Demotivation Of Students Research Articles

A Correlational Predictive Study of Teacher Well-Being and Professional Success in Foreign Language Student Teachers

The teaching profession has an important emotional burden that, together with the erosion of different elements that compose it from continuous educational reform to the bad behavior and demotivation of students has led to many teachers experiencing physical and psychological illness or leaving the profession. Nevertheless, studies and interventions in this regard are still insufficient in the Spanish context. This situation also exponentially affects pre-service teachers, which according to numerous studies is the stage during which the diminishing of teacher well-being begins and consolidates. Within this panorama, with this study the authors pursue to determine which dimensions of teacher well-being are capable of predicting the professional success of 88 pre-service primary education teachers who specialize in a foreign language so that they can be addressed in the training process. To this end, an ex post facto study was carried out correlating the following instruments: the Teacher Distress Questionnaire, the Trait Emotional Intelligence Questionnaire and the Maslach Burnout Inventory-Educators Survey with an adaptation of the Rueda de la vida escolar sobre el éxito y la satisfacción laboral del docente (Wheel of school life on teacher success and job satisfaction). Multiple linear regression revealed that of all the variables studied for teacher well-being (intrinsic motivation, expectations about good professional performance, professional distress, professional exhaustion, irrational beliefs, emotional intelligence and burnout) only emotional intelligence and intrinsic motivation have the ability to predict the success of teachers in training in their future professional performance. This result is of paramount importance for reconsidering the training that teachers receive during their university stage, which currently and substantially prioritizes the cognitive component over psychosocial and emotional components.

Affective damage from teachers� written corrective feedback

Several studies believe that providing feedback on a students� writing task offers several benefits. However, giving excessive corrections on students� mistakes can have a negative impact on the students� feeling. This study aims to investigate English Foreign Language students� emotional response to the teachers� written corrective feedback. A qualitative method was applied. The participants were 72 third grade students at an institution in Cimahi. To collect the data, a five-point Likert scale questionnaire and a semi-structured interview were applied. The results revealed that the teachers� written corrective feedback had negative impact to the students� feelings, especially for the students who had mid and low proficiency level in writing. It even led to the students� demotivation. This indicates that the teachers have to consider several things before they give some written feedback as it can affect the students� attitude in a negative way.

Saudi EFL learners’ use of English Modal Verbs: A study of challenges and solutions

It has been reported that English modal verbs can be one of the most difficult grammatical structures to be mastered by EFL learners. Hence, this research aims to explore the reasons behind Saudi EFL students' low proficiency level in using English modal verbs. It also seeks practical solutions for enhancing the students' competency in using them. The study participants are 13 Saudi EFL instructors who are requested to answer an open-ended descriptive question. These responses are then coded thematically to identify the recurring themes. Findings of the study show that the most prominent reasons for students' poor performance in the use of modal verbs are: (i) absence of Arabic equivalents to English modals; (ii) difficulty of English structures; (iii) multiple language functions of English modals; (iv) demotivation of students; (v) use of traditional textbooks and teaching pedagogy. Moreover, the study shows that to increase the Saudi EFL learners’ proficiency in the use of English modals, (i) EFL instructors need to use communicative teaching methodology; (ii) urge students for more practice and; (iii) use suitable textbooks and teaching resources. The study recommends inclusion of the grammar component according to the students’ existing knowledge and explicit teaching.

Factors Influencing Motivation in Online Arabic Learning of Indonesian Older Man

Changes in the offline learning system to online learning have an effect on the demotivation of students to learn. However, this fact does not affect an elderly Indonesian male. This study aims to explore motivational factors for these elderly men in participating in an online Arabic learning program organized by an informal institution in Indonesia. A narrative research design was used in this study. The data was extracted through in-depth interviews. The results showed that there were several factors that influenced the motivation to learn Arabic online from elderly men, namely: Motivation to understand Al-Qur'an, motivation from friends, and presentation of interesting Arabic material. These findings suggest further research on the motivation to learn Arabic online by involving elderly participants of various genders.

