Student Motivation

The Blackboard Learning System™, a Web- based server software system, is widely used on many college and university campuses today. This paper explores the use of the Blackboard system as a teaching and learn- ing tool. Particular emphasis is placed on the online chat feature available through the Blackboard interface. During the fall 2002 pilot semester, students enrolled in an

Peer assessment (PA) is one of the most popular forms of alternative assessment currently used in higher education institutions worldwide. In the current study, PA was used as an inclusive assessment tool to enhance students' writing skills and motivation towards writing and learning in general. Forty-two undergraduate students attended an academic writing module for one academic semester. The overall aim was to develop their writing skills taking into consideration their individual differences and ensuring all students had an opportunity to succeed. Students received training in PA and were then involved in reciprocal anonymous PA. Findings indicated that learners improved their writing skills considerably and became more independent learners. Their motivation also increased as they could better understand the assessment criteria. However, they confessed that they needed more training and support and they believed that PA should also be used in other modules and courses to enhance student collaboration and reflection.

This paper explores internal factors influencing student learning of programming. This is based on literature relating to student learning and learning of programming. Two dimensions: motivation and capability are used as a framework to explore the data gathered from a study of first year undergraduate IT programming students at an Australian University. The authors propose that the exploration conducted in

Traditionally, internships are viewed as a supervised work practice and experiential learning where student have the opportunity to apply the previously learnt theories from school in real-life situations. Several studies have been written on the benefits of internship programs and explored the perspective of the interns, schools and different organizations as well. Nowadays, an internship abroad is more seen from the students’ point-of-view as an element of „Erasmus lifestyle experience” than gaining useful, practical work experience in the hotel industry.
There any many factors and stakeholders involved that form the experience of the students who participate in internship programs. Internships in any hotel establishments provide a real sense of working and the Erasmus students have to face different adversities such as culture shock, poor remuneration, longer working hours, lack of rapport with the other workers and other sociocultural adaptation difficulties. Thus, these experiences can determine the future career goals of the interns.
The aim of this paper is to explore the impact of different stakeholders on the experience of the students. Implications for the hospitality industry and educational institutions and suggestions for future studies are offered.

ÖZ Yapılan bu çalışmanın amacı, sınıf öğretmenlerinin karşılaştıkları istenmeyen davranışları ve bunlarla baş etmeden kullandıkları yöntemleri belirlemektir. Araştırma nitel araştırma yöntemlerinden durum çalışması olarak tasarlanmıştır. Araştırmanın örneklemini 2018-2019 eğitim-öğretim yılında Kilis İl merkezinde MEB'e bağlı 9 ilkokulda görev yapan 58 sınıf öğretmeni oluşturmaktadır. Görüşmede yapılandırılmış görüşme tekniği kullanılmıştır. Veriler betimsel analiz tekniği kullanılarak analiz edilmiştir. Yapılan analizler sonucunda sınıf öğretmenlerinin en fazla söz hakkı almadan konuşma, kavga etme, birbirleri ile konuşma, sorumluluklarını yerine getirmeme, sınıfta dolaşma, ders dışı etkinliklerle uğraşma, derse geç gelme istenmeyen davranışları ile karşılaştıkları tespit edilmiştir. Öğretmenlerin bu istenmeyen davranışlara karşı uyarma, veli ile iletişim kurma, olumlu davranışı pekiştirme, görmezden gelme, empati, dersi etkili hale getirme ve ödüllendirme gibi yöntemler kullandıkları sonucuna ulaşılmıştır. ABSTRACT The aim of this research is to investigate the undesired behaviors of primary school students that teachers witness and the coping methods often used. This qualitative research is designed as a case study. The research sample is composed of 58 primary school teachers working in 9 primary schools in Kilis province in 2018-2019 academic year. Structured interview technique was used for the research method. Descriptive analysis was used for data analysis. Research findings revealed undesired behaviours, which have been mostly encountered by primary school teachers in classroom settings: unauthorized and uninvited conversation, fighting, chatting with each other with no permission from the teacher, not taking responsibilities related to lessons, walking around the class, dealing with other things, being late to the classroom.The common methods which are used by the teachers against these undesired behaviours are warning, getting in touch with parents, reinforcing positive behavior, ignoring, empathazing, making the lesson more effective and rewarding.

The aim of this study was to evaluate the levels of mathematics motivation of primary school students and to identify its relationship with variables such as sex, grade level, school type, general success and mathematics success. The number of participants in this study was 709 primary school students from Aydin city center. The sampling was comprised of 345 third grade and 364 fourth grade students. Data were collected through a scale titled as “Primary School Mathematics Motivation Scale ” (PSMMS) developed by Ersoy and Oksuz in 2015. Findings gathered from the study illustrated that primary school students have a very positive motivation towards learning mathematics. Moreover, there was no significant difference, in students ' math scores of motivation with respect to gender and their grade levels. However, depending on the type of school, there was a significant difference in students ' math scores of motivation in favor of private schools. In addition to this, the lev...

