Motivation Of First-year Students Research Articles

The impact of the project-based learning (PBL) on the motivation of first-year students at Universitas Negeri Medan

The impact of the project-based learning (PBL) on the motivation of first-year students at Universitas Negeri Medan

The Effect of Different Teaching Styles of Shenzhen Teachers on Students Learning Motivation The Example of Seminar and Lecture Methods

Student-centred teaching and learning has received much attention around the world, and the factors affecting students motivation are also one of the key topics in todays research. Some researchers have found that different teaching methods have different effects on students motivation in second language teaching, but there is still a research gap about the role of this finding in students mother tongue teaching. However, there is still a research gap on the role of such conclusions in the teaching of students mother tongue. Therefore, this paper investigates the relationship between the lecture method and the seminar method and the motivation of first year students by collecting questionnaires on learning motivation and results before and after the implementation of different teaching methods in the teaching of the Dream of the Red Chamber unit in a school in Shenzhen, as well as interviewing certain students and conducting descriptive analyses and linear regression analyses on the above data. It was found that both teaching methods positively affected students motivation and that the seminar-based teaching method was more effective.

Learning motivation of first-year students of a technical university

The concepts “motive” and “motivation” and their role in the learning process of the technical university are analyzed. The following types of motives were distinguished: internal learning motivation related to learning activities and their content and external learning motivation not related to learning activities and their content but determined by external factors and circumstances. Learning motivation is associated with various changes that occur in students during the learning process. To identify the motivation in firstyear students, they were tested. Driving motives were identified. The results showed that students prefer real learning motives (to use acquired knowledge in life, to continue successful training in subsequent courses, to get good marks, to acquire deep knowledge and intellectual satisfaction). The authors examined motivating methods and techniques. Motivation is a tool used to improve the learning process.

Motivation-Value Component of FirstYear Student’s Subjectivity

This article discusses one of the main components of subjectivity of a university student. According to the research, that is a motivation-value one. It presupposes the presence of a sustain motivation of the subject, leading to active educational and cognitive activity with elements of creativity. On the condition of cognitive activity based on the true interest students can get new knowledge and professional interest. Thus, we distinguish the following criteria of this component: awareness in the choice of profession, interest in educational and cognitive activity, stable professional motivation, aspiration for creative, professional self-realization. It has a pronounced focus on professional and personal development. The article reveals the problem of cognitive and professional motivation of first-year students, as well as ways of their development. Particular attention is paid to a pedagogical interaction process that is based on pedagogical support (facilitation) and is aimed at revealing and realizing the student’s personal potential, expanding his/her cognitive and professional interests and needs.

Towards a responsible agenda for academic literacy development: considerations that will benefit students and society

The transition from secondary to higher education (HE) requires a change of cultural mindset (cf. Darlaston-Jones et al., 2003; Leki, 2006). It is widely accepted that the academic performance and motivation of first year students to stay in HE depend, among others, on how well they integrate into the university environment (Brinkworth et al., 2009). Academic integration or acculturation takes different forms. The premise of this article is that students have to learn to engage with academic discourse, i.e., they must acquire the community's communicative currency, defined as different kinds of language used to reflect the community's current norms, practices, values and expectations (cf., among others, Duff, 2010; Gee, 1998, 2000; Hyland, 2009). As reflective and responsible practitioners we therefore need to outline a critical agenda for academic acculturation by reviewing the debate on the nature of literacy and, particularly, by discussing similarities and differences in epistemology and approaches to literacy. Such an agenda will have to recognise insights gained from, in particular, the New Literacy Studies (Street, 1998, 2004) and the Academic Literacies movement (Lea & Street, 1998; Lillis & Scott, 2007), but it will also become enriched by a linguistic perspective (Biber, 2006; Blanton, 1994; Bachman & Palmer, 1996; Halliday, 1978, 1985, 1993, 1996, 2002; Hyland, 2009). In developing a template for the agenda we accordingly acknowledge the theoretical defensibility and the feasibility of different approaches to academic acculturation.