Student Motivation Research Articles

IMPLEMENTASI SISTEM PEMBELAJARAN EFEKTIF SEBAGAI STRATEGI PENGUATAN PROFESIONALISME GURU DALAM ERA DIGITAL

This research aims to analyze teacher professionalism strengthening through the implementation of effective learning systems. Using a mixed-method approach, the study was conducted on 100 teachers selected through purposive sampling. Data collection included questionnaires, in-depth interviews with 20 teachers, learning observations, and focus group discussions. The results showed significant improvements in teacher competencies: pedagogical (25%), professional (28%), learning technology utilization (35%), and evaluation skills (30%). The implementation of effective learning systems positively impacted student learning motivation (75%) and learning outcomes (68%). Key supporting factors included policy support and availability of continuous professional development programs, while inhibiting factors included administrative burden and limited technology access. The teacher professionalism strengthening program proved effective in improving learning quality, although it still requires strengthening of the mentoring system and development of digital learning platforms..

What Motivates Students to Study Gastronomy? The Case of Türkiye

ABSTRACT The main purpose of this study is to reveal the motivations of students who enrolled in undergraduate gastronomy departments in Türkiye to study gastronomy. Qualitative research approach was adopted to examine these motivations of the students in depth. Data was collected by conducting semi-structured interviews with 48 students from 13 universities between 01 October-25 November 2022. As a result of the analysis, five main dimensions revealed that affect students’ motivation to study gastronomy (popularity, job opportunities, interest in practical aspects of gastronomy, desire to know different cultures and recommended by family and friends). This study has several important theoretical and practical implications for students, department heads and lecturers, the food and beverage industry, and researchers. Given that this research is the first to thoroughly examine the motives of students studying gastronomy and no similar studies have been found in existing literature, the findings of this study are considered original.

The effects of procrastination on physical activity among Chinese university students: the chain-mediated effects of time management disposition and exercise motivation

ObjectivesGrounded in self-determination theory (SDT), the procrastination-health model, and the mechanism model of exercise persistence, this study examined the effects of procrastination on physical activity and the mechanism of its action in Chinese college students.DesignThis study employed a cross-sectional design.MethodsA total of 957 Chinese university students (Mage = 20.26, SD = 1.07) completed questionnaires. The Aitken Procrastination Questionnaire, the Adolescent Time Management Dispositions Scale (ATMDS), the Modified Physical Activity Motivation Measure-Revised (MPAM-R), and the Physical Activity Rating Scale (PARS-3) were used to measure procrastination, time management disposition, exercise motivation, and physical activity.ResultsProcrastination, time management disposition, exercise motivation, and physical activity were each significantly correlated, and procrastination was a significant negative predictor of physical activity. The mediating effect of time management disposition and exercise motivation in the effect of procrastination on physical activity was significant, and the mediating effect accounted for 44.65% of the total effect. Three paths were specifically included: first, the separate mediating effect of time management disposition, second, the separate mediating effect of exercise motivation, and third, the chain mediating effect of time management disposition and exercise motivation.ConclusionThis study reveals the mechanism of action by which procrastination influences physical activities through time management disposition and exercise motivation in Chinese college students. The findings provide guiding recommendations for further promoting greater participation in physical activities among college students.

Development of Learning Models to Enhance Students’ Creative Thinking: A Systematic Literature Review

Creative thinking is an essential component in education that drives innovation, problem-solving, and the development of students’ critical thinking skills. This study aims to review various learning models designed to enhance students’ creative thinking abilities through a systematic literature review (SLR). Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this research identifies, screens, and evaluates relevant articles from the Scopus database, resulting in eight studies that meet the inclusion criteria. The results indicate that, following innovative learning models such as play-based activities, digital-based virtual classrooms (VCLE), basic movement through play approaches, and project-based mathematics learning are effective in improving creativity, problem-solving, collaboration, and student learning motivation. The integration of technology, STEAM approaches, and creative game design also show positive effects in enhancing students’ creative thinking skills. The higher distribution of research at the tertiary education level highlights the need for greater focus on other educational levels, particularly secondary education, to ensure the benefits of learning innovation are evenly distributed. These findings provide practical implications for educators and policymakers, emphasizing the importance of using innovative teaching methods, integrated technology, and the role of teachers as facilitators to develop a conducive learning environment for student creativity. The study also identifies several limitations, including small trial scales and short research durations, indicating the need for further research with larger scales and longer durations. By continually exploring and developing effective learning models, it is expected that students can achieve their maximum potential in dynamic and diverse learning environments.

