Motivation Of Students In Relation Research Articles

Academic and career motivation of future engineers through foreign language teaching and learning

The paper discusses the issues of academic and career motivation of engineering university students. This motivation deals with the development of cognitive motives and interest in the future profession. Although there are many publications focusing on this topic, most of them consider academic and career motivation of students in relation to the future profession through professional courses, practice in the workplace, or project-based learning. Only few publications consider humanities as the tool to develop this motivation. This paper aims at analyzing academic and career motivation of engineering students through foreign language teaching and learning based on literature review and a poll of the faculty members. The results show that academic and career motivation of engineering students througha foreign language integrates language specific and profession specific issues, as the foreign language course implies the development of intercultural and professional competencies to train students for their future professional communication. The authors define the following prerequisites necessary to enhance the students motivation including problem-based teaching and learning combined with active methods in class as well as specific teaching and learning materials related to the future engineering profession. The authors conclude that the process and results of academic and career motivation influence social and professional self-directed development of students, a foreign language course is a good tool, and further research into topic is relevant.

An analysis of the reading motivation of secondary school students in relation to various variables

This study aims to examine the reading motivation of secondary school students concerning various variables. The research was designed in a scanning model. The research was conducted with 585 participants selected based on simple random sampling method. The research data were collected by using the Reading Motivation Scale and Personal Information Form. In the analysis of the research data, parametric descriptive statistics were used because the data showed normal distribution. According to the findings obtained from the research, there was a significant difference in the reading motivation of the students in relation to gender, grade level, reading books outside the school, buying books, reading books on vacation, reading books apart from homework, using computer hours and academic success; there was no significant difference in relation to preschool education, mother's profession, number of reading books annually, family income level, family togetherness, watching television time and number of siblings.

The Digital Generation in Russian Education: from the Urgency of the Problem to Assessing the Impact of Digitalization on Students

The objectives of this research are: 1) an analysis of possible pedagogical strategies in relation to two age categories of Russian students (primary schoolchildren; older teenagers and youth) related to the new digital generation; 2) testing an experimental methodology for assessing the degree of influence of digitalization on the activities of older adolescents and youth on a relatively wide range of educational institutions (regular school, two different lyceums, institute) and for a relatively long period (two academic years).Materials and research methods are based on a number of foreign works in the field of pedagogy, psychology, neurophysiology, conducted in the USA, Great Britain, Singapore and a number of other countries, starting from the 2000s, as well as studies from the mid-2010s on the digital generation of Russia. The authors used the methodology for assessing the degree of influence of digitalization on students’ activities, previously published in the journal “Open Education” (No. 1/2019).Results of a study conducted during 2018 and 2019 in several schools of various types and a higher educational institution of one of the largest Russian regions allowed us to make an assumption about the noticeable significance of one of the two key indicators of the author’s methodology – “Significant Impact of Digitalization in the Activities of Students”. According to the author, it may indicate a lower or higher motivation of students in relation to educational and cognitive activities, including those resulting from the positive or negative impact of digitalization.Conclusion. The article describes two pedagogical strategies in relation to different age categories of students, aimed at increasing the motivation for using digital devices for educational and cognitive purposes. The first strategy is aimed at primary schoolchildren and was clearly demonstrated in the early 2000s at the Singapore Institute of Education. The second strategy, aimed at older adolescents and young people, requires the presence of certain social conditions and the consideration of a number of individual factors (average daily time of using digital devices; share of time using digital devices for educational and cognitive purposes; high-quality control of students’ parents or high self-control of students). Testing of the indicated experimental technique allowed the author to identify the boundary numerical values of these factors. At the same time, it is noted that the achievement of a slight negative impact of digital devices on the educational and cognitive activities of students does not require the complete fulfillment of absolutely all three of these factors.

