共查询到20条相似文献，搜索用时 484 毫秒
1.
Various studies have found that motivation has a close relationship with students’achievement.The relationship between motivation and learning is interactive,it is agreed that students who have strong motivation,and they are more likely to make more effort in learning than others.We can safely conclude that motivation is a necessary condition when learning a foreign language.A real learning 相似文献
2.
Motivation is one of the most important factors access to success.There are three types of students’ motivation in English learning.In order to get good result in the process of teaching,teachers try their best to develop students’ motivation.They have tried many ways,such as enhancing students’ interesting through playing games,introduce the culture of English speaking countries.It’s meaningful that teachers develop several kinds of motivation at the same time.All these important methods can be used in actually teaching to get a better result. 相似文献
3.
Hanna Schleihauf Stefanie Hoehl Neli Tsvetkova Alexander König Katja Mombaur Sabina Pauen 《Child development》2021,92(1):222-238
From preschool age, humans tend to imitate causally irrelevant actions—they over-imitate. This study investigated whether children over-imitate even when they know a more efficient task solution and whether they imitate irrelevant actions equally from a human compared to a robot model. Five-to-six-year-olds (N = 107) watched either a robot or human retrieve a reward from a puzzle box. First a model demonstrated an inefficient (Trial 1), then an efficient (Trial 2), then again the inefficient strategy (Trial 3). Subsequent to each demonstration, children copied whichever strategy had been demonstrated regardless of whether the model was a human or a robot. Results indicate that over-imitation can be socially motivated, and that humanoid robots and humans are equally likely to elicit this behavior. 相似文献
4.
Brian M. Galla Sophia Choukas-Bradley Hannah M. Fiore Michael V. Esposito 《Child development》2021,92(5):1717-1734
Two preregistered experiments with 2,733 U.S. high school students (age range = 13–19 years) compared the impact of different messages on adolescents’ motivation to control social media use (SMU). A traditional message emphasized the benefits of avoiding SMU, whereas a values-alignment message framed controlling SMU as being consistent with autonomy and social justice. Compared to no message or a traditional message, in both studies, a values-alignment message led to greater motivation to control SMU immediately afterward, and in Study 2, awareness of “addictive” social media designs 3 months later. As hypothesized, values-alignment messaging was more motivating for girls than boys. Results offer preliminary support for leveraging adolescents’ drives for autonomy and social justice to motivate self-regulation of SMU. 相似文献
5.
HOU Yi 《湖北成人教育学院学报》2010,16(4):119-121
In recent years,more and more attention have been taken to the secondary schools＇ English class,especially the English class.What can we know from this essay is why active children＇s motivation does significant to all of us.In addition,it tells readers how to active learners＇ motivation in a effective way.In order to get to know what the method can active students＇ motivation,writer have made a survey that how children learn in the middle schools＇ English class.Besides,according to the writer＇s own experiences,many suggestion were made. 相似文献
6.
There is a growing awareness that science education should center not just on knowledge acquisition but developing the foundation for lifelong learning. However, for intentional learning of science to occur in school, out of school, and after school, there needs to be a motivation to learn science. Prior research had shown that students' motivation to learn science tends to decrease during adolescence [Anderman and Young [1994] Journal of Research in Science Teaching 31: 811–831; Lee and Anderson [1993] American Educational Research Journal 30: 585–610; Simpson and Oliver [1990] Science Education 74: 1–18]. This study compared 5th through 8th grade students' self‐reported goal orientations, engagement in science class, continuing motivation for science learning, and perceptions of their schools' and parents' goals emphases, in Israeli traditional and democratic schools. The results show that the aforementioned decline in adolescents' motivation for science learning in school and out of school is not an inevitable developmental trend, since it is apparent only in traditional schools but not in democratic ones. The results suggest that the non‐declining motivation of adolescents in democratic schools is not a result of home influence but rather is related to the school culture. © 2010 Wiley Periodicals, Inc., J Res Sci Teach 48: 199–216, 2011 相似文献
7.
The Kids as Global Scientists (KGS) project engages students in the study of atmospheric science through the use of current imagery and on‐line communication in a reform‐minded, inquiry‐based curricular program. This article presents case study data on one sixth‐grade classroom of KGS participants during the 8‐week program. Six students representing three motivation levels were selected for intensive study to help illustrate how different students view learning science and the use of technology both before and after a technology‐rich program. Pre‐ and postassessment scores were analyzed for the entire class, and the six students' comments from individual interviews served as one example of voices for each motivation group. Results indicated that students made significant gains in weather content knowledge as measured by written assessments, and interviews revealed a high level of student motivation and satisfaction with the project. We conclude with a discussion of the program characteristics we believe are important for creating a learning environment that fosters the motivation and achievement we observed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 459–479, 2000. 相似文献
8.
