Journal Article•
Association Between Motivation and Self-Reported Use of Learning Strategies by Trainee Teachers
01 Apr 2006-The International Journal of Creativity and Problem Solving (The Korean Association For Thinking Development)-Vol. 16, Iss: 1, pp 39-51
TL;DR: The authors examined whether there is any association between aspects of motivation and the self-reported use of learning strategies by student teachers in a teacher education course and found a positive relationship between the motivation variables and learning strategies.
Abstract: Motivation is an internal force that energizes a person into action and gives it direction. Students in institutes of higher education have to self-regulate their learning behavior and so take responsibility for their own learning. They have to make decisions in ways which help them to accomplish their learning tasks. The level of academic motivation may play an important role in the way they attend to these learning tasks. This study examined whether there is any association between aspects of motivation and the self-reported use of learning strategies by student teachers in a teacher education course. Some positive relationship was found between the motivation variables and learning strategies. For example students who were learning goal oriented reported using more complex and deep level processing strategies like elaboration, organization, critical thinking and metacognitive self-regulation than students who are achievement goal oriented. Some suggestions for motivating students are proposed.
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TL;DR: In this paper, the authors examine research that has used the Self-Regulated Learning (SRL) theory to consider the broad question of how teachers support students' development and use of these learning processes.
Abstract: Empirical research has supported the long held assumption that individual differences exist in how students learn. Recent methodological advancements have allowed educational research to examine not only what students learn, but also how they learn. Research has found that active involvement in learning, including setting meaningful goals, selecting appropriate and task-specific strategies, monitoring motivational levels, and adapting based on feedback are all positively related to learning outcomes. How can teachers support students’ development and use of these learning processes? The goal of this paper is to examine research that has used the Self-Regulated Learning (SRL) theory to consider this broad question. Methodological advancements recently used in this field of research, various SRL theoretical frameworks guiding this research, and studies that empirically examined self-regulation with both preservice and inservice teachers are discussed. The paper concludes with the theoretical, methodological, and practical implications of the reviewed studies.
118 citations
Cites background from "Association Between Motivation and ..."
...Atputhasamy and Aun [36] found a positive relationship between those who used deeper level processing strategies such as metacognition and elaboration and learning goal orientation....
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TL;DR: This is an open access article distributed under the Creative Commons AttributionLicense, whichpermitsunrestricted use, distribution, and production inany medium, provided the original work isproperlycited.
Abstract: 1 Department of Education, Bar-Ilan University, 52100 Ramat-Gan, Israel 2 Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium 3Department of Human-Computer Media, Wuerzburg University, Wuerzburg, Germany 4Department of Psychology, Technische Universitat Dresden, 01062 Dresden, Germany 5 Department of Educational &Counselling Psychology and Special Education, University of British Columbia, Vancouver, BC, Canada
21 citations
TL;DR: In this article, the mediating effect of middle school students' peer attachment on relation between self-esteem and intrinsic learning motivation was investigated. And the results of this study are as follows:
Abstract: The purpose of this study is to check mediating effect of middle school students' peer attachment on relation between self-esteem and intrinsic learning motivation. To this end, this study collected data by measuring the level of self-esteem, peer attachment, and intrinsic learning motivation for 457 male and female middle school students (225 male and 232 female students) located in S city, Jeollanam-do. The results of this study are as follows: The correlation between self-esteem, peer attachment and intrinsic learning motivation of middle school students was all significant. Self-esteem had a significant effect on peer attachment and intrinsic learning motivation, and peer attachment also had a significant effect on intrinsic learning motivation. Meanwhile, Peer attachment showed a partial mediating effect between self-esteem and intrinsic learning motivation. The mediating effect of peer attachment was different according to grade. Through this study, it was confirmed that the self-esteem of middle school students influences peer attachment, and that peer attachment influenced by self-esteem can influence intrinsic learning motivation. The implications and limitations of this study were also discussed. ■ keyword :∣Middle School Students∣Self-esteem∣Peer Attachment∣Intrinsic Learning Motivation∣ Mediating Effect∣ 접수일자 : 2020년 05월 04일 수정일자 : 2020년 06월 05일 심사완료일 : 2020년 06월 24일 교신저자 : 유계환, e-mail : espero33@naver.com 한국콘텐츠학회논문지 '20 Vol. 20 No. 7 264
17 citations
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...에서 살펴본 자존감과 내재적 학습동기의 상관관계를 통해서 두 변인 사이에 영향력을 서로 주고받음을 생각 할 수 있다[29]....
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TL;DR: The gallery of scholars as discussed by the authors is a collection of essays from the Mandel Center for Studies in Jewish Education at Brandeis University, which was founded by Israel Schemer, who is a Fellow of the American Academy of Arts and Sciences, a founding member of the National Academy of Education and a past president of both the Philosophy of Science Association and the Charles S. Pierce Society.
Abstract: Israel Schemer is Victor S. Thomas Professor of Education and Philosophy Emeritus at Harvard University and Scholar-in-Residence at the Mandel Center for Studies in Jewish Education, at Brandeis University. He taught philosophy at Harvard from 1952 to 1992 and, from 1983 to 2003, was co-Director, then Director of the Philosophy of Education Research Center there. His main interests lie in the philosophical interpretations of language, symbolism, science, and education. Among his books on these topics are The Language of Education, The Anatomy of Inquiry, Conditions of Knowledge, Science and Subjectivity, Four Pragmatists, Reason and Teaching, Beyond the Letter, Inquiries, Of Human Potential, Teachers of My Youth, In Praise of the Cognitive Emotions, and Symbolic Worlds. He is one of the editors of the recent Visions of Jewish Education and his book, Gallery of Scholars, appeared in 2004. Professor Schemer is a Fellow of the American Academy of Arts and Sciences, a founding member of the National Academy of Education, and a past president of both the Philosophy of Science Association and the Charles S. Pierce Society.
7 citations