Search results for: Student motivation
Page 4/5 45 items
The Situated Dynamics of Purposes of Engagement and Self-Regulation Strategies: A Mixed-Methods Case Study of Writing
This study proposes that motivation and self-regulation strategies are integrated in purpose-strategies action orientations, which are constructed through a situated and dynamic meaning-making process. The study presents a case analysis of one Israeli ninth-grade female student who engaged in a writing task. The findings suggest that the situated purpose of engagement should be an integral element in conceptions of self-regulation.
Updated: Oct. 23, 2011
The purpose of this article is threefold. 1. To present a conceptual understanding of regulation of motivation highlighting three core facets. 2. To review prior empirical work documenting the regulation of motivation across contexts. and 3. To discuss social influences on the development of regulation of motivation that include modeling, scaffolding, direct instruction, and sociocultural processes. The article concludes that it is argued that motivational regulation is a critical aspect of self-regulated learning that must be studied more thoroughly.
Updated: Oct. 10, 2011
The purpose of this article is to show how teachers introduce and include cognitive learning strategies as part of their teaching. Furthermore, the article also describes how pupils experience the use of strategies in their learning processes, as seen from the teachers’ perspective. The article outlines in a theoretical and practical way the concepts of self-regulated learning, learning strategies and metacognition by looking at concrete examples in the classroom. This study shows that although self-regulated learning is one of the aims of the teaching practice, this does not mean that the pupils are left on their own to totally direct their own learning.
Updated: Aug. 23, 2011
The current study presents perceptions of student teachers during their internship period, regarding various aspects of teaching and components of the teacher education program they were about to complete. The findings are based on structured questionnaires and an open question. The findings can illuminate the relationship between the teacher education program and the teacher's professional world. In addition, the study reveals the world of the novice teacher, including self-efficacy in teaching, content and pedagogical knowledge, and motivation to engage in teaching as a profession.
Updated: Apr. 12, 2011
This article reports reactions of candidates while learning and teaching with digital games. The authors examined participants' oral and written comments to determine the identification of (a) the motivational factor of digital game-based instruction, and (b) the embedded 2 IC learning skills. The findings suggest that students in the study were able to detect the learning skills embedded in games. The majority of participants stated that they felt positive and confident about integrating digital game-based instruction in the curriculum as a result of watching their peers' presentations and teaching students how to play games.
Updated: Mar. 09, 2011
The Role of Subjective Motivation in Girls' Secondary Schooling: The Case of Avoidance of Abuse in Belize
In this study, the author argues that secondary schoolgirls' subjective motivations played a key role in their educational experiences during the late 1990s. The author used ethnographic data and longitudinal interview data. Based on the data, the author suggests that many of the young women in this study saw education as a route to independence or as a way to avoid gender-based maltreatment for themselves and their future children. The author asserts this 'push' factor, combined with the 'pull' factors of increased economic opportunities for young women with high school diplomas, led to increased educational outcomes for girls at this time.
Updated: Nov. 23, 2010
This study is the second from a longitudinal project examining students' motivation for teaching. This study examines motivation at the end of the course among the students who entering the Postgraduate Certificate in Education (PGCE) course at four universities in Norway. The study also reports on their experiences with teacher education in relation to motivation. The results indicate stability in motivation among the prospective teachers. Moreover, the PGCE course fulfils the students' expectations in various degrees.
Updated: Sep. 27, 2010
Understanding Mainland Chinese Students' Motivations for Choosing Teacher Education Programs in Hong Kong
In this article, the authors report on an inquiry exploring the experiences of 10 mainland Chinese student teachers of English so as to understand why they came to Hong Kong for a teacher education program. The study revealed that these students were largely attracted to teaching in Hong Kong because of its extrinsic benefits such as professional stability and the prestige associated with the English language teaching profession.
Updated: Jun. 01, 2009
This paper analyses the results from a study conducted among 283 full-time Postgraduate Certificate in Education course (PGCE) students in Norwegian universities in the autumn of 2006. The students responded to a questionnaire examining their motivation to take the PGCE course and their motivation to become teachers.
Updated: May. 25, 2009
Emergence and Maintenance of Student Teachers' 'Interest' within The Context of Two-Hour Lectures: An Actual Genetic Perspective
The study explores the actual genetic development of student teachers' interest in lectures given in a postgraduate language teacher education program. The results show that students go through diverse patterns of interest trajectories and that, for the majority, interest development fluctuates between gain and loss.
Updated: Apr. 30, 2009