. It is concluded that motivation, emotional intelligence, fluency and reading comprehension are higher in experimental group than those achieved by students in the control group. This shows that the Reading Plan developed by the experimental group positively impacts the improvement of these dimensions in the students.

A Modified Group Teaching Optimization Algorithm for Solving Constrained Engineering Optimization Problems

The group teaching optimization algorithm (GTOA) is a meta heuristic optimization algorithm simulating the group teaching mechanism. The inspiration of GTOA comes from the group teaching mechanism. Each student will learn the knowledge obtained in the teacher phase, but each student’s autonomy is weak. This paper considers that each student has different learning motivations. Elite students have strong self-learning ability, while ordinary students have general self-learning motivation. To solve this problem, this paper proposes a learning motivation strategy and adds random opposition-based learning and restart strategy to enhance the global performance of the optimization algorithm (MGTOA). In order to verify the optimization effect of MGTOA, 23 standard benchmark functions and 30 test functions of IEEE Evolutionary Computation 2014 (CEC2014) are adopted to verify the performance of the proposed MGTOA. In addition, MGTOA is also applied to six engineering problems for practical testing and achieved good results.

Strategi Pembelajaran Teaching Motivathing Pada Mata Pelajaran Pendidikan Agama Islam Pada Masa Covid-19

Teaching Motivation is an important role for teachers in carrying out the teaching and learning process for their students, in this study more emphasis on teaching motivational learning strategies in Islamic Religious Education subjects during the Covid-19 period. The impact that occurs with the Covid-19, namely the learning process is no longer in class but by using the Google Meet and Zoom applications. Teachers motivate and students are motivated to learn. Motivation has an important function in learning, because motivation will determine the identity of the learning efforts carried out by students, motivation is by encouraging students to act, guiding the direction of action, selecting actions. Some learning strategies that can be used by teachers to motivate their students in the learning process are by: using a variety of methods and activities, making students active participants, making assignments that are challenging but realistic and appropriate, creating a conducive class atmosphere that is not stressful, giving assignments professionally, involve yourself in helping students achieve results, instruct students to be successful in learning, avoid interpersonal competence, provide input, value success and example, be enthusiastic in teaching, set high but realistic standards for all students, giving rewards to motivate, create activities and involve all students in the class, avoid bad comments, identify students' interests, and care about students during the teaching and learning process.

The Role of Self-regulated Learning in Coping with Postgraduate Students’ Academic Procrastination During the COVID-19 Pandemic in Malaysia

Academic procrastination is generally associated with insufficient self-regulated learning. However, through a qualitative cased study, this research looks at another perspective which explores the academic procrastination experienced and the role of self-regulated learning strategies in motivational and behavioral aspects as coping mechanisms during the COVID-19 pandemic. Six research participants, postgraduate students at the National University of Malaysia, were selected through purposive sampling and follow-up interviews. This research discovered that postgraduate students demonstrate academic procrastination behaviors such as delaying starting and completing the task, deferring doing the assignment, having a time gap between planning and actual work, being more easily distracted, yet, having the self-assurance of being able to complete the assignment in time, and exhibiting a perfectionist personality trait. At the same time, academic procrastination was dominantly caused by the ambience of online learning during the COVID-19 pandemic and lack of social support. This study also discovered that the postgraduate students applied self-regulated learning motivational strategies such as mastery of self-talk, the relevant reinforcement strategy, the self-consequential strategy and the environment-forming strategy in rebuilding and maintaining motivation. Meanwhile, an effort regulation strategy and pursuing social support are carried out in the behavioral aspect of self-regulated learning strategies to reduce indulgence on academic procrastination. Concisely, self-regulated learning strategies have played a significant role in coping with academic procrastination during online learning throughout the COVID-19 pandemic.

Improving teaching in different disciplines of natural science and mathematics with innovative technologies.