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The problem of future aviation specialists� motivation to learn foreign languages in the conditions of remote learning has been analyzed in the given article. It has been defined that motivation is a critical component of students� learning and their achievements as their success in studying depends on the level of their motivation. It has been underlined that demotivation has a negative effect on educational process. The results of the observation and students� interviewing have helped to define the main problems which lead to students� demotivation. Among them we can distinguish the following ones: the students are not ready to perceive a big amount of information online; technical problems with the Internet; some personal problems caused by the fact that students stay at home; the absence of universal approach for teaching different subjects; the teachers� lack of knowledge in the sphere of IT; a big amount of tasks online which do not fully correspond to the learning tasks. A few practices have been developed to make online learning more effective. They are presented underneath: using the tasks in which students express their point of view on the learnt material and the aspects they haven�t covered yet; making the activities used in the classroom shorter and, therefore, more effective; using tests and other evaluation techniques to monitor the quality of the learning process; using the sessions in which students can ask questions and take part in the discussions; meetings in breakout rooms during online classes; personal messages to students encouraging them to be actively involved in the learning process; applying real life situations to demonstrate the content; using the project method and additional work with it. The process of modernization of the sphere of education nowadays in the terms of online classes in higher educational establishments is a real challenge today. To succeed in it, we need to create friendly and comfortable virtual environment which will help students to become successful and overcome language barriers. It has also been advised to use different methods to motivate the students to learn the languages by referring to group work and interactive methods and developing critical thinking skills. Key words: motivation to learn foreign languages, aviation specialists� training, remote learning, development of communicative competence, COVID-19 pandemic, interactive teaching methods.

Robótica Educacional como metodologia motivadora no ensino de lógica de programação na Educação Profissional e Tecnológica

Este artigo objetiva apresentar o uso do produto educacional Robôcactus, resultante da dissertação do primeiro autor, como ferramenta teórico-metodológica associada a robótica educacional e a plataforma Arduino na Educação Profissional e Tecnológica (EPT). Para tanto, este trabalho recorre a metodologia da pesquisa-ação participante, as metodologias ativas de Sala da Aula Invertida (SAI) e a Aprendizagem Baseada em Projetos (PBL). Diante as dificuldades e desmotivação dos discentes no componente de lógica de programação, foi criada uma metodologia que visa mitigar este impacto através da realização uma oficina de robótica educacional que vislumbra contribuir a formação do pensamento crítico e conhecimento técnico através da práxis, fatores importantíssimos para desenvolvimento do profissional do século XXI. O levantamento de dados conta com questionários semiestruturados e a análise de conteúdo revela a experiência positiva da utilização da robótica como agente motivador tecnológico no âmbito escolar.

Evidence-based teaching practices: A road less traveled in Pakistan?

It is no secret that most health professionals, after postgraduation, aim to secure an academic position in a teaching institute due to various personal and/or professional preferences. Personal interest in teaching, inspirational figure/ role model-driven career selection, fixed working hours, financial rewards, societal respect, and relatively easier career path are some of the prominent motives for health professionals to join academia (Huda & Yousuf, 2006). Indeed, it is a personal choice of a health professional should he/she opt for an academic career path. However, a serious question to ask oneself is: Am I prepared and ready for this challenging role?

Demotivational Factors Towards Learning English for the Students of Social Sciences High SchoolMotivation,

Demotivation plays a key role in foreign language learning. However, studies in this field mostly focused on the factors influencing the learners’ motivation positively instead of the factors causing demotivation. In this regard, this study aims to identify the sources of demotivation towards learning English for the students of social sciences high schools. For this study, data was collected by means of Demotivation Scale developed by Sakai and Kikuchi (2009). 4073 students, chosen according to the stratified sampling method, compose the sample of the study. As a result of the research, it is found out that the main source of demotivation in English classes among students is factors related to class environment. It is also observed that course materials are as effective as characteristics of class on student demotivation towards English. While factors related to experience of failure was the forth source of demotivation for students, teacher related factors are found to be the weakest demotivator. Furthermore, as a result of this study, it is revealed that there is a correlation between demotivation and gender, academic level and proficiency.

