Role Of Motivation In Learning Research Articles

Self-Regulated Learning, Grit, and Learning Motivation in Developing Learning Achievement: A Review

This article discusses the internal factors that role student learning achievement, including self-regulated learning, Grit, and learning motivation. This scientific article aims to build a research hypothesis of the influence between variables that will be used in further research. This Literature Review article is written using a library research method sourced from online media such as Google Scholar, Mendeley, and other academic online media. The results of this literature review article are 1) the role of self-regulated learning in improve learning achievement, 2) the role of Grit in improving learning achievement, and 3) the role of learning motivation in improving learning achievement.

Motivasi sebagai Kunci Peran dalam Pendidikan

Motivation is one of the key factors that influences human behavior in various life contexts. Motivation is an important factor in motivating students to learn and achieve academic success. Motivation is the main driver behind academic achievement and student development. Motivation itself is divided into two factors, namely external and internal. External motivation is motivation that comes from outside. Usually includes the family, school and surrounding environment, both social and non-social environments. while internal motivation is motivation that comes from within the student. Usually includes integrity, self-confidence and desire to achieve something. The aim of this research is to find out about the factors that influence student learning motivation and the role of motivation in learning as well as how to increase and maintain student motivation. The research method used is a literature review (Library Research) located in the library/reading room online and offline. The research data source used is a primary source. Motivation is the main factor in learning, namely its function is to give rise to, underlie and drive the act of learning. From this research, it can be found that there are several factors that influence student learning motivation and the role of motivation in learning as well as ways that can be done to increase and maintain student motivation.

Psikoedukasi Pada Siswa SMPN 2 Dewantara Untuk Meningkatkan Motivasi Belajar Siswa

Learning motivation is a driving force that comes from outside and within the individual to foster enthusiasm in terms of learning. Motivation is very important for students which is used to foster student enthusiasm for learning, which can increase student learning motivation. Students in their learning process need encouragement to direct their learning behavior to achieve the desired achievement. Motivation encourages students to be able to learn to achieve their learning goals and objectives so that students are able to generate motion or move themselves to do something in order to increase learning motivation. This service aims to provide psychoeducation to 30 students of SMPN 2 Dewantara. The results of this dedication show that psychoeducation is beneficial to the participants, of the 30 students who were given pretest questions, the results obtained were an average of 57.66 from these students, which from these results it can be concluded that psychoeducation has an impact on students regarding student learning motivation, students also understand the problem of learning motivation, efforts to increase learning motivation, and the role of motivation in learning.

Peran Motivasi Belajar Siswa Terhadap Hasil Belajar Pada Muatan IPS (Studi di SD Negeri 067245 Medan Selayang)

This study aims to determine how the role of learning motivation on student learning outcomes in social studies class VI SD Negeri 067245 Medan Selayang. This type of research is descriptive research. The subjects of this study were all Grade VI students at SD Negeri 067245 Medan Selayang. This research method is a literature review (Library Research). Collecting data using observation, interviews and documentation. Data analysis techniques using descriptive analysis techniques. Based on the results of this study, it shows that: The Role of Student Learning Motivation on learning outcomes in Social Science Subjects in Theme 6 (Towards a Prosperous Society) Sub-Theme II (Building a Prosperous Society) Class VI SD Negeri 067245 Medan Selayang is very important, this is because students Those who have great motivation will be more active in learning, enthusiastic, solving problems, more active during the teaching and learning process, high curiosity and so on so that they can improve their learning outcomes. This can be seen when students are studying on the theme of Theme 6 (Towards a Prosperous Society) Sub Theme II the teacher increases student motivation by using interesting learning methods and media with the aim of attracting students' attention. Conversely, students who have low motivation, appear indifferent, easily discouraged, their attention is not focused on learning, as a result students will experience learning difficulties. It can be seen that there are still students in class VI who cannot be independent and responsible, especially in social studies learning.