Implementation of the 2013 Curriculum in Integrated Thematic Learning in Elementary Schools: Strategies, Challenges, and its Impact on Learning

Education is the process of imparting knowledge, character development, and producing a more harmonious social order and way of life, including through the development of students' intellectual capital, skills, and intellectual development. One of the innovations brought by the introduction of the 2013 curriculum is the integrative theme learning model. To provide meaningful educational experiences to students, integrative thematic learning connects various disciplines and materials through themes. The 2013 curriculum states that in order to place students as the center of the learning process, teachers must play an active role as facilitators and motivators of learning. This article aims to explain how the 2013 curriculum is applied to integrative thematic learning, and its impact on the teaching and learning process in elementary schools. The implementation of the curriculum in integrative thematic learning shows several challenges, such as difficulties in determining assessment or evaluation criteria for students, teachers' lack of understanding in compiling thematic integrative lesson plans, limited teaching aids, and the use of traditional learning methods that are less varied. The proposed solution is training and education for teachers, principals, and supervisors to acquire skills and knowledge in implementing the curriculum according to students' needs. By implementing a variety of learning methods, it is hoped that it can increase student motivation and independence in the learning process.

The Impact of Teacher Leadership Traits on Student Success: A Correlational Study

In modern education, teachers act as mentors, helping students achieve their goals rather than just delivering knowledge. This study explores how teachers' leadership traits influence students' academic and social success, particularly in enhancing motivation and self-esteem. The study aims to assess the impact of teacher leadership on student self-esteem, examine the link between leadership traits and student achievement, and identify key elements of effective teaching. Using a correlational research design, data was collected from 400 participants, including 40 teachers and 100 students in grades 9–11 from various Chennai schools. Instruments like Rubinstein's self-assessment test and A. A. Rean's "Motivation for Success" questionnaire measured student motivation and leadership qualities. A strong link was found between teacher leadership qualities and student success. In classes where 58% of teachers displayed strong leadership skills, 64% of students were highly motivated, while only 35% of students in classes with less experienced teachers showed high motivation. Academic performance and self-esteem these skills can bee boosted with the significance of teacher leadership in student outcomes. One of the vital qualities for student success is teacher leadership. Educational institutions can create environments that support both academic achievement and personal growth by improving these skills.

Optimizing Work Readiness Through Soft Skills, Motivation, and Internships

Preparing students for the professional world is crucial, and this study evaluates how soft skills, motivation, and internship experiences influence their work readiness. Conducted among 202 Management students at Universitas Muhammadiyah Sidoarjo, Indonesia, the research reveals a significant positive correlation between soft skills development and work readiness, as well as the positive impact of motivation on students' preparedness for the job market. Internship experiences also play a vital role in enhancing students' understanding of real work environments. The findings emphasize the importance of integrating soft skills development into curricula, sustaining student motivation, and providing relevant internship opportunities to better equip students for professional challenges. Highlight: Soft skills development correlates positively with work readiness. Motivated students show greater preparedness for the job market. Internship experiences enhance students' understanding of real work environments. Keywoard: Work Readiness, Soft Skills, Motivation, Internship Experiences, Higher Education

The relationship between perceived teacher relatedness-support behavior (RSB) and learning motivation of dancesport students in universities.

The motivational process of physical education (PE) in schools is significantly influenced by social factors, as demonstrated by a number of research based on self-determination theory (SDT). As a proximal factor affecting students' learning motivation, the relatedness support of dancesport teachers plays a key role in promoting the learning motivation and sustainable development of dancesport students. This research aims to test the validity of the second-order model of perceived teacher relatedness support behavior (RSB) and investigate how students' perceptions of their professional teachers directly or indirectly predicted their motivation to learn dancesport. To validate the relationship between the higher-order model and perceived teacher RSB among dancesport majors, this study used the structural equation modeling method for validation and 302 undergraduates majoring in dancesport participated in this investigation. The results showed that students' perceived teacher relatedness support was positively related to intrinsic, integrated, identified, and introjected regulations during dancesport learning and negatively related to external regulation and amotivation. These findings revealed the importance of teacher RSB in dancesport. And this study provides a practical reference for improving the teaching effectiveness of dancesport in universities, promoting harmonious teacher-student relationships, and inspiring students' learning motivation in dancesport. At the same time, it also lays a research foundation for the reform of dancesport teaching in universities and the system of dancesport talent training programs.