Improving the teaching of fundoscopy in veterinary medicine

Learning how to examine the fundus of veterinary patients consistently and well is undeniably difficult, and teaching aids are important to avoid the demotivation of students.1,2 However, the rewards of...

FACTORS OF STUDENTS’ DEMOTIVATION IN ATTENDING BILINGUAL CLASS IN IAIN PURWOKERTO

This research was aimed at revealing factors of students demotivation in attending bilingual class in IAIN Purwokerto. This research was driven by the fact that some students were found proposing themselves to quit from the bilingual class. In addition, some others seemed reluctant to attend the lectures. This condition showed that they were demotivated in attending the bilingual class. This research is a survey study using a quantitative approach. The data of this research were gained through questionaire using total class sampling. Among 393 respondents of bilingual class students, 309 of them returning the questionaire. Respondents were asked two questions, one of which was a closed-ended question, asking whether they had ever experienced a feeling of demotivation. The other question is an open-ended question, asking the factors causing their feeling of demotivation. Students are allowed to give more than one answers. Data were analyzed using descriptive statistics analysis, counting the presentage of each factor. This research found that there are 8 factors causing students’ demotivation in attending bilingual class, i.e. (1) lack of language ability (228 respondents, equals to 73.79%); (2) language experience (34 respondents, equals to 11.0%); (3) lecturer factor (21 respondents, equals to 6.80%); (4) task factor (18 respondents, equals to 5,83%); (5) lack of interest (17 respondents, equals to (5.50%); (6) environment factor (13 respondents, equals to 4.21%) (7) Friend factor (4 respondent, equals to 1.29%); and (8) facilities (2 respondents, equals to 0.65%).

EFL teachers’ reflective practice, job satisfaction, and school context variables: Exploring possible relationships

Concentrating on job satisfaction and five school context variables—teacher autonomy, collegial support, time pressure, student demotivation, and student discipline problems—this study explored the interplay of these variables with reflective teaching and their relative contributions to prediction of teacher reflection. Data were collected from 181 Iranian high school teachers. The results of correlational analysis revealed that all independent variables significantly correlated with teacher reflection. Strong positive relationships were found between job satisfaction, teacher autonomy, and reflective practice. Time pressure, student demotivation, and student discipline problems strongly and negatively correlated with reflective teaching. Moreover, a small positive correlation was found between supportive social climate and reflective practice. The results of multiple regression indicated that, except for supportive social climate, all independent variables made statistically significant contributions to prediction of teacher reflection. Considering the shaping influence of educational policies on correlates of teacher reflection, the findings reflect the necessity of reform in policy makers’ approach. Implying English as a foreign language (EFL) teachers’ ignorance of collaborative dimensions of reflective practice, the results call attention to the importance of preservice and in‐service teacher educational programs and the necessity of effective monitoring systems supervising public school teachers.

Jump to the Next Level: A Four-Year Gamification Experiment in Information Technology Engineering

Higher education in Spain has to deal with constant troubles and uncertainties due to the economic crisis, high rates of unemployment in young people, lack for study habits in secondary school and legal fluctuations. This uncertain environment does not foster student effort and it is behind the important rates of abandon in higher education. The Bologna Process was thought to create a new paradigm in higher education in the European Union. However, the changes came from the top (governments) to the bottom (lectures and students) so they were not properly supported by specialized training oriented to lecturers. It did not include the appropriate changes in lower education stages (secondary education) to prepare student when facing University. Therefore, in the past decade several new teaching methodologies have appeared to deal with student demotivation and to fight against dropouts. Those methodologies try to keep the students engaged during the whole course paying more attention to their learning process, attitudes, motivations and expectations. Consequently, in this paper, we present a four-year experiment whose main objective is to keep students engaged during the whole year and to foster their motivation in order to increase their learning outcomes. The experiment is based on the application of gamification to the assessment process emulating a traditional platform video-game, like Super Mario. The results show that this experiment was positive for most students who achieved good marks and good rates of task completion.