Women entrepreneurial motivation and business performance: the role of learning motivation and female entrepreneurial competencies

PurposeThe purpose of this paper is to present a conceptual model that explains how necessity and opportunity start-up motivation affects firm performance among women entrepreneurs (WEs) through the mediating influences of motivation to learn (MtL) and women entrepreneurial competencies (WEC).Design/methodology/approachNecessity (NEC) and Opportunity (OPP) motivation is used as the guiding theory to acknowledge the contraries of women entrepreneurial motivation. Female Entrepreneurial Competency (FEC) framework is used as a basis for WEC. Embedded in this reasoning, MtL and FECs are integrated into the conceptual model to understand the connection between start-up motivation and business performance among WEs in a developing economy.FindingsTo date, there is a limited understanding of how learning motivation and competencies together explain the business performance of WEs through the lens of their differences in start-up motivation. In this respect, this conceptual model advances scholarly insights by conceptualizing the relationship between NEC and OPP motivation, and business performance through the mediating influences of MtL and WECs.Research limitations/implicationsThe proposed conceptual model does not consider any aspects other than entrepreneurial motivation, learning motivation and competencies related to business performance such as access to finance, sociocultural aspects and personality traits.Practical implicationsThe proposed conceptual model can contribute to academics by adding to the body of knowledge on women entrepreneurship. It can also aid policymakers in understanding the critical link between differentials in start-up motivation and firm performance through the mediating influences of learning motivation and competencies, thus potentially providing a basis for formulating focused skilling strategies for WEs.Originality/valueThis paper proposes a unique conceptual framework that incorporates theories of learning motivation and FECs to examine the critical link between start-up motivation and business performance among WE.

The role of learning motivation on financial knowledge among Vietnamese college students

AbstractUsing survey data from 730 undergraduates in Vietnam, we find that learning motivation and its components, especially self‐efficacy, finance learning value, and achievement goals, significantly correlate with students' financial literacy performance. In addition, these correlations are moderated by student characteristics, among which academic seniority, university type, parents' education, and extra math study during high school matter the most. Our results raise significant implications to policymakers, researchers, and educators that include understanding the role of motivation and incorporating it in financial literacy education and intervention programs and considering the moderation roles that individuals' characteristics play in the motivation‐financial literacy link. We encourage more research in these areas.

Education on the Role of Learning Motivation in Improving Learning Achievement for Adolescents Assisted by Rumah Zakat Makassar

The obstacles experienced by students with changing the learning system to online during the Covid pandemic caused student learning motivation to decrease. Even though learning motivation is an important factor that can affect student learning performance in class. The low motivation to learn as expressed by youth assisted by partners is caused by several factors such as boring learning methods, facility constraints such as signal interference, quota limitations, or problems with the devices used, and students are easily distracted by games or social media during the learning process. This service activity aims to increase children's learning motivation by providing education to adolescents regarding the role of learning motivation and identifying things that can be a source of motivation in learning. The results of the dedication carried out show that there is a change in knowledge about the concept of motivation and student enthusiasm in learning.

Iranian EFL teachers’ reflective ability, their teaching experience, and learners’ motivation: exploring possible relationships

ABSTRACT Given the importance of reflection and experience in teaching and the undeniable role of motivation in learning, the present study aimed to investigate the relationships between teachers’ reflective ability, their teaching experience, and learners’ motivation. To this end, 50 English as a Foreign Language (EFL) teachers and 260 EFL learners participated in the study. Through quantitative phase, teachers completed a reflection questionnaire and learners completed both the Oxford Placement Test (OPT) and a motivation questionnaire. Correlational analysis and multiple regression indicated that there were significant positive relationships between teachers’ reflective ability, their teaching experience and learners’ motivation. Besides, the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach was used and it showed the positive significant relationships among the variables. Pedagogical implications and suggestions for further studies were presented based on the findings of the current research too.

The Effect of Project Based Blended Learning Towards Negotiation Text Writing Ability Moderated by Learning Motivation

This study aims to examine the effect of Project-Based Blended Learning on the ability to write negotiating texts moderated by the role of learning motivation. This experimental study involved 60 students in different classes where 30 people are in the control group and 30 others are in the experimental group. The data in this study are obtained from the results of the pretest and posttest to assess the ability of negotiating texts. The collected data is analyzed using the Anova test. Before being analyzed, the researcher tested the instrument and tested the classical assumptions. The test results show that all instrument items are valid and reliable. All data are known to meet the classical assumption test. The results of hypothesis testing indicate that learning motivation is able to moderate the relationship between project-based blended learning and the ability to write negotiating texts. Teachers are advised to apply project-based blended learning with more intensity to be applied in learning. For further researchers, it is possible to integrate this learning model into learning activities to measure the improvement of other students' abilities.