Innovative teaching technologies in higher education: efficiency and student motivation

Innovative teaching technologies in higher education: efficiency and student motivation

Motivation, Learning Styles and Strategies in English Language among First-Year College Students in Public HEI’s in Sulu

English, as the most frequently spoken second language, and sometimes referred to as the global lingua franca, acts as a bridge for communication across cultures and nations. Learning English is a strong tool that allows people to fully participate in the global society by encouraging understanding, collaboration, and personal growth. This descriptive-comparative paper analyzed the motivation, learning styles, and learning strategies of first year college students from public higher education institutions (HEIs) in Sulu, Philippines. Participants were purposively sampled (n=200) to participate in the study. Findings indicated that first year college students in the province were integratively motivated to learn the English language. They particularly engaged in psychological and sociological learning styles through speaking to fluent English speakers, understanding emotional cues, reflection, and self-assessment. They engage in metacognitive (planning, organizing thoughts) and cognitive (assessment, analysis) to learn and understand English. Educators should adopt a holistic approach to teaching English, one that motivates students, respects their individual learning styles, and equips them with effective learning strategies. Such an approach could likely lead to more effective and meaningful language learning experiences, which could improve students' proficiency and confidence in using English.

The Influence of Self-Efficacy and Family Environment on Student Interest Learning in SMK PGRI 2 Kediri

The purpose of this study is to see how self-efficacy and family environment at SMK PGRI 2 Kediri affect student learning motivation. With a population of students of SMK PGRI 2 Kediri, especially accounting majors, this study used quantitative methodology. A total of 75 people were selected as samples using saturated sampling technique. The findings of the analysis show that the Sig. value of the self-efficacy variable, family environment, and interest in learning are all less than 0.05: the value of the self-efficacy variable is 0.001, the value of the family environment variable is 0.007, and the value of the interest in learning variable is 0.000. Analysis of research data using the F test (simultaneous test) obtained the results of Fcount = 36.432 with a significance value of 0.000 so that the learning interest variable (Y) is simultaneously influenced by the self-efficacy variable (X1) and the family environment (X2). Keywords: Self Efficacy, Family Environment, Learning Interest

Merging Self-Regulatory Strategies with GTA Pedagogical Practices: Enhancing Student Autonomy and Engagement

Graduate Teaching Assistants (GTAs) play a dual role in higher education, balancing their research responsibilities with teaching duties. This dual identity provides a unique vantage point for GTAs to implement innovative teaching practices that encourage students to utilize self-regulated learning (SRL) strategies. This paper explores how GTAs can adopt teaching practices centered on promoting SRL among students. Drawing on data from focus groups and surveys conducted with five GTAs, the study identifies key techniques—such as reflective journals, peer assessments, and technology-enhanced learning tools—that GTAs can incorporate into their teaching. The intervention was conducted over one semester in an English proficiency course tailored for students with low English proficiency. Findings indicate that these strategies not only enhance student engagement and motivation but also improve critical thinking and problem-solving skills. The paper underscores the positive impact of SRL on student learning outcomes and discusses how GTAs can effectively integrate and promote these strategies in their pedagogical practices.

The Influence of Job Level and Work Stress on Learning Motivation of Master's Students at Harapan Bangsa Business School Class of 2023-2024

The demands of balancing professional and academic responsibilities present unique challenges for Master’s students who work while pursuing higher education, often resulting in increased job stress and varied impacts on learning motivation. This study investigates how job level and job stress influence the learning motivation of Master's students in Management at Harapan Bangsa Business School, focusing on students from the 2023-2024 cohort. A quantitative approach was used, employing structured questionnaires to collect data from a sample of 120 students in Bandung between July and November 2024. The analysis, conducted through multiple regression, revealed that job level significantly positively affects learning motivation, with students in higher positions exhibiting greater motivation to succeed academically. In contrast, job stress did not show a statistically significant effect on learning motivation, indicating that its impact may vary based on individual resilience and role-specific factors. These results suggest that learning motivation is more closely tied to job level than job stress. The study provides valuable insights for educational institutions aiming to enhance motivation among working students by promoting autonomy and competency support, aligning with Deci and Ryan’s self-determination theory. Institutions can better support students' academic success across different job levels by focusing on strategies that increase student autonomy and skill-building opportunities.