Effect of Teacher Motivational Practices and Student Demotivation on Request and Refusal Speech Acts Produced by Iranian EFL Learners

Effect of Teacher Motivational Practices and Student Demotivation on Request and Refusal Speech Acts Produced by Iranian EFL Learners

Dematerializing physical education in public schools: an indication of permanence

Abstract AIMS The objective of this study was to identify and analyze the most recurrent difficulties reported by Physical Education teachers of state and municipalized schools of the state of Sao Paulo, Brazil. METHODS The sample involved 13 cities (12 - Mogi-Mirim Region and 1 - Sao Paulo city), totaling 73 Physical Education teachers. Its research used a descriptive and exploratory methods and a questionnaire by instrument. The answers were analyzed using content analysis (Bardin, 2011). RESULTS As a result, the most reported difficulty, from both samples, was the lack, in quantity and in quality, of materials. Other difficulties were reported, like: inadequate physical space, indiscipline and demotivation of students. CONCLUSION We conclude that the material problem is a permanent difficulty in this discipline at school.

Fontes de Stress Ocupacional em Professores do Ensino Básico e Médio em Moçambique, Brasil e Portugal

O professor desempenha um papel crucial na implementação das políticas públicas educativas (currículos, objectivos, metas educacionais). Ainda assim, este é frequentementesujeito a trabalhar em situações precarizadas e nocivas à sua saúde mental, física e psicológica, o que leva a ocorrência de stress ocupacional e ao esgotamento profissional. Vários estudos têm sido realizados em diferentes contextos para identificar os potenciais preditores do stress no trabalho docente. Este artigo de revisão de literatura visa identificar as fontes de stress ocupacional em professores do ensino básico e médio em Moçambique, no Brasil e em Portugal. Foram analisados 28 estudos que abordam as fontes de stress ocupacional em professores do nível básico e médio, sendo 18 estudos realizados no Brasil, 5 em Moçambique e igual número em Portugal. Os resultados indicam que o stress ocupacional é um problema que afecta os professores nos três países, sendo as causas comuns e mais apontadas nos estudos analisados as seguintes: sobrecarga de trabalho, indisciplina e mau comportamento de alunos, maior número de alunos/sala, desinteresse pela aprendizagem e desmotivação de alunos, seguidos de salários e remunerações baixos,condições precárias e inadequadas de trabalho docente, e relacionamento com os pais e família dos alunos. Estas situações implicam um repensar sobre o ensino nos países estudados, o que sugere que este deve ser um trabalho ergonomicamente desenhado, o que pressupõe a aplicação de teorias, modelos, leis e dos métodos da ergonomia no contexto educativo.

Measuring the reasons that discourage medical students from working in rural areas: Development and validation of a new instrument.

The sharply uneven distribution of human resources for health care across urban and rural areas has been a long-standing concern globally. The present study aims to develop and validate an instrument measuring the factors deterring final year students of Bachelor of Medicine and Bachelor of Surgery (MBBS) in 3 northern states of India, from working in rural areas.The medical student's de-motivation to work in rural India (MSDRI) scale was developed using extensive literature review followed by Delphi technique. The psychometric properties of the questionnaire were assessed in terms of content validity, construct validity, data quality and reliability. Exploratory factor analysis (EFA) followed by confirmatory factor analysis (CFA) was performed to identify the primary deterrents.Thirty-three items were generated from literature search followed by Delphi exercise. After assessing psychometric properties, the final instrument included 29 items whereas the EFA and CFA highlighted 5 main factors, namely lack of professional challenge, social segregation, socio-cultural gap, hostile professional environment, and lack of financial incentives as underpinning students’ demotivation towards working in rural areas.The MSDRI instrument is the first valid and reliable measure for identifying deterring factors for MBBS students to work in rural areas of India. The use of it may be very helpful for policymakers as well as healthcare organizations in formulating effective measures to encourage medical students to work in rural areas, which suffer from a chronic shortage of medical personnel.

