Sebanyak 19 item atau buku ditemukan

Examining the Correlation of Test Anxiety, Test-wiseness, Student Motivation, and Metacognition of Praxis I Scores at an Historically Black University

The Impact of Teacher-student Interaction on Student Motivation and Achievement

The goal of this research was to determine the value and impact of student-teacher interactions in relation to student motivation and achievement. It was further intended that the results of this study would add to the body of knowledge and resources available to enhance the learning experience and influence student success. In order for this to happen, student and teacher perceptions of their interactions were analyzed, as well whether or not this interaction significantly impacted motivation and achievement. The results of this study provided strong arguments in favor of equipping teachers with the appropriate resources and assistance to appropriately meet the needs of their students beyond academic instruction. The slightly negative relationship between motivation and achievement isolated the issue at hand: finding ways to capitalize on these relationships, which will act as catalysts for student achievement. The literature review and results of this study found that teacher-student relationships are crucial to student success. Pearson Correlation analysis proved positive correlations between teacher-student interaction and motivation, as well as positive teacher-student interaction and achievement. It however, illustrated a negative relationship between motivation and achievement. Suggested uses for the study included the development of workshops for educators and administrators that may have a positive effect on the proven significance of the teacher-student relationship problem. The results suggest the need for teachers to be provided with appropriate resources and assistance to meet the needs of their students beyond academic instruction. It also suggests providing students and teachers with measurable and attainable goals to create experiences with and exposure to success. Further, there needs to a balance where all students are challenged and where the students who need additional assistance are provided with the appropriate scaffolds.

The literature review and results of this study found that teacher-student relationships are crucial to student success.

Teacher efficacy for supporting student motivation

Teacher efficacy for supporting student motivation refers to the extent to which teachers believe themselves to be capable of supporting their students' motivation to learn (e.g., supporting students' own efficacy beliefs, perceived value of material, and interest in the domain). In this dissertation, efforts related to the development and validation of a survey instrument designed to assess this efficacy construct were described. The relationship between teacher efficacy for supporting student motivation and student motivational beliefs and achievement in math was explored. This research also included an investigation of predictors of teacher efficacy as well as an investigation of changes in efficacy following a one-day professional development workshop. Results of confirmatory factor analysis involving data generated from 88 middle school and high school mathematics teachers supported a measurement model in which teacher efficacy for supporting student motivation was distinct from teacher efficacy in other domains (i.e., instruction and classroom management). A structural equation model in which teacher efficacy for supporting student motivation was indirectly related to student achievement in math and was partially mediated by student perceptions of classroom goal structure and student efficacy beliefs adequately fit the data. Hierarchical linear modeling identified teacher efficacy for supporting student motivation as a significant predictor of between teacher variance in students' efficacy for math and students' interest in math (on average when controlling for students' gender, English language learner status, SES, prior ability in math, and grade level). Years of teaching experience was identified as a significant negative predictor of teacher efficacy for supporting student motivation. No significant changes in teachers' efficacy for supporting student motivation following a very limited professional development experience were found. Additional research is needed to learn more about the meaning of this construct for teachers and how it works in concert with other variables such as teachers' beliefs about motivational processes to predict motivation-related instructional practices and student outcomes.

Teacher efficacy for supporting student motivation refers to the extent to which teachers believe themselves to be capable of supporting their students' motivation to learn (e.g., supporting students' own efficacy beliefs, perceived value ...

Student Motivation

Cultivating a Love of Learning

Motivation is the ultimate product of many aspects of the school experience: significant relationships between teachers and students and among students; a meaningful, well-taught curriculum; teachers who maintain high expectations and look for ways to help each student connect to the curriculum; and opportunities for choice and self-evaluation that foster students' ownership of learning. This book posits that young children's natural motivation to learn will survive only in schools where the curriculum is worth learning; where students focus on learning (not on competition or grades); and where students feel valued, and, therefore, are disposed to care about the school's values, including learning. The job of schools is to help students develop a commitment to learning that sustains them even when a particular task seems too difficult or unappealing. They are most likely to develop this commitment in a school that meets their needs for belonging, contribution, and meaningful work. Research suggests that practitioners who shift away from systems of rewards and punishment and, instead, actively involve students in shaping classroom climate and learning promote both students' motivation to learn and their commitment to democratic values. (Contains 63 references.) (DFR)

This book posits that young children's natural motivation to learn will survive only in schools where the curriculum is worth learning; where students focus on learning (not on competition or grades); and where students feel valued, and, ...

Promoting Effective Student Motivation in School and Classroom

A Practitioner's Perspective

This monograph is designed to help teachers and students to recognize and overcome obstacles to improved motivation for learning. The following topics are covered: (1) student motivation as an educational problem; (2) current motivation methods in school and classroom; (3) a "systems" model to promote a motivating school and classroom; (4) preventing motivation problems--effective planning and teaching; (5) intervention--interfering with motivation problems and chronic failure; (6) resolving motivation problems--some specifics; (7) establishing schoolwide motivational programs and practices; and (8) action principles to guide in the planning for motivation-oriented school and classroom. Checklists and assessment forms are appended and references are included. (JD)

This monograph is designed to help teachers and students to recognize and overcome obstacles to improved motivation for learning.

Task Motivation and Student Motivation in an English for Occupational Purposes Course at the Tertiary Level in Hong Kong

A Case Study

This dissertation, "Task Motivation and Student Motivation in an English for Occupational Purposes Course at the Tertiary Level in Hong Kong: a Case Study" by William, Lau, 劉威倫, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled Task Motivation and Student Motivation in an English for Occupational Purposes Course at the Tertiary Level in Hong Kong: A Case Study submitted by William Lau for the degree of Master of Arts at the University of Hong Kong September, 2003 This dissertation is an account of a qualitative research study conducted on a class of final year higher diploma students at the Hong Kong Polytechnic University during the second semester of 2003. The report details the experiences of students as they undergo tasks in an EOP course called 'English in the Workplace'. Drawing on teacher diary-entries, video-recordings and interviews with students, this report is a description of the researcher's observations of student motivation as they carry out learning tasks, the students' appraisals of those tasks and the analysis of all the data that are collected. This study looks at student motivation from the classroom context and attempts to describe the factors that affect student motivation at the tertiary level. It is an exploratory study that attempts to capture and analyse the motivated behaviours of students as they engage in various tasks, providing a picture of the complex nature of the motivation and its relationship with the learning process. DOI: 10.5353/th_b2705525 Subjects: Motivation in education - China - Hong Kong - Case studies English language - Study and teaching (Higher) - China - Hong Kong - Case studies Learning, Psychology of - Case studies

This dissertation, "Task Motivation and Student Motivation in an English for Occupational Purposes Course at the Tertiary Level in Hong Kong: a Case Study" by William, Lau, 劉威倫, was obtained from The University of Hong Kong (Pokfulam, ...

An Educator's Guide to Student Motivation

This guide provides teachers with theory, research, and practical suggestions for motivating students to engage in learning activities.

This guide provides teachers with theory, research, and practical suggestions for motivating students to engage in learning activities.