There are many studies related to gender differences in students’ science related affective characteristics in science education literature. However, there are few studies related to students’ physics related affective characteristics. The purpose of this study is to find out gender differences in freshmen’s selected affective characteristics related to physics, and to determine the best-fitting structural equation models for males’ and females’ physics related affective characteristics. The affective characteristics selected for this study are: interest in physics courses in general, interest in the freshmen physics course, importance of the physics courses in general, importance of the freshmen physics course, aspiring extra activities related to physics, student motivation in physics, achievement motivation in physics, physics test anxiety, physics course anxiety, physics self-concept and physics self-efficacy. The researchers developed the Affective Characteristics Scale, which consisted of 54 items related to 12 selected affective characteristics. The items were scored on a 5-point Likert scale. Sample of the study consists of 433 female and 435 male students in three state universities in Ankara. A one-way multivariate analysis of variance (MANOVA) was conducted to determine the effect of gender on freshmen’s physics related affective characteristics. Significant differences were found among gender groups on the dependent measures in favor of male students. Analyses of variances (ANOVA) on each dependent variable were conducted as follow-up tests to MANOVA. Best-fitting structural equation models of the affective characteristics for female and male freshmen were determined.

The old adage goes, “If you can find a career doing something you love and get paid for it, you’ve got it made.”  On the surface this may sound all good and a sound strategy, but based on research focusing on intrinsic and extrinsic motivation, this in not often the case.  Intrinsic motivation is the internally rooted positive draw that one feels towards performing an activity, often expressed by the joy of the experience during the activity or the satisfaction that one feels after the activity is completed.  In contrast, offering external rewards, often in the form of money, which influences the actor to perform and complete an activity, produces extrinsic motivation. Beyond simple monetary rewards, other forms of external rewards that develop extrinsic motivation may include positive reinforcement and social approval (Deci, 1971).

Many studies related to the use of interactive whiteboards (IWBs) in educational settings have shown that IWB technology can result in enhanced presentations and in the development of student motivation and student performance. However, the relationship between the use of IWBs and Technological Pedagogical Content and Knowledge (TPACK) by teachers is yet to be fully investigated and understood. The purpose of this study was to integrate IWB technology and peer coaching to develop the TPACK of secondary science teachers in real classrooms. An IWB-based peer coaching model was developed. Participants of this study included four in-service science teachers. The sources of data included written assignments, reflective journals and interviews. The results displayed three major findings. First, science teachers used IWBs as instructional tools to share their subject-matter knowledge and to express students’ understanding. Second, the IWBs helped the science teachers who encountered teaching difficulties in the traditional classroom better implement their representational repertoires and instructional strategies. Finally, the proposed model of integrating IWBs and peer coaching can develop the TPACK of science teachers. The research implications of this study are provided along with suggestions.

In a university setting, there is a great diversity in terms of socio-cultural, political, religious and racial backgrounds among students and lecturers. This diversity, with the presence of an appropriate lecturer-student relationship creates a campus environment that prepares students and lecturers to live and work amicably in a socio-culturally diverse society. It also equips them to respond to an increasing

Topic Selection: A Motivational Variable in ELT. By Mohamed Ismail Abu-Rahmah & Jhon Burgess.The Researcher, School of Education, Manchester University, I (2), 12- 28 (1996).  (Abstract):

Topic selection is considered a crucial variable for contextualizing language content. This paper considers the motivational features of the topics used to provide a context for language content and the sources from which these topics are selected. Towards this end, four models to do with topical or thematical content are discussed and their pedagogical advantages/disadvantages are highlighted.  Then,  they are categorized into two main types/sources. Finally, some features of a mid-way motivational model are proposed.

Keywords: ELT topics; contextualizing content; motivational variables; thematical content.

Abstract: The argument I will develop in this essay is that the foreign students are a latent human resource who can assist with overcoming English monolingualism in the Australian population. Foreign students, properly rewarded, can be a major source of skills transfer. Every one of those students is a walking compendium of language and cultural skills that Australians need to know.

The importance of motivation in teaching students at primary school. PLAN: 1.What is the motivation? 2.How many kinds of motivation?What are they? 3.What is the importance of motivation in the learning process at primary school? 1.What is the motivation?Motivation plays a crucial role in teaching and learning process. It is an important factor affecting students' learning and achievement. Students' motivation can be described as students' desire to participate in the learning process. There are some different factors influencing students' motivation. Age, gender, goals, need, interest are some of the main factors. 2.How many kinds of motivation?What are they? There are two most discussed types of motivation: Extrinsic and Intrinsic.