English Textbooks for Russian Students: Problems and Specific Features

The research identifies the complexity level of eight texts from Spotlight 11 used in Russian TEFL to prepare students for National Unified Exam in English and assess their reading skills. The results of the analyses conducted with the help of T.E.R.A., an automated text processor, prove that all texts fell within the range of 6 – 9 Flesch-Kincaid grade levels which correspond to the English language proficiency of the target audience. We also revealed the absence of a clear progression in difficulty across the eight texts in the continuum which may cause unpredictable test results and contribute to de-motivation of students. The results also show that the indices of narrativity, syntactic simplicity, word concreteness, referential cohesion and deep cohesion measured with T.E.R.A. do not grow but fluctuate across the continuum of the texts either. Aiming at selecting authentic texts with steadily growing complexity of each of the above mentioned parameters, we recommend to incorporate the suggested algorithm of text analysis into TEFL practice in Russia. T.E.R.A. is viewed by the authors as a tool able to provide educators with a solid foundation to select texts, develop curriculum, design assessment tasks and otherwise address academic needs of a target audience.

Integrative activities content (aic): an auxiliary tool for the teaching of Biochemistry in the course of biological sciences at UFRN

There are constant changes in the development of science, technology, politics, culture and society; the need for change is also evident in the training of teachers. The ease of access to information makes us realize that traditional teaching needs to be updated. The increasing demotivation of students, followed by high reprobation rates, has become a real challenge to the teaching practice. The objective of this work was to awaken in students enrolled in the discipline of MOLECULAR DIVERSITY (MD), a required curricular component in the Course of Biological Sciences at UFRN, an interest in studying the chemistry and functions of biomolecules, better relating the two to each other, and the content already studied in the course, in order to improve the teaching-learning process. This work was developed in a tutoring project registered at PROGRAD/UFRN. This discipline, MD, addresses chemical and structural features of the main organic molecules. The methodology focused on applying problem integrators called INTEGRATIVE ACTIVITIES OF CONTENT. This refers specifically to the application of problems that integrate the topics taught in the discipline, and also those administered in the disciplines processed in parallel, or even in previous semesters. In this way students realize that molecules relate and interact in all bodies; this gives rise to life through metabolism. The discipline is expected to promote meaningful and inter-related learning. We obtained the following results: greater participation and involvement of students in answering the questions posed; greater interest in the discipline; positive changes regarding the number of students who dropped the class, and in reprobation; and greater integration between teachers, students, and teaching assistants . The methodology used in this work was extremely important to achieve the proposed objectives, helping to facilitate the process of teaching-learning, as also to important relate content.

Circular seating arrangements: Approaching the social crux in language classrooms

Circular seating arrangements can help instill a sense of belonging within classroom communities with overall positive effects on learning, emotions, and wellbeing. Yet students and their teachers within certain language classroom contexts, due to sociocultural limitations, may be relegated to learning in antisocial environments instilled partly by rank-and-file seating. Attributions for teacher demotivation can often lie in student misbehaviors, while student demotivation, silence, and resistance relate strongly to lack of bodily displays and physical affordances of interpersonal care, understanding, and trust that, if present, would contribute positively to many social aspects of their learning and identity formation. Specifically, rank-and-file seating constricts the area in the classroom most likely to dispose attention and interest to the learning and to others, whereas circular seating potentially expands this area, known as the action zone, to the whole classroom. Seating arrangements therefore can play an important role in the formation of interpersonal dynamics and identity formation among students and their teachers. In this paper, the purposes and ways of using circular seating in language classrooms will be explored from a social psychological perspective. Language teachers are invited to imagine and experiment with possibilities for uses of different seating arrangements in their own classrooms.

Student and Teacher De-Motivation in SLA

With a brief introduction of the definitions of de-motivation, this article reviews present research on student de-motivation, analyzes the teacher motivation from the macro-contexts and micro-contexts, and puts forward suggestions in getting rid of de-motivation.