Effects of emotional intelligence on physical activity engagement and the mediating roles of achievement motivation and interpersonal relationship in Chinese undergraduate students

BackgroundEngaging in physical activity has been demonstrated to enhance cardiorespiratory fitness, muscle strength, bone health, and cardiometabolic health. However, it is concerning that more than 80% of students globally do not meet the recommended standard of at least 1 h of physical activity per day. It is imperative to enhance student involvement in physical activities.ObjectiveThis study aims to investigate the effect of emotional intelligence (EI) on undergraduate students’ physical activity engagement (PAE), to elucidate the mediating role of achievement motivation (AM) and interpersonal relationships (IR).MethodsA stratified whole-sample was used to survey 810 university students (19.84 ± 1.40 years). The scale items were designed to assess the participants’ EI, PAE, AM, and IR based on the correlation scale. SPSS and AMOS were used to analyze the mediating effect.Results and conclusionThe results demonstrated a positive effect of EI on AM and PAE (β = 0.29, p < 0.001; β = 0.28, p < 0.001). Furthermore, AM was found to have a positive effect on PAE (β = 0.07, p < 0.05). Notably, AM mediated between EI and PAE. In conclusion, our findings provide further insight into the effect of EI on undergraduate students’ PAE, and reveal the mediating role of AM.

Faktor-faktor Yyng Mempengaruhi Rendahnya Motivasi Belajar Siswa

The low motivation to learn varies depending on the goals to be achieved in the learning process at school. The level of motivation can be seen from the attitude of students during teaching and learning activities. Motivation to learn can arise or change influenced by various factors. According to Dimyati & Mudjiono (2002) factors that influence learning motivation include students' ideals or aspirations, individual abilities, personal conditions, student environment, dynamic elements in the learning process, and teacher efforts in teaching. This study aims to describe: 1) Factors that influence students' low motivation to learn in terms of factors: a. students' ideals or aspirations, b. students' abilities, c. students' conditions, d. students' environmental conditions, e. dynamic elements in learning and teaching, f. teachers' efforts in teaching students. The method used in this study is quantitative with a descriptive research type. The research sample was 69 students of SMK Pariwisata Aisyiyah Padang in grades X, XI, and XII who were registered in the 2024/2025 academic year who were selected based on the Total Sampling technique. Data were obtained by distributing research instruments in the form of questionnaires on factors that influence low student learning motivation that have been tested for validity and reliability. Data were processed using the Percentage Technique. The results of this study indicate that: 1) factors that influence low student learning motivation are reviewed from the following factors: a. Student ideals or aspirations: difficulty in determining interests and talents (56.62%), b. Student abilities: difficulty focusing on processing lesson materials (47.83%), c. Student conditions: difficulty attending school due to health problems (44.93%), d. Student environmental conditions: avoid talking to deskmates (39.13%), d. Dynamic elements in learning and teaching: easily distracted by things around them that hinder the ability to focus on lesson materials (46.38%), e. Teacher efforts in teaching students: teachers do not provide good examples in learning discipline (44.93%). The implications of guidance and counseling services that can be provided are information services, individual counseling services and group counseling services.

EFFECTS OF QUIZLET AND PODCAST IN VOCABULARY ACQUISITION OF LOWER SECONDARY SCHOOL STUDENTS

This study investigates the influence of Quizlet and podcasts on the acquisition of vocabulary in students attending lower secondary school. The study aims to examine the influence of various digital tools on pupils' ability to acquire and retain new language. The study employed mixed-method study by combining quasi-experimental design and qualitative focus group discussion. This study involved a sample of 54 form 3 students separated into three groups. Two groups were responsible for learning vocabulary using Quizlet and podcast respectively, while the third group used the traditional method to learn vocabulary. The data collection involved evaluating vocabulary proficiency before and after the intervention through the utilization of Quizlet and podcasts. The findings indicate that while Quizlet and Podcasts contributed to vocabulary learning, traditional methods significantly impacted vocabulary acquisition (p= 0.005), as students demonstrated remarkable enhancements in their ability to remember and understand unfamiliar concepts. The study highlights the importance of technology in language learning, suggesting that digital tools might improve student independence, motivation, and involvement. However, it is crucial to acknowledge the constraints of this study, including the limited number of participants and the challenges in extrapolating the results to different educational environments. Hence, further investigation is needed to examine these matters across a broader spectrum of educational settings. The results of this study have significant ramifications for instructors seeking efficient strategies to enhance language instruction.