Foreign language learning is a complex process and its success is determined by a variety of factors. The prime one of them is motivation ,which, as everyone knows, could be controlled by external forc... 相似文献
9.
SONG Yue lan 《渭南师范学院学报》2002,(Z1)
Ｗｈｙａｒｅｓｏｍｅｓｔｕｄｅｎｔｓｓｕｃｃｅｓｓｆｕｌａｔｌａｎｇｕａｇｅｌｅａｒｎｉｎｇｗｈｉｌｅｔｈｅｏｔｈｅｒｓａｒｅｎｏｔ ?ＴｈｅｊｏｂｏｆｔｅａｃｈｉｎｇａｎｄｌｅａｒｎｉｎｇＥｎｇｌｉｓｈｗｏｕｌｄｂｅｑｕｉｔｅｅａｓｙｉｆｗｅｃｏｕｌｄｗｏｒｋｏｕｔｔｈｅａｎｓｗｅｒｔｏｔｈｅｑｕｅｓｔｉｏｎ .Ｗｅｃａｎ’ｔＨｏｗｅｖｅｒ ,ｗｅｃａｎｆｉｇｕｒｅｏｕｔｔｈｅａｎｓｗｅｒｔｏｓｏｍｅｆａｃｔｏｒｓｗｈｉｃｈｓｅｅｍｔｏｈａｖｅａｓｔｒｏｎｇｅｆｆｅｃｔｏｎａｓｔｕｄｅｎｔ’ｓｓｕｃ… 相似文献
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Weston J Morrow Samuel G Vickovic Lisa M Dario John A Shjarback 《Journal of Criminal Justice Education》2013,24(4):585-605
AbstractThe current study examines the impact of the Ferguson Effect and related public scrutiny on college students’ motivation to become police officers. Using data from 654 students located at two US universities with over 20,000 students, the results indicate that students’ who perceived that officer motivation and dangerousness has been affected by negative media scrutiny had significantly higher log-odds of strongly agreeing that such scrutiny has negatively impacted their trajectory to work in the police profession and had higher log-odds of strongly agreeing that it has made them apprehensive about applying for police positions in comparison to the reference category. The current study highlights how the negative attention directed towards law enforcement is adversely influencing college students’ motivation to enter the police profession. Police departments must make a concerted effort to mitigate such negative scrutiny in order to ensure a strong candidate pool for prospective police officers. 相似文献
11.
Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis
Educational Psychology Review - The current meta-analysis examined the association between K-12 students’ motivation to learn mathematics and mathematics anxiety, and explored the effects of... 相似文献
12.
Motivation refers to what and how an individual chooses to do.This essay explores the way to motivate ESL readers in private colleges and concludes that teachers should create opportunities for students to experience success as well as improve their self-efficacy. 相似文献
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The present study examined the longitudinal associations between children’s perceptions of parental involvement in math homework (control and support) and their math performance and motivation (task-persistent homework behavior and math self-concept). Children (n = 512) reported their perceptions concerning parental involvement in sixth-grade math homework. In grades 3 and 6, children completed math tests, evaluated own math self-concept, and their mothers (n = 420) evaluated task persistence during homework. The results showed that low self-concept in math predicted increased parental control, which in turn related to low math performance, task persistence, and math self-concept. Second, perceived parental support was related to increased task persistence during homework. Finally, parental control was especially detrimental for boys’ task persistence and math self-concept. 相似文献
14.
Using a sample of 310 Year 10 Chinese students from Hong Kong, this survey study examined the effects of multiple goals in learning mathematics. Independent variables were mastery, performance-approach, performance-avoidance, and pro-social goals. Dependent variables included perceived classroom goal structures, teacher’s support, learning motives and strategies, attitudes, and grade aspiration. Based on regression and cluster analyses, this study found convergent evidence supporting the benefits of adopting additional adaptive goals alongside mastery goals. Regression analyses located significant interaction between pro-social goals and mastery goals in predicting higher levels of positive learning attitudes and lower levels of surface learning motives. Cluster analyses confirmed that students endorsing pro-social goals, performance-approach goals and mastery goals in their goal profiles had an adaptive pattern of perceptions, use of strategies, learning motives and grade aspiration in mathematics. 相似文献
15.