Influence of Acculturation in Yunnan’s Ethnic Minority College Students on Their Academic Achievement: The Moderating Role of Learning Motivation

<p style="text-align:justify">This study examined the effect of Yunnan’s ethnic minority college students’ acculturation on their academic achievement under the risk of the Matthew effect. Additionally, the role played by learning motivation in the relationship between ethnic minority college students’ acculturation and academic achievement was explored. A total of 403 valid questionnaires were collected from four areas in Yunnan province, China. Consequently, the Acculturation Scale, Academic Achievement Scale, and Learning Motivation Scale were used for measurement materials. These items of scales were evaluated on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). SPSS (statistical package for the social sciences) and AMOS (analysis of a moment structures) softwares were used for data analyses. In addition, items were analyzed through item analysis, confirmatory factor analysis, reliability analysis and regression analysis. These results indicated that ethnic minority college students with low acculturation and learning motivation or high acculturation and low learning motivation can become objects of the Matthew effect. However, this study also observed that in certain students, high acculturation and high learning motivation can prevent the Matthew effect. Thus, high acculturation is crucial for improving academic achievement in ethnic minority college students. A level of high learning motivation is a powerful moderator promoting the academic achievement of students with high acculturation.</p>

Student Learning Achievement: The Role of Learning Motivation and Online Learning

The Covid-19 pandemic has disrupted the conventional learning process. The purpose of this study was to determine the effect of learning motivation and online learning media on student achievement in the Faculty of Economics and Business, University of Warmadewa. This survey was conducted on 55 students randomly. Test the hypothesis in this study using SEM-PLS analysis with the help of SmartPLS 3.0 software. Research result shows 1) learning motivation has a positive and significant effect on student learning achievement, which means an increase in learning motivation will be followed by an increase in student learning achievement.2)Learning Media on line positive and significant effect on student achievement, which means that the better the online learning media, the student's learning achievement will increase. This research illustrates that for the head of the Faculty of Economics and Business, University of Warmadewa, if you want to improve student achievement, you should pay attention to increasing motivation and online learning media. Exploring in-depth information about students' learning motivation and online learning media to succeed in participating in the recovery of the Faculty of Economics and Business, University of Warmadewa.

Student Learning Achievement: The Role of Learning Motivation and Online Learning

Student Learning Achievement: The Role of Learning Motivation and Online Learning

Peran Motivasi Belajar sebagai Variabel Mediator Growth Mindset dan Parenting Style Terhadap Academic Grit Siswa SMP

Education is key to various aspects of life, with this research conducting research on the mediator variables of growth mindseat and parenting style. This research aims to find out the role of learning motivation as a mediator variable growth mindset and parenting style towards academic grit of junior high school students. The population of this study is all students in SMP Islamiyah Ciputat. The study sampled 267 students and the sampling was conducted on a non-probabality sampling basis with purposive sampling techniques. Researchers used academic grit measuring tools developed by Clarck and Malecky, growth mindset using measuring tools developed by Blackwell, Trzesniewski, and Dweck, parenting style using measuring tools developed by Dunn, and learning motivation using measuring tools developed by Pintrich and Groot. The data analysis used in this study with structural equating modeling statistical techniques used AMOS and to test the validity of constructs using LISREL 8.7. The study data was analyzed with statistical structural equation modeling techniques and resulted in the conclusion that there was a significant influence of growth mindset on academic grit, no significant influence on authoritative parenting when compared to authoritarian as control over academic grit, and no significant influence of permissive parenting when compared to authoritarian as control over academic grit. The results of structural model tests with learning motivation as mediator variables showed that learning motivation had a significant influence in mediating the influence of growth mindset and parenting style on academic grit. Advice for further research to multiply other psychological variables in order to obtain more comprehensive results related to academic grit.

Peran Motivasi Belajar sebagai Variabel Mediator Growth Mindset dan Parenting Style Terhadap Academic Grit Siswa SMP

Education is key to various aspects of life, with this research conducting research on the mediator variables of growth mindseat and parenting style. This research aims to find out the role of learning motivation as a mediator variable growth mindset and parenting style towards academic grit of junior high school students. The population of this study is all students in SMP Islamiyah Ciputat. The study sampled 267 students and the sampling was conducted on a non-probabality sampling basis with purposive sampling techniques. Researchers used academic grit measuring tools developed by Clarck and Malecky, growth mindset using measuring tools developed by Blackwell, Trzesniewski, and Dweck, parenting style using measuring tools developed by Dunn, and learning motivation using measuring tools developed by Pintrich and Groot. The data analysis used in this study with structural equating modeling statistical techniques used AMOS and to test the validity of constructs using LISREL 8.7. The study data was analyzed with statistical structural equation modeling techniques and resulted in the conclusion that there was a significant influence of growth mindset on academic grit, no significant influence on authoritative parenting when compared to authoritarian as control over academic grit, and no significant influence of permissive parenting when compared to authoritarian as control over academic grit. The results of structural model tests with learning motivation as mediator variables showed that learning motivation had a significant influence in mediating the influence of growth mindset and parenting style on academic grit. Advice for further research to multiply other psychological variables in order to obtain more comprehensive results related to academic grit.