Estrategias de dinamización de la enseñanza online del diseño = Dynamization Strategies for Online Teaching of Design

El presente artículo aborda la necesidad de dinamizar y humanizar la educación online. Para ello aprovechamos las posibilidades que ofrecen las tecnologías al servicio de la educación para ir más allá en la enseñanza del diseño y el arte, incorporando estrategias innovadoras que motiven a los alumnos y contribuyan al desarrollo de su capacidad de trabajo tanto autónomo como colaborativo, a distancia. Para ello presentamos dos experiencias que se han puestoen acción por miembros del grupo de investigación DiSEA de UNIR, en las que se aplican las posibilidades de la enseñanza online a distancia, combinadas con facetas más lúdicas y prácticas, ayudando a asimilar los contenidos teóricos mediante la implicación de la experiencia y el protagonismo directo de los alumnos en las acciones educativas. Mostramos resultados que se extraen de estas prácticas como ejemplo de implicación y motivación de los alumnos hacia las tareas propuestas. Las conclusiones de ambas acciones son favorables y aplicables a otras experiencias similares.AbstractThis article addresses the need to humanize and make dynamic the online education. For that purpose, we will take advantage of the possibilities that education-oriented technologies have to offer. Our research goes beyond the teaching of design and art disciplines and incorporates innovative strategies that encourage students to contribute with their performance capacity in autonomous and collaborative tasks. In this pursuit, we detail two experiences that have been put into action by members of the research group DiSEA from UNIR University. These two approaches apply the possibilities of online distance learning combined with more playful and practical facets. The aim is to help students to assimilate theoretical contents with the involvement of experience and the direct leadership of students in educational actions. We show the results that can be drawn of these practices as examples of implication and motivation of students in relation with the proposed tasks. The conclusions of both actions are positive and can be applied to similar experiences.

Examining the Basic Psychological Needs of Library and Information Science Doctoral Students

Aim/Purpose: The purpose of this study was to examine how the basic psychological needs of self-determination theory are reflected in doctoral students’ motivation to earn the PhD. Background: As isolating as the doctoral experience seems, it is one that occurs in a social-cultural environment that can either support or hinder the student. This research highlights the motivational influences of library and information science doctoral students regarding experiences of autonomy, competence, and relatedness. Methodology: Qualitative data were collected from seven (7) enrolled doctoral students at library and information science programs in the United States and Canada. Transcripts from semi-structured interviews and students’ personal admission statements were subjected to deductive content analysis for emphasis on three basic psychological needs: autonomy, competence, and relatedness. Contribution: Findings illustrate the role faculty play in student motivation and satisfaction with the doctoral experience. There are implications for faculty, mentors, and advisors working with current and former graduate students who may be considering a PhD. The findings have implications for doctoral recruitment, advising, and student services of interest to faculty and administrators across disciplines. It also shows the applicability of self-determination theory in the examination of the doctoral student experience and overall motivation. Findings: Deductive analysis based on self-determination theory (SDT) demonstrates factors related to self-determination theory’s basic psychological needs – autonomy, competence, and relatedness – as relevant to participants’ motivation to pursue a doctoral degree and to the examination of doctoral student initial motivation. Doctoral students are motivated by multiple factors including their interactions with and encouragement received from current and former faculty. Students report experiences related to autonomy, competence, and relatedness that energized them to pursue a doctoral degree and that have positively influenced their doctoral experience thus far. Recommendations for Practitioners: Faculty and program administrators may use this data to inform their understanding of the expectations of today’s doctoral students and motivational drivers of prospective students and to tailor support services accordingly. Recommendation for Researchers: This is a preliminary investigation of doctoral student motivation in relation to the basic psychological needs. More research is needed on a larger sample of students to more fully understand the influence of autonomy, competence, and relatedness on doctoral student initial and ongoing motivation. Impact on Society: This research is an important step in bridging faculty and student perceptions of what is important to their initial and ongoing enrollment in a doctoral program. By improving students’ experiences of autonomy, competence, and relatedness, it may be possible to improve the overall doctoral experience leading to completion of the PhD. Future Research: Future research will expand to include doctoral students farther along in their doctoral programs, the administration of the Basic Psychological Needs Scale, and may examine faculty perceptions of the three basic psychological needs.