In this article, we argue for a change in how researchers study motivation to learn. We believe that research can provide better explanations of the origins and outcomes of behavior, and thus be more useful, if we focus on how motivation develops and why it changes. We suggest reframing motivation research in education by extending the current focus on beliefs to studying the transactions among persons engaged in specific classroom activities over time. We present one approach from developmental psychology—Rogoff's three planes—that attempts to account for this transaction. We then present examples of current motivation research to illustrate how this approach has been applied. We believe that using this framework can produce new results that are meaningful for both researchers and practitioners who want to understand and foster motivation in education. 相似文献
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ＨｉｓｔｏｒｉｃａｌＲｅｖｉｅｗＯｎＴｈｅＰｓｙｃｈｏｌｏｇｉｃａｌＡｐｐｒｏａｃｈｅｓＵｎｄｅｒｌｙｉｎｇＭｏｔｉｖａｔｉｏｎａｌＲｅ ｓｅａｒｃｈ .Ｗｅｗｉｌｌｃｏｎｓｉｄｅｒｔｈｒｅｅｇｅｎｅｒａｌａｐｐｒｏａｃｈｅｓｔｏｍｏｔｉｖａｔｉｏｎ :ｂｅｈａｖｉｏｕｒｉｓｍ ,ｃｏｇｎｉｔｉｖｅａｎｄｓｏｃｉａｌｃｏｎｓｔｒｕｃｔｉｖｉｓｔ .1.ＢｅｈａｖｉｏｕｒｉｓｔＡｐｐｒｏａｃｈ :ＢｅｈａｖｉｏｕｒｉｓｔｓｌｉｋｅＳｋｉｎｎｅｒｏｒＷａｓｔｏｎｗｏｕｌｄｓｔｒｅｓｓｔｈｅｒｏｌｅｏｆｒｅｗａｒ… 相似文献
17.
Whilst sex is considered to be one of the most significant factors influencing attitudes towards science, previous research seems to suggest that, at least in non‐science classes, there is no correlation between sex and motivation to learn science. The present study investigates a mixed group of science and non‐science students of upper secondary level. The data show that there is in fact no correlation between sex and motivation to learn science in this group, but that there is a highly significant positive correlation between the students’ so‐called brain type and their motivation to learn science. At the same time, male students show a more systemizing brain type whilst female students have a more empathizing one. Therefore, the brain type seems in fact to be a basic variable of motivation to learn science, as previous research suggests. Our intention was to explore if involving the science motivation questionnaire (SMQ) could be a strategy to confirm and extend this hypothesis, which seems to be the case. We consider this study as a pilot in preparation for a larger and more systematically sampled project. 相似文献
18.
Nané Kochoian Isabel Raemdonck Mariane Frenay Hannes Zacher 《Vocations and Learning》2017,10(1):27-45
The purpose of this paper is to better understand the relationship between employees’ chronological age and their motivation to learn, by adopting a lifespan perspective. Based on socioemotional selectivity theory, we suggest that occupational future time perspective mediates the relationship between age and motivation to learn. In accordance with expectancy-value and self-efficacy theories, motivation to learn was operationalized as employees’ learning motivational beliefs (i.e., learning self-efficacy and learning value). To test our model, survey data were obtained from 560 workers between the ages of 21 to 64 years. Results demonstrated the importance of taking workers’ occupational future time perspective into account to explain relationships between age and learning motivational beliefs. 相似文献
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Over the last several decades, instructional communication scholars have studied and measured student motivation as an important learning outcome. Unfortunately, this research has lacked theoretical guidance and has treated student motivation as a construct that varies only in quantity, ignoring existing theory that suggests student motivation is best understood as a construct that differs in quality (i.e., intrinsic motivation). To create two new measures that incorporate theoretical explanations of student motivation, three studies (N = 1,067) were undertaken using self-determination theory (SDT) to operationalize students’ intrinsic motivation as a product of basic psychological need satisfaction. In the first two studies, the Student Psychological Needs Scale and the Intrinsic Motivation to Learn Scale were developed and validated. In the third study, parallel mediation analyses supported SDT’s prediction that the fulfillment of students’ psychological needs (i.e., autonomy, competence, relatedness) would mediate the relationship between personalized education practices and intrinsic motivation to learn. 相似文献