Motivation Factors for Elementary School Students (original) (raw)
Related papers
The Effect of Student’s Motivation on Academic Achievement
Journal Pendidikan Ilmu Pengetahuan Sosial
This quantitative study aims to investigate how intrinsic motivation affects students' performance in the Management degree at FEB Palangka Raya University. Purposive sampling was utilized to choose 123 students from the class of 2022 to participate in a survey. Participants' desire to learn was rated on a scale of 1–100 using the questionnaire, and their first-semester academic performance was evaluated using their individual version (IP) grade point average. EViews 12 was used to do the statistical analysis of the data. Students' grades (Y) were shown to be highly impacted by their level of learning motivation (X). The results of the statistical analysis, conducted using EViews 12, showed that there is a strong correlation between students' level of intrinsic motivation and their academic performance. Specifically, this study found that students who have higher levels of intrinsic motivation tend to have better academic performance than those who have lower levels ...
School Students’ Motivational Disposition: A Cross-sectional Study
Procedia - Social and Behavioral Sciences, 2014
The present study attempts to highlight the age-related differences between secondary and high school students' motivation within Dörnyei's (2005, 2009) framework of L2 motivational self system. To this end, 1670 male and female students studying at secondary and high school level, who had only learned English at school, filled out a questionnaire developed by Taguchi, Magid, and Papi (2009), and some took part in a semi-structured interview. The results of the independent samples t-test revealed a higher motivational disposition for secondary school students. Moreover, based on regression analyses, different factors predicted students' ideal and ought-to L2 selves, learning experience, and intended effort. The results of the interviews also reinforced the quantitative findings. Considering the socio-educational context of Iran, the importance of immediate learning environment, significant others, and learners' L2 dreams in increasing their intended effort and motivated learning behavior are discussed.
Revista de Cercetare si Interventie Sociala [Review of Research and Social Intervention], 2018
Motivation toward learning is crucial factor for the students from the beginning of their education and motivation toward learning is changing during education of students and the motivation is influences by many factors. The main aims of the research was to find out the motivation of high school students toward learning, the personality traits of high school students and also relationship between motivation and personality traits. The research was also focused on the examining of variables like gender, grade level and achievement on the motivation and personality of students. The sample size was created from the high school students (n = 201). In the research were used two research tools Academic Motivation Scale and NEO Five-Factor Inventory. The gender and achievement of students had got an influence on the motivation toward learning. The relationship was detected between some subscales of motivation and some personality traits. In conclusion are presented some implications for pedagogical practice and suggestion for further research.
The Phenomenon of Learning Motivation of Elementary School Students
International Journal of Elementary Education, 2021
Learning motivation is one of the important things that can affect the student's learning process. This study aims to explore the phenomenon of learning motivation of elementary school students. This research is quantitative research using survey exploratory research. Subjects involved in this study amounted to 51 elementary school students. Data collection uses a questionnaire as a data collection instrument. The questionnaire was compiled based on four components of learning motivation, namely the drive for achievement, discipline in learning, readiness to overcome difficulties, and curiosity. The questionnaire uses a Likert scale with the categories "always", "often", "sometimes", and "never". The data collected were analyzed using descriptive statistics. The results showed that in general, the students had high motivation. However, this high motivation is not in line with concrete actions that show their enthusiasm for learning. This i...
A Validity and Reliability Study of the Motivated Strategies for Learning Questionnaire
The aim of this study is to determine the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for high school students. In total, 1605 students (829 girls, 776 boys, average age=15.67±1.19) from three different high schools in the central district of Ankara voluntarily participated in the study. The MSLQ was developed for seventh grade students and adapted for Turkish eighth grade students. The MSLQ is a 7-point Likert-type scale and consists of 44 items. Factor analysis was applied to the data to determine whether the questionnaire showed the same structure for high school students. The results showed a good fit between the model composed of first-order latent variables (self-regulation strategies and motivational beliefs) and secondorder latent variables (self-regulation, cognitive strategy use, self-efficacy, intrinsic value, test anxiety) as well as observed variables. Cronbach Alpha-scores, which were used to determine the internal consistency of the scale, were between 0.70 and 0.77 and indicated that the Turkish version of the MSLQ was reliable for use with a high school population.
2008
This study gives results of the first phase of the 12-18 year old Turkish students' norm study of The Motivated Strategies for Learning Questionnaire (MSLQ), which deveoped by Pintrich, Smith, . The scale was administrated to 1114 students from 3 primary schools and 3 high schools in Ankara in Turkish language, science, mathematics and social science courses. After eliminating the questionnaires which have missing and extreme values, the analyses were done on 762 valid questionnaires for motivation subscale and 1100 valid questionnaires for learning strategies subscale. Results of the confirmatory factor analyses show that the first subscale, Motivation, has six factors, and the second subscale, Learning Strategies, has nine factors according to original scale's factor structures. Depending on the results of the confirmatory factor analysis; 6 items from motivation subscale and 5 items from learning strategies subscale were removed due to their low factor loadings. The corrected item total correlations ranged 0.58 to 0.15 for motivation subscale, and 0.68 to 0.19 for learning strategies subscale.
Students’ Motivation to Learn in Primary School
Open Journal for Psychological Research
The paper presents considerations about the characteristics of students' motivation in primary school and how students view certain characteristics of the teaching process as motivating or demotivating. The research included fifth and eighth graders, 617 students from ten primary schools in Serbia. We assumed that primary school students are partially motivated to learn. The results lead us to conclude that the students believe they can achieve their goals by self-efficacy. They have the high level of self-perception of competences. Self-worth, i.e. students' views of their own qualities, is least valued. The results show the high level of value of academic achievements. Social goals are also important to students. Nonconformity is not satisfactorily developed. The gender, grade and school achievement differences in students' motivation to learn. The results show that not all teaching strategies are equally motivating. A large percentage of students are indifferent to certain teaching strategies.
A COMPARATIVE STUDY OF ACADEMIC ACHIEVEMENT MOTIVATION OF SENIOR SECONDARY STUDENTS
Academic achievement attains by motivation. There is great need of motivation for students, because motivation effects the academic achievement of the students. The present study is about the academic achievement motivation of the children. Academic motivation involves measuring items such as work habits and scholastic expectation. Achievement motivation plays an important role to achieve educational goals of the students. It was found that Private school students had more academic achievement motivation than government school students at senior secondary level.
Relationship between Turkish students’ achievement goals and motivational
The aim of this study was to investigate the relationship between Turkish high school students’ achievement goals and motivated strategies. 1065 high school students (219 boys and 234 girls) completed a self-report survey. Results revealed that self-regulation is related to cognitive strategy use, self-efficacy, intrinsic value and test anxiety. All three achievement goals are related to each other. Performance approach goal is positively related to test anxiety and performance avoidance achievement goal is negatively related to intrinsic value. As a result performance approach and avoidance goals have caused negative outputs in high school physical education setting. Key Words: motivation, physical education, high school students