Motivation

Attributions for performance: A comparative study of Japanese and Thai university students

by Peter Gobel

Student off-task behavior and motivation in the CALL classroom

by Peter Gobel

The impact of culture on student attributions for performance: A comparative study of three groups of EFL/ESL learners

by Peter Gobel

O aluno de química como co-autor de Recursos Educativos Digitais: no palco e espectador de si mesmo (The chemistry student as a Digital Educational Resources co-author: at the stage and at the audience)

by Cornélia Castro

Co-authored with António Andrade
ieTIC 2012
Conferência Ibérica em Inovação na Educação com TIC
IPB - Escola Superior de Educação de Bragança
Junho 1-2, 2012

The transformation of the Portuguese schools into technological enhanced environments making the computers a window to... more The transformation of the Portuguese schools into technological enhanced environments making the computers a window to bring the whole world to school, has created conditions for the reconceptualization of the activity of the teacher faced now with the need to transform teaching and to engage students in ways of learning based on collaborative work and sharing. It was intended to establish dynamic interactions students-content-teacher so as to exceed the previously diagnosed lack of motivation and commitment of students to studying chemistry.
With this purpose, a certain strategy to work in the classroom was designed being its core based in the creation, by students, of digital educational resources using the available technology and web 2.0 tools. Students were co-authors of the knowledge intended to acquire and stated in the official K-12 chemistry syllabus, having at the same time the opportunity to develop their digital skills in a supervised way.

Profiles of exercise motivation, physical activity, exercise habit, and academic performance in Malaysian adolescents: A cluster analysis

by IJCRIMPH Journal

Abstract, Dedication, and Acknowledgments for the Hobbs (2011) dissertation published by SAS.

by Robert Dean Hobbs

The Hobbs (2011) doctoral study is published in the ProQuest Dissertations and These database, UMI No. 3484309

The purpose of the qualitative research was to assess models of education developed for the study to investigate how... more The purpose of the qualitative research was to assess models of education developed for the study to investigate how and when to incorporate second and third languages into the curriculum to improve language acquisition. Research indicates that L3 enhances and reinforces L2 and L1. The stratified systematic grounded theory study explored the perspectives of neurolinguists, psycholinguists, sociolinguists, and interdisciplinary education researchers to derive variables for constructing a new model of education. The outcome of the Internet survey revealed that 100% of the participants agreed that education must change and that teacher training must improve. Variables from the cross-disciplinary data contributed to the construction of an integrated model of multilingual education consisting of four primary models and other models to serve as tools for designing curriculum, instruction, and assessment as well as determining demographics and student meta-analysis of language abilities and storage in the brain. The first model emerged from the data to offer multilingual principles of education. The other primary models are macro, meso, and micro models. The macro model represents schools, instruction, assessment, and the curriculum cycle. The meso model depicts the developmental domains of the individual learner and includes a cyclical equation. The micro model delineates multilingual processing in the brain based on neurolinguistic research, variables from the current study, and Kees de Bot's bilingual adaptation of Levelt's language processing model. Recommendations include the incorporation of notional-functional pragmatic-aesthetic concepts as depicted in the models developed for the study and enhanced by input from published researchers with unique language and research repertoires who were located on four continents.

Theories of Motivation for Adults Learning with Games

by Nicola Whitton

This chapter considers motivation from the adult learning perspective, specifically in the context of Higher... more This chapter considers motivation from the adult learning perspective, specifically in the context of Higher Education. It is common for the findings of research carried out on children in this area to be used as a justification for game-based learning in university settings. However, adults’ motivations for playing games are unlike those of young people, and motivations to play games for leisure and learning also differ. This chapter considers these differences by first examining the literature on motivation and games, and secondly by presenting and critically discussing two recent theories of adult motivation. It aims to provide an overview of motivations for game-playing outside the post-compulsory education sector, and to present guidelines to better understand how adult motivations can improve learning.

Middle-aged mice with enrichment-resistant stereotypic behaviour show reduced motivation for enrichment

by Jamie Ahloy Dallaire

Tilly SLC, Dallaire J, and Mason GJ. 2010. Animal Behaviour 80(3):363-373.