This study was designed to investigate the level of life satisfaction in university students. The sample of the study consisted of 275 students (124 Muzaffarabad university and 151 Hazara university). Among 275 students 152 were boys and 123 were girls. Age range of the sample was 18 to 23years. The data was collected from Muzaffarabad University and Hazara University. Satisfaction with life scale [1], was administered to assess the levels of life satisfaction with reference to age, gender and culture difference respectively along demographic form. For statistical analysis t-test was used. Findings showed that life satisfaction increases with increase in age, culture difference is also the predictor of life satisfaction and no difference found in life satisfaction with reference to gender.

Background: The study aimed to elucidate previously observed associations between morningness-eveningness and depressive symptomatology in university students. Relations between components of depressive symptomatology and morningness-eveningness were analysed.
Methods: Nine hundred and seventy-four university students completed Polish versions of the Centre for Epidemiological Studies – Depression scale (CES-D; Polish translation appended to this paper) and the Composite Scale of Morningness. Principal component analysis (PCA) was used to test the structure of depressive symptoms. Pearson and partial correlations (with age and sex controlled), along with regression analyses with morning affect (MA) and circadian preference as predictors, were used.
Results: PCA revealed three components of depressive symptoms: depressed/somatic affect, positive affect, interpersonal relations. Greater MA was related to less depressive symptoms in three components. Morning circadian preference was related to less depressive symptoms in depressed/somatic and positive affects and unrelated to interpersonal relations. Both morningness-eveningness components exhibited stronger links with depressed/somatic and positive affects than with interpersonal relations. Three CES-D components exhibited stronger links with MA than with circadian preference. In regression analyses only MA was statistically significant for positive affect and better interpersonal relations, whereas more depressed/somatic affect was predicted by lower MA and morning circadian preference (relationship reversed compared to correlations).
Limitations: Self-report assessment.
Conclusions: There are three groups of depressive symptoms in Polish university students. Associations of MA with depressed/somatic and positive affects are primarily responsible for the observed links between morningness-eveningness and depressive symptoms in university students. People with evening circadian preference whose MA is not lowered have less depressed/somatic affect.

In this study, we examine the fundamental difference hypothesis in language motivation, which suggests that language learning—at the motivational level—is qualitatively different from learning other school subjects. Despite being a long-standing assumption, few investigations have directly examined it. Using a comparative cross-sectional approach, we adapted the L2 Motivational Self System and collected data from South Korean high school students ( N = 644) related to their motivation to learn English (L2), Chinese (L3), and mathematics (a nonlanguage subject). Contrary to the fundamental difference hypothesis, the L2 Motivational Self System fit these three subjects well and did not reveal clear uniqueness pointing toward a qualitative difference in favor of language learning motivation. We use these findings to discuss the possibility of a more global and parsimonious learning motivation theory to accommodate multiple languages in addition to nonlanguage subjects. We also discuss ...

This experimental research investigates the academic achievement and motivation of 104 sixth grade social studies students when incorporating mobile devices into the classroom. Specifically, this study was designed to test the use of mobile devices as a more effective approach to student learning than using paper materials. In addition, the current study specifically examined changes in students' perceptions of learning, interest in learning and academic motivation when incorporating mobile devices into classroom instruction. The findings show that motivation can be enhanced when incorporating mobile devices. Yet, the current study found no effect of mobile learning on higher academic achievement in this sample. This study sheds light on the importance of mobile devices in the classroom. The findings encourage the use of mobile devices due to their effect on motivation, which may offer an interactive classroom environment where students feel enthusiastic and eager to learn.

Students' feelings of relatedness (i.e., feeling connected to others) are crucial for success in any learning environment; however, online courses often limit relatedness development, either by removing spontaneous interaction (e.g., asynchronous delivery) or by introducing seemingly incompatible online and on-campus factions (e.g., synchronous hybrid delivery). It was hypothesized that the strengths of one delivery mode could offset the weaknesses of the other. The purpose of this study was to implement and evaluate an online discussion board intervention designed to scaffold relatedness development. Deci and Ryan's (1985) self-determination theory was adopted as the theoretical framework. Participants were 83 graduate students enrolled in synchronous hybrid Masters of Business Administration (MBA), Masters of Public Administration (MPA), and Masters of Aviation (MS-Avit) programs offered at a large midwestern research university. This study used a convergent parallel mixed methods approach (QUAN þ qual ¼ triangulation). The methods involved a pretest-posttest experimental design in which students were randomly assigned to either the experimental group, wherein they participated in the intervention, or the control group, wherein they attended classes without any auxiliary interactions. The results indicated that students who participated in the intervention improved their self-efficacy for developing relatedness with individuals who attended online. The qualitative analysis generated three key themes: relatedness beliefs, program delivery, and student-interface interaction. This study holds practical implications for online learning in that it explicated how a threaded discussion can be used to scaffold relatedness development. The theoretical implications of this study involved the substantiation of three key elements of SDT: the basic needs, the types of motivation, and the importance of contextual support.