Online Teacher Professional Development: A Research Synthesis on Effectiveness and Evaluation

AbstractThis study presents findings on the effectiveness and perception of teacher professional development in online-only and blended learning (BL) formats. The analysis of a total of 115 studies from the research field of online teacher professional development (OTPD) showed that digitized training predominantly led to positive effects on teachers' competencies and teaching practice. Among some of the other positive impacts of OTPD were improvements in students' learning performance, attitudes and motivations, and teachers' self-efficacy; though these aspects were considered much less frequently overall. Despite individual criticisms and suggestions for improvement, OTPD courses were endorsed by teachers. In terms of the take-up amongst participants, online-only and BL formats scored similarly, with the inclusion of synchronous phases, collaborative activities, and support activities proving to be decisive criteria for evaluation. In context of support activities, the involvement of an instructor was found to be effective, although it became clear that it is not only the presence of an instructor that matters, but also the way in which he is involved in the OTPD activity (Lantz-Andersson et al. Teach Teach Educ 75:302-315, 2018 ). A basic open attitude towards OTPD was also held by the training staff, even when complications and difficulties were pointed out.

Effective Questioning in the Classroom: An Overview of the Techniques Used by Instructors

The objective of this research is to examine the effectiveness of the questioning strategies used by instructors in the classroom. Effective questioning strategies are crucial in the process of teaching and learning. Effective questioning tactics help instructors in obtaining feedback from students on their comprehension of the subject matter. This article outlines the questioning strategies that teachers must be familiar with in order to facilitate classroom teaching and learning sessions effectively. These tactics include capturing students' attention and using an appropriate voice. Request to temporarily halt, examine the substance of the questions, and analyze the method of disseminating the questions. Enhancing student motivation and developing positive, critical, and creative thinking among students is crucial for improving the teaching and learning process in the classroom. The study findings showed that enhancing the process of education and learning in academic places is essential to building positive, critical, and creative thinking among students as well as increasing the level of motivation among students.

Why do undergraduate medical students choose medical humanities? A cross-sectional study at an Italian University.

Medical humanities can contribute positively to clinical practice and medical education. Therefore, in many countries, medical schools have been progressively incorporating medical humanities into their curriculum. In Italy, only a few medical schools offer a variety of medical humanities courses, often as elective. What induces Italian medical students to take a medical humanities course has not yet been explored. The aim of this study is to fill this gap by investigating whether academic performance, sociodemographic and psychological variables may influence student motivation. We conducted a cross-sectional study in a medical school and collected data from 260 medical students, from the 3rd to the 6th year of the degree course. The students who chose to take a course in Medical Humanities were compared with those who chose not to take such a course, analysing numeric variables (age, grade point average, psychometric scores) and categorical variables (gender, nationality, educational level, living conditions). Motivations were investigated by open-ended questions and categorized prior to analyses. The two subgroups showed no significant differences in sociodemographic characteristics, except for age, which was lower for the students who chose to take a medical humanities course (p < 0.001). Among the psychometric scores, only the anxiety score differed significantly between the groups, being lower for the students who chose a medical humanities course (p < 0.05). Regarding academic performance, the number of examinations passed was similar between the groups, while the average grade was lower for the students taking the course (p < 0.01). Interest in the humanities and their educational potential were the main reasons for choosing to take a course in medical humanities (76.2%). Concurrent commitments and lack of time were the major obstacles to this choice (39%). Age, anxiety levels and academic performance seem to be inversely associated with the choice to take a medical humanities course. Considering the workload due to curricular activities when planning elective courses could increase student participation.

FOSTERING ESL STUDENTS’ MOTIVATION IN WRITING THROUGH THE INTEGRATION OF ICT: A FOCUS ON TEACHERS AND STUDENTS

This study investigated the motivation in English writing by using the ICT in secondary school. The objectives of this study are to examine the impact of using ICT on ESL students’ motivation to engage in writing skills, and to explore how teachers incorporate ICT into ESL writing instruction to enhance motivation among students. This study used qualitative approach as the main approach by implemented semi-structured interview and open-ended questionnaire as the instruments. The total eight respondents including two secondary school English teachers age 31 and 46 years old meanwhile 6 secondary school students age 13 to 16 years old were participated in this research. The result reveal that ICT significantly enhances student motivation and engagement, making the learning more enjoyable and less monotonous, helping students clarify doubts and develop ideas more quickly especially in writing lesson. Implications of the study are where it enhanced student engagement and motivation, and improve learning and understanding in English writing lesson. Future research for this study is recommended due to the fact that majority of secondary schools in Malaysia such as rural area might need a better ICT implementation especially in English writing lesson. Addressing these issues could involve exploring how to improve ICT infrastructure, provide targeted professional development for teachers, and develop strategies to incorporate technology into curricula more effectively.