For captive animals, living in barren conditions leads to stereotypic behaviour that is hard to alleviate using... more For captive animals, living in barren conditions leads to stereotypic behaviour that is hard to alleviate using environmental enrichment. This resistance to enrichment is often explained via mechanisms that decouple abnormal behaviour from current welfare, such as ‘establishment’: a hypothetical process whereby repetition increases behaviour’s predictability and resistance to change. If such hypotheses are correct, then animals with enrichment-resistant stereotypic behaviour should still find enrichments rewarding. Alternatively, this behaviour could reflect a failure to improve welfare: plausible because age and chronic stress increase neophobia and anhedonia. If this hypothesis is correct, animals with enrichment-resistant stereotypic behaviour should value enrichments less than conspecifics. We tested these hypotheses using C57BL/6 mice, Mus musculus, aged 10–11 and 6–7 months, raised in barren laboratory cages. We observed their behaviour in both these and large enriched cages. Enrichment was more effective on the younger animals. However, contrary to ideas about establishment, the spontaneous predictability of stereotypic behaviour did not increase with age; nor was enrichment less effective on more predictable or time-consuming forms. We assessed the reward value of enriched cages by allowing access via progressively weighted doors (maximum weight pushed corresponding to peak motivation). In older mice, those individuals whose stereotypic behaviour was least reduced by enrichment were also the least motivated to gain access to enrichment. This suggests that the welfare of middle-aged-animals, as well as their stereotypic behaviour, is harder to improve using environmental enrichment.

Online Communication and Enhancing Language Skills, Motivation, and Cultural Understanding

by Mohmmed Farrah

The AUC TESOL Journal (AUCTJ) is a peer-reviewed online journal published by the American University in Cairo. The mission of AUCTJ is to publish and
disseminate research conducted and best practices applied in teaching English and in teaching content in English in Egypt and the region to the academic and practitioner audiences in the rest of the world. AUCTJ is dedicated to bridge theory and classroom practices and to promote carrying out high quality research in the region. It publishes research and scholarly articles, descriptions of classroom practices that include lesson plans, teaching materials, assessments, as well as book reviews and
reviews of teaching materials that describe actual experiences using these materials. The journal also publishes opinions or statements about topics that are of interest tothe profession.

Mohammed Abdel Hakim Farrah      more Mohammed Abdel Hakim Farrah      mfarrah2006@yahoo.com
Abstract
This paper investigates the effectiveness of an online communication program in three domains: enhancing language skills, increasing motivation, and promoting
cultural understanding among non-native university students from 22 countrieswho were attending the Soliya Connect Program. An 18-item Likert scale questionnaire addressing these three domains was used to assess these students’ responses. Results indicate that using online communication in EFL teaching enhances listening and speaking skills, promotes motivation and encourages cultural understanding.

The Validity and Reliability Study of the Turkish Version of the Motivated Strategies for Learning Questionnaire

by Halil Eksi

Şener BÜYÜKÖZTÜRK, Özcan Erkan AKGÜN
Özden ÖZKAHVECi, Funda DEMiREL
Educational Sciences: Theory & Practice
4 (2) •  / November 2004 • 231-239

The purpose of this study is to adapt The Motivated Strategies for Learning Questionnaire to
Turkish. After... more The purpose of this study is to adapt The Motivated Strategies for Learning Questionnaire to
Turkish. After examining and confirming equivalency between English and Turkish versions,
the scale was administered to 852 students from two universities. In order to examine the validity
and reliability properties of the questionnaire, exploratory factor analysis, confirmatory factor
analysis, Cronbach Alpha correlation coefficients, corrected item-total correlations and t-tests
between items’ means of upper 27%-lover 27% points were used. Results of these analyses show
that the first subscale, Motivation, has six factors, and the second subscale, Learning Strategies,
has nine factors. The Cronbach alpha coefficients varied between 0.86 and 0.41. Corrected item
total correlations ranged 0.66 to 0.19. According to t-test results, differences between each item’s
means of upper 27 % and lower 27 % points are significant.

Motivation in cross-cultural settings: A Papua New Guinea psychometric study

by Alison O'Mara-Eves

Suggested citation:
Nelson, G., O'Mara, A. J., McInerney, D., & Dowson, M. (2006). Motivation, learning processes and achievement in cross-cultural settings: An examination of Australian and Papua New Guinean students. International Education Journal, 7(4), 400-409.

- Suárez Riveiro, J.M. y Anaya Nieto, D. (2005). Un modelo sobre la determinación motivacional del aprendizaje autorregulado. Revista de Educación, 338, 295-306.

by José Manuel Suárez Riveiro

Se ha sugerido que la motivación de los estudiantes es importante porque elicita patrones cognitivos cualitativamente... more Se ha sugerido que la motivación de los estudiantes es importante porque elicita patrones cognitivos cualitativamente diferentes y contribuye al desarrollo de la autorregulación. El objetivo de este trabajo fue proporcionar un modelo de relaciones causales entre variables afectivo-motivacionales (ansiedad, creencias de control y autoeficacia para el aprendizaje, autoeficacia para el rendimiento, valor de la tarea y cuatro tipos de orientaciones de meta académica) y estrategias autorreguladoras del proceso de aprendizaje (búsqueda de ayuda, gestión del tiempo y del esfuerzo y autorregulación metacognitiva y lugar de estudio). La muestra incluyó 632 estudiantes universitarios. Los resultados hallados en este estudio nos proporcionan: Un modelo de trabajo para el aprendizaje autorregulado; una explicación diferente para las creencias sobre el aprendizaje y las creencias sobre el rendimiento; la importancia del valor de la tarea; permite comprender los beneficios de la adopción de múltiples metas debido a que las estrategias autorreguladoras dependen en parte de los efectos conjuntos e interactivos de las metas académicas; y, finalmente, información sobre las relaciones establecidas entre las estrategias autorreguladoras.
Palabras clave: Aprendizaje autorregulado, estrategias de aprendizaje, motivación.