IMPLICAÇÕES DO USO DE ATIVIDADES EXPERIMENTAIS NO ENSINO DE BIOLOGIA NA ESCOLA PÚBLICA

A pesquisa teve como objetivo verificar a influência de uma sequência didática com atividade experimental na motivação dos estudantes em relação à disciplina de Biologia e verificar a possibilidade de aplicar tal sequência tendo como aporte a perspectiva histórico-cultural e a Dinâmica dos Três momentos Pedagógicos. O trabalho é parte de uma pesquisa de Mestrado desenvolvida com 70 estudantes de uma escola de Ensino Médio em Patos de Minas. A análise dos dados coletados por meio de observação, questionários, relatórios, depoimentos de estudantes, filmagem e fotografia de aulas de Biologia, aponta que o uso de atividades experimentais nas aulas de Biologia contribuiu para o aumento da motivação dos estudantes e que o aporte teórico e a postura docente motivadora aumentaram sua autoestima e senso investigativo. Os resultados indicam ainda que é possível desenvolver na escola uma sequência didática fundamentada na complementaridade de duas correntes teóricas diferentes como a Dinâmica dos Três momentos Pedagógicos e a perspectiva histórico-cultural. Dado o exposto, entendemos que o uso da atividade experimental na sequência didática influencia positivamente a motivação dos estudantes em relação à Biologia, favorecendo o processo ensino e aprendizagem de Biologia. Contudo, é o conjunto desta, como o aporte teórico e a postura motivadora da docente, permitiu a aproximação dos conhecimentos científicos da realidade dos estudantes, possibilitando maior aprendizagem de conceitos biológicos.

Academic Achievement Motivation of College Students in Relation to their Metacognition

This study investigated the academic achievement of college students in relation to their metacognition. Data was collected from a sample of 200 college students of rural and urban areas of Kapurthala district of Punjab state only. Achievement motivation scale by T.R. Sharma (1984) was used to explore the academic achievement motivation and metacognition inventory scale by Punita Govil (2003) was used to explore the metacognition of college student. Data was analysed by using t-test and Karl Pearson coefficient of correlation. The main findings of the study were as follows: the male college students differed significantly from female college students with respect to their academic achievement motivation. The female college students have better academic achievement motivation than male college students. The male college students differed significantly from female college students with respect to their metacognition. The female college students have better metacognition than male college students. The rural and urban college students do not differ significantly with respect to their academic achievement motivation. The rural college students do not differ significantly from urban college students with respect to their metacognition. There exists positive correlation between academic achievement motivation and metacognition of college students.

A Study to Assess the Achievement Motivation of Higher Secondary Students In Relation to their Noise Sensitivity

Disturbing sounds are often referred to as noise, and if extreme enough in degree, intensity or frequency, it is referred to as noise pollution. Achievement refers to a change in study behavior in relation to their noise sensitivity and learning in the educational sense by achieving results in changed responses to certain types of stimuli like noise sensitivity.It is the more specialized skills which are taught in school which depends greatly both on the effectiveness of instruction and practised on the students interest. This study is an attempt to explore the relationship between achievement motivation and noise sensitivity of higher secondary students. Data were collected from 200 Higher Secondary students which was selected through stratified random sampling from four schools in Kanyakumari District through questionnaire. Data were collected through survey method and were analyzed with the help of descriptive, correlational and regression analysis. Findings revealed that the achievement motivation of Higher Secondary students are highly related to their noise sensitivity and student with a positive attitude to the noise sensitivity tend to develop a high achievement motivation.

Health as a value in the formation of student-centered motivation of students to physical education

Цель : определение ценностных мотивационных потребностей к здоровью у студентов, обусловленных регионом проживания. Материал : в исследовании приняли участие 780 студентов: девушки - 522, юноши - 258 человек. Мотивационные потребности к личному здоровью определялись методом анкетирования. Учитывалось место жительства и этнические особенности. Результаты: доказано, что большинство студентов имеют низкий уровень соматического здоровья. Определена регулирующая роль личностной мотивации студентов по отношению к здоровью. Она отвечала: мотиву стремления быть здоровым, состоянию неопределенности к личному здоровью, мотиву стремления к вредным привычкам. У девушек из регионов Крыма основным было состояние неопределенности к личному здоровью. В этнической группе девушек - стремление к укреплению здоровья. У юношей из регионов Крыма и этнической группы доминирующим обнаружен мотив стремления к личному здоровью. Выводы : Установлено, что учебные занятия с включением элементов этнопедагогической направленности изменили мотивационные потребности молодежи. Значительно повысились мотивационные потребности быть здоровым, меньше стало студентов с неопределенным отношением к личному здоровью, уменьшилась мотивация к вредным привычкам.