Exploring the Role of Motivation in English Language Teaching: Learners and Teachers Perspective

This study aims at exploring and investigating the role of motivation in learning and teaching of English language. It highlights the fact if extrinsic motivation is likely to have an impact on the learning process of a student stronger than intrinsic motivation, or both types of motivations have a significant role to play in the process. The study also focuses on the role of a teacher in building a conducive environment to sustain a healthy competition in teaching a second language. The questionnaire was sent to undergraduate students of 2 universities by using Google forms. The sample size for this research population was 60. There were a total of 19 (31.7%) male respondents and 41 (68.3%) female respondents. The results conclude that students’ guardians have a significant role to play in learning a new language. The primary method, for most students, to learn English language was through entertainment media such as television and movies. A significant motivator for students was the opinion of other people. There was a moderate, positive correlation between the two variables namely extrinsic and intrinsic motivation [r=.345, n = 60, p <.0005]. This shows that the two types of motivations are not mutually exclusive but can co-exist as they did in our sample. Both extrinsic and intrinsic motivations are crucial in the development of effective pedagogical practices.

The Role Of Motivation In Learning Foreign Language

This paper analyzes the role of motivation in language learning, especially foreign language acquisition. It compares two different subjects who are learning English yet they have various background of family, language learning experience, and interests. They were provided pre-, post-tests to testify their knowledge; moreover, they were interviewed to know how they are encouraged to learn a language. The paper indicates the importance of intrinsic motivation for second language learners.

Motivación por el estudio de la Historia Colonial de Brasil. Caso Escuela de Enseñanza Media Dom Pedro II, ciudad Ouro Preto, MG, Brasil.

The motivation of the students of the secondary education development is an important objective for its formation. However, in the school State Don Pedro II of Ouro Preto - MG, which is the case study of this research, the Colonial history of Brazil discipline has failed to motivate students. The difficulties in the process of teaching-learning of this discipline, underscore the need to develop the most effective ways to raise the motivation for the study of it, taking into account that the school is located in a city essentially historical, considered as patrimony of the humanity. All this determines that the objective of this work is: to develop a study of the role of motivation in learning and pathways that can be used in connection with the case study. It conducted a study of the various approaches that has had this problem and has made from two dimensions the affective and cognitive behavioural, with their respective indicators, allowing graphing and build a system of activities, taking into account all the components of the teaching and learning process.

Educational and cultural background as a learner individual difference and the role of motivation in learning

In the literature of learner characteristics in applied linguistics, learning attitudes, strategies and motivation have received most attention. These learner individual difference variables have usually been seen as background learner variables that modify and personalize the overall trajectory of the language acquisition processes (Dörnyei, 2009).It means the individual differences of learner affect the learning and teaching process. And also, without any motivation or positive attitude, there can hardly be a successful process of learning. The question why people learn foreign languages can be put forward.A variety of factors can create a desire to learn. Perhaps the learners love the subject they have chosen, or maybe they are simply interested in seeing what it is like. Perhaps, as with young children, they just happen to be curious about everything, including learning. So, there are given some results of research on individual learner differences and the role of motivation in learning

Relationship Between Students' Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation.

The interest of assigning homework is frequently discussed due to its alleged low impact on student achievement. One of the current lines of research is to emphasize the quality of student homework engagement rather than the amount of time spent on homework. The aim of this study was to determine (a) the extent to which students’ prior achievement affects their homework engagement (i.e., time spent, time management, and amount of teacher-assigned homework done), and (b) how students’ intrinsic motivation toward homework may mediate or moderate the relationship between prior achievement and the homework engagement variables. A large sample of students from the first 4 years of Secondary Education (N = 1899) completed questionnaires. The results showed that intrinsic motivation partially mediates, but does not moderate, the effect of prior achievement on the three variables related to homework engagement (time spent, time management, and amount of teacher-assigned homework done). These results highlight the importance of considering both students’ current level of achievement and their motivation toward homework engagement when assigning homework.

ICT enhanced learning for older adults: Influencing factors on satisfaction and the role of learning motivation

ICT enhanced learning for older adults: Influencing factors on satisfaction and the role of learning motivation