It has been suggested that students´ motivation is important because it elicit qualitatively different cognitive patterns and contribute to deliberate self-regulation. The objective of this work was to provide a model of causal relationships between affective-motivational variables (anxiety, control and self-efficacy beliefs for learning, self-efficacy for achievement, task value, and four types of academic goal orientations) and self-regulatory strategies (help seeking, time and effort management, and metacognitive self-regulation and study environment). The sample included 632 university students. Results found in this study provide: A working model for self-regulated learning; a different explanation for beliefs on learning and beliefs on achievement; the importance of task value; let us understand the benefits of multiple goals pursuit as self-regulatory strategies depend in part on the joint and interactive effects of the academic goals; and, finally, information about the established relationships between self-regulatory strategies.
Key words: Self-regulated learning, learning strategies, motivation.

- Fernández Suárez, A. P., Anaya Nieto, D. y Suárez Riveiro, J. M. (2012). Niveles motivacionales en los estudiantes de Secundaria y su discriminación en función de las estrategias motivacionales. Revista Española de Orientación y Psicopedagogía, 23(1), 50-65.

by José Manuel Suárez Riveiro

Resumen
En este trabajo se pretende estudiar los niveles motivacionales de los estudiantes de Educación... more Resumen
En este trabajo se pretende estudiar los niveles motivacionales de los estudiantes de Educación Secundaria y el peso con el que las diferentes estrategias motivacionales utilizadas por los estudiantes discriminan entre los grupos de estudiantes con diferentes niveles motivacionales. La muestra está integrada por 2387 estudiantes de Educación Secundaria. Las variables motivacionales estudiadas son las siguientes: Metas académicas, Creencias de control y autoeficacia para el aprendizaje, Ansiedad y Autoeficacia para el rendimiento. En el estudio de los niveles motivacionales de los estudiantes, a través del análisis cluster, se identifican tres grupos de estudiantes con distintos niveles de motivación. El grupo compuesto por más estudiantes se caracteriza, en mayor medida que los otros dos grupos, por pretender demostrar su capacidad, por pretender evitar quedar mal ante sus compañeros y por manifestar preocupación ante situaciones de exámenes. Por otro lado, las estrategias motivacionales que mejor discriminan entre los tres niveles de motivación respecto a los tres componentes de las estrategias motivacionales estudiadas son: en el componente de expectativa, la Estrategia de generación de expectativas positivas; con respeto al componente de valor, la Estrategia de generación de meta de autoderrota del ego; y por último, con respecto al componente de afecto, la Estrategia de autorrefuerzo.

Palabras clave: Motivación académica; Variables motivacionales; Estrategias de autorregulación motivacional; Metas académicas; Estudiantes de secundaria.

Abstract
The purpose of this work was to study the motivational levels of secondary students and the importante of how the different motivacional self-regulatory strategies used by students distinguish between group of students with different motivational levels. The sample is made up of 2387 middle school students. The studied motivational variables are the following: Academic goals, Beliefs of control and self-efficiency of learning, Anxiety and Self-efficiency for achievement. In the study of the students´ motivational levels, by mean of cluster analysis, were identified three students groups with different motivational levels. The group made up of more students is characterized, more than the other two, by attending to show their ability, by avoiding appearing less capable to their peers and by worring before exam situations. On the other hand, the motivational self-regulatory strategies that distinguish better between the three motivational levels studied are: in the component of expectancy, the Generation of positive expectancy stategy; regarding to the component of value, the Generation of self-defeating goal stategy; and finally, in relation of component of affect, the Self-reinforcement stategy.

Key Words: Academic Motivation; Motivational variables; Motivational self-regulatory strategies; Academic goals; Middle school students.