The study describes an innovative methodology for teaching natural and mathematical sciences in the context of distance learning using modern technological solutions and based on the concepts of active social learning that involves constructivist, problem-oriented, project and research approaches. The proposed methodology was tested on 80 students enrolled in two training courses in [BLINDED] University and [BLINDED] University, respectively: Mathematics Teaching in the Content and Language Integrated Learning (CLIL) context and Molecular Biology. The psychological safety of the proposed pedagogical methodology was investigated by assessing the level of psychological well-being of the participants in the educational process using the Scale of psychological well-being questionnaire developed by C. D. Ryff that was adapted to the educational context. The results of the study showed that the proposed pedagogical methodology was safe in relation to the life of students. It generally improved their perception of learning and themselves in the role of its participants, promoted positive self-esteem in group learning contacts, and, by developing learning involvement and interest through the Clil technology, qualitatively contributed to the achievement of educational progress by each student. The developed innovative methodology for teaching natural and mathematical sciences can be used as a pedagogical model for developing effective training courses. The demonstrated assessment of the level of psychological well-being adapted to the educational context can serve as a basis for the development of motivational learning strategies that support students in crisis learning conditions during the pandemic.

Perception of educational environment with an assessment of motivational learning strategies and emotional intelligence as factors affecting medical students' academic achievement

This study aimed to investigate how medical students perceive their educational environment, as well as the implications of motivation, learning strategies, and the factor of emotional intelligence on academic achievement. In a cross-sectional study, 3384 undergraduate students were recruited from randomly selected Egyptian medical colleges. Students from second to final year, taking fundamental and clinical courses and, at a minimum, three professional exams, were enrolled and subjected to the Dundee Ready Educational Environment Measure scale, the Motivated Strategies for Learning Questionnaire, and Emotional intelligence questionnaire. The overall mean age of the studied students was 21.42 ± 1.61 years. Females represented 63.5%, rural residents were 52.2% and students with enough income represented 88.0%. The traditional system adopted 28.4% of the students versus 71.6% in the integrated system. Linear regression using path analysis was conducted to study the predictors of academic achievement, and it revealed that motivation was the highly significant predictor of academic achievement (β = 2.68, CI95%:2.35-3.05, P < 0.001), followed by learning (β = 1.09, CI95%:0.80-1.41, P < 0.001), emotional intelligence (β = 0.92, CI95%:0.87-0.97, P < 0.001), and the educational environment (β = 0.14, CI95%:0.13-0.15, P < 0.001). The study's findings have implications for medical educators trying to understand the personal factors that influence learning and performance in medical school. Students' motivation was the highly significant predictor of academic achievement followed by learning, emotional intelligence, and educational environment. Perception of the learning environment had improved because of the integrated student-centered system, which fosters motivation and emotional intelligence. To improve learners' EI, optimal learning, and educational outcomes, the EI components can be taught and fostered.

Effect of Critical Thinking on Reading Skills of Student Teachers at University Level

The current study investigated the effectiveness of critical thinking teaching intervention on developing the receptive and productive skills of the students studying at university level. Both kind of skills are highly valued and expected from the students at university level. The receptive skills refer to listening and reading while productive skills are speaking and writing. The main objectives of the study was to find effect of ‘critical thinking’ as an intervention on receptive skills as well as on productive skills of students at university level. As well, it was to compare their performance before and after critical thinking intervention. Similarly, experiences with respect to critical thinking were also targeted to be found out. The study used quasi-experimental design due to its suitability in the given circumstances. The population of the study comprised of students from BEd (Hons) program. Due to small size, all the students of BEd (Hons) studying in second semester were taken as sample using total population sampling technique. A critical thinking model was adopted for the intervention purpose in the subject of Communication Skills in BEd program of education department in university of Haripur. The intervention continued for the period of eight weeks. The receptive (reading) and productive (writing) were measured through standardized pretest and posttest. As follow-up, to describe students' experiences, motivated learning strategies questionnaire (MLSQ) and critical thinking questionnaire (CTQ) were used to strengthen the results obtained from the intervention. The data were analyzed through ‘t-test’, ‘mean score’, ‘standard deviation’ and ‘percentages’. The results of the study showed better performance in reading and writing skills of the students at university level. It was recommended to train teachers in areas relevant to critical thinking in order to make them better teach their students in terms of critical thinking. Further researches should be carried out in different disciplines.