This study was designed to investigate the distribution of interpersonal profiles based on students' and teachers' perceptions and to examine the associations between students' perceptions of teacher interpersonal behaviour and learning motivation in Indonesia. Participants were 1900 secondary school students (grades 7 to 9) across 66 (Mathematics and EFL) classes from 11 public schools in Indonesia. The results show that a variety of interpersonal profiles could be distinguished, that teachers perceive themselves more favourably than their students do, and that students' perceptions of teacher interpersonal behaviour and their learning motivation are associated. Influence and Proximity were found to be important determinants of student motivation; both dimensions are related to a more autonomous motivation, while Influence is also associated with a more controlled motivation. Contrary to the existing knowledge base, this study reveals that the relationship between t...

I risultati più importanti di questa ricerca, su un campione di circa 2000 studenti (dalla terza classe della Scuola Primaria fino al quinto anno della Scuola Superiore (SS2)), riguardano la correlazione positiva tra indice di benessere emotivo in classe e apprendimento.

Si tratta di una correlazione statistica molto alta (r = + 0.6) che suggerisce (e obbliga) di considerare l’indice di benessere emotivo in classe come un fattore importante (anzi decisivo) per facilitare l’apprendimento degli studenti.

Questo studio dimostra che il benessere in classe non è una teoria per docenti sensibili ed empatici, ma un concetto teorico fondamentale, didattico e pedagogico, che riguarda tutti i docenti, sia quelli sensibili e sia quelli duri di cuore.

Tutti devono tenerne conto, per non fare danni e per facilitare l’apprendimento e la voglia di apprendere.

The study aimed to evaluate pre-servıce teachers’ communication skills. Research Faculty of Education University of Bartin Class Teacher Education, Science Teacher Education, Mathematics Education and Social Studies Education Department made over 175 pre-servıce teachers studying in the field. The questionnaire used in the collection of the data by Ersan and Balcı (1998) developed by communication skills inventory. This inventory is a likert-type 5 measurement tool consisting of 45 items, the scale of mental, emotional and behavioral measures in terms of communication skills. It contains 15 questions each of them size-related. In research pre-servıce teachers’ communication skills have investigated according to their genders and the science branches whether does not change. In research, it was tried to be answered the following questions:
1. What are communication skill levels of the senior students at the Faculty of Education, Bartın University?
2. Is there a statistically significant difference between communication skills of the senior students studying at the Faculty of Education, Bartın University with regard to their genders?
3. Is there a statistically significant difference between communication skills of the senior students studying at the Faculty of Education, Bartın University with regard to their departments?
The research universe constitutes the final year students of 2015-2016 studying at Bartın University Faculty of Education Department of Primary Education. Sampling is compose by 175 students from selected the final year students at Department of Elementary Education. The survey model was used in the research. In the analysis of data used the statistical processing of the data from independent groups t-test and one-way ANOVA. As a result of the research pre-servıce teachers in communication skills was found a significant difference in favour of females. Pre-servıce teachers’ in communication skills was found significant difference in science branches. This difference is in favor of Class Teaching include Class Teacher Education, Science Teacher Education, Mathematics Education and Social Studies Education Department.

A growing interest has been witnessed in analysing second language (L2) learner motivation in English as an Additional Language (EAL) instruction around the world. Despite extensive scholarship in this area, revisiting learner motivation is warranted due to some unprecedented developments that impact EAL teaching, such as the prevalence of World Englishes, ethno-linguistically diverse classrooms, and the social as well as situated nature of teaching and learning. The aim of this article is to expand on Dörnyei’s L2 Motivational Self System framework to inform classroom instruction in globally growing EAL teaching. The expansion entails three sociocultural dimensions in the EAL classroom: diversity, inclusivity, and entitlement. This expanded framework can potentially equip EAL educators to better address the demands of a rapidly changing world. Moreover, the framework can also serve as an impetus for learner success in EAL classrooms and the recognition of their individual characteristics, such as self-regulation, autonomy, and agency, which are highly emphasized in postmodern L2 pedagogy.

This book examines the concept of authentic English in today’s world, where cultures are in constant interaction and the English language works as a binding agent for many cross-cultural exchanges. It offers a comprehensive review of decades of debate around authenticity in language teaching and learning and attempts to synthesise the complexities by presenting them as a continuum. This continuum builds on the work of eminent scholars and combines them within a flexible framework that celebrates the process of interaction whilst acknowledging the complexity and individual subjectivity of authenticity. Authenticity is approached as a complex dynamic construct that can only be understood by examining it from social, individual and contextual dimensions, in relation to actual people. Authenticity is a problem not just for language acquisition but one which affects us as individuals belonging to society.