Fernández Suárez, A. P., Anaya Nieto, D. y Suárez Riveiro, J. M. (2012). Motivation Features and Motivational Self-Regulatory Strategies in the Middle School Students. Revista Psicodidáctica, 17(1), 95-111.

by José Manuel Suárez Riveiro

En este trabajo se pretende estudiar los componentes de la motivación académica y las estrategias de autorregulación... more En este trabajo se pretende estudiar los componentes de la motivación académica y las estrategias de autorregulación motivacional de los estudiantes de Secundaria. La muestra está integrada por 2415 estudiantes. Las variables estudiadas son: creencias de control y autoeficacia para el aprendizaje, ansiedad, autoeficacia para el rendimiento, meta de tarea, meta de autofrustración del ego, meta de autoensalzamiento del ego, meta de evitación del trabajo y varios tipos de estrategias motivacionales. La variable motivacional con mayor valor obtenido es la meta de tarea. En el estudio conjunto de las metas académicas, a través del análisis cluster, se identifican tres grupos de estudiantes orientados a múltiples metas. El grupo compuesto por más estudiantes se caracteriza por presentar una mayor preocupación por quedar mal ante sus compañeros. Por otro lado, en relación a las estrategias de autorregulación motivacional, la estrategia más utilizada es la de la implicación en la tarea a través de su gestión.

The purpose of this work was to study the components of the academic motivation and the motivational self-regulatory strategies in the middle school students. The sample is made up of 2415 students. The studied motivation variables are: Beliefs of control and self-efficiency of learning, Anxiety, Self-efficiency for achievement, Task goal, self-defeating goal, self-enhancing goal, avoidance goal and several types of motivation strategies. Task goal is the highest valued motivational variable. The study of the academic goals as a whole, by means of cluster analysis, identified three students groups with multiple goal orientations. The group made up of more students is characterized by avoiding appearing less capable to their peers. On the other hand, in relation to motivational self-regulatory strategies, the more used strategy is involvement in the task through its management.

Psychology and pathology of the intrinsic motivation (inner sense)

by Sasa Brankovic

What have the sexual, the attachment, and the exploratory motivation in common?: The theory of informational needs

by Sasa Brankovic

Can criticism be constructive?: Effects of informational and controlling negative feedback on autonomous motivation.

by Nicole Weeks

Weeks, N. J. and Searle, B. J. (2009, June). Poster presentation at the 8th Industrial and Organisational Psychology Conference, Sydney.

Enhancing Introductory Student Motivation: In Class and Online

by W. Brian Lane

Final report for Scholarship of Teaching & Learning Fellowship at Jacksonville U.

Related presentation at http://ju.academia.edu/WBrianLane/Talks/61002/Intersection_of_Scholarship_Teaching_and_Technology_Fostering_Engaged_Learning

In the hard sciences, important motivational factors such as relevance and confidence are often not an explicit part... more In the hard sciences, important motivational factors such as relevance and confidence are often not an explicit part of the design of higher education introductory courses. We describe the implementation of an instructional strategy that used a course blog to create a community of learners made of upper-level physics seminar students and non-major introductory physics students. We examine the impact of this strategy on the introductory students’ senses of relevance and confidence.

Motivation and Emotions of Gifted and Regular Students Performing a

by Dagia Alcazar

Urhahne, D. & Alcazar Ortiz, D. (2011). Motivation and emotions of gifted and regular students performing a creative task. The Open Education Journal, 4 (Suppl 2: M10), 171-178.

Abstract: The study deals with the question whether gifted students differ from regular students when performing a more Abstract: The study deals with the question whether gifted students differ from regular students when performing a
creative task. A total of 140 students from a rural and an urban secondary school for gifted students in Germany took part
in the investigation. The 58 students from gifted classes were similar with respect to age and gender distribution to the 82
students from regular classes. Students were tested on their motivation and emotions before they started to work on the
creative task of either writing a poem or painting a picture. Most of the students, 129 out of 140, decided for picture
painting. The gifted sixth and seventh graders showed a clearly higher creative achievement than regular sixth and seventh
grade students. Gifted students were found to experience higher motivation for the creative task and had higher selfefficacy
for creative achievements than average-ability students. No significant differences could be detected with respect
to positive and negative affect. The study findings substantiate the main proposition of Renzulli’s three-ring conception of
giftedness that above-average abilities, creativity and task motivation are the defining factors of extraordinary talent.
Keywords: Gifted students, motivation, emotion, creativity.

Writing for Whom? Cognition, motivation, and a writer's audience

by Alecia Marie Magnifico

Published in Educational Psychologist, 45:3.

When writers write, how do they decide to whom they are speaking? How does this decision affect writers' cognition... more When writers write, how do they decide to whom they are speaking? How does this decision affect writers' cognition about writing? Their motivation to write? In this article, I review literature on cognitive and social processes of writing, conceptualizations of audience, writing across distinct learning environments, and writers’ motivations. I then show how understandings of audience can be linked to those of motivation and interest -— and how this combination may bridge a traditional divide between research traditions. Finally, I examine the implications of bringing these areas of literature together; the necessity of re-examining the role of audience in light of new media-infused learning environments; and the opening of possible areas for future research in writing, audience, and motivation.