Teacher's Strategy in Improving Students Learning Motivation in Islamic Religious Education

A motivational strategy in learning is a plan that includes a series of activities spescifically designed and developed to meet certain educational goals. Therefore, it is necessary to realize the goals of an ideal education plan in accordance with educational values. Therefore, teachers must have a learning motivation strategy to inspire students to learn in a fun, interesting and not monotonous way. To achieve the goal of increasing student motivation, teachers must increasingly choose and apply motivational teaching strategies, methods, and methods that are in accordance with these abilities. The purpose of this study is : a) Describing teachers strategies applied in increasing student motivation in Islamic Religious Education subjects. b) Describing the increase in students learning motivation in the subject of Islamic Religious Education.&#x0D; &#x0D; Keywords : Strategy, Learning Motivation, PAI Lessons.&#x0D; A motivational strategy in learning is a plan that includes a series of activities spescifically designed and developed to meet certain educational goals. Therefore, it is necessary to realize the goals of an ideal education plan in accordance with educational values. Therefore, teachers must have a learning motivation strategy to inspire students to learn in a fun, interesting and not monotonous way. To achieve the goal of increasing student motivation, teachers must increasingly choose and apply motivational teaching strategies, methods, and methods that are in accordance with these abilities. The purpose of this study is : a) Describing teachers strategies applied in increasing student motivation in Islamic Religious Education subjects. b) Describing the increase in students learning motivation in the subject of Islamic Religious Education.&#x0D; Keywords : Strategy, Learning Motivation, PAI Lessons.

Mathematical Anxiety as Predictor of Learning Motivation Strategies

Empirical findings showed how mathematical anxiety of an individual predicts the academic performance of learners. As a coping mechanism, learners are left with various choices on dealing with subjects inclined with mathematical concepts. One way to cope up is the preference of learning motivation strategies. The motivation strategies were categorized into cognitive, meta-cognitive, non-informational resources management and informational resources management. However, there is a scarce literature on how anxiety could predict the behaviour of an individual’s accommodation of these strategies. This led the researcher to investigate the predictive behaviour of mathematical anxiety on student’s utilization of learning motivation strategies among senior high school students enrolled in Science, Technology, Engineering and Mathematics program. The program was crafted for students who are inclined in sciences and mathematics. Results revealed respondents have moderate level of anxiety wherein course anxiety contributes to the level of anxiety felt. Among the learning motivation strategies, self-regulation strategy was the most commonly utilized strategy among respondents with peer learning as least utilized. However, bivariate analysis showed anxiety is moderately related with rehearsal, organization, effort regulation, time and study environment, peer learning and help-seeking strategies. Regression analysis was also tested to reveal how anxiety predicts specific learning motivation strategy. Analysis revealed that anxiety predicts the utilization of effort regulations strategies in learning mathematically inclined subjects. The findings provided a new perspective on how anxiety allows an individual to utilize available strategies for understanding various concepts. Teachers are encouraged to cultivate a culture of regulation, environment conducive for learning, peer interaction and access to Internet-based or digital resources for learning

Female Students in Quantitative Courses: An Exploration of their Motivational Sources, Learning Strategies, Learning Behaviors, and Course Achievement

Female Students in Quantitative Courses: An Exploration of their Motivational Sources, Learning Strategies, Learning Behaviors, and Course Achievement

Effect of Gamification on Motivated Learning Strategies among College Students

Effect of Gamification on Motivated Learning Strategies among College Students