The Relation Between Lifelong Learning Tendency and Achievement Motivation
Emrullah Yilmaz,Hüseyin Kaygin +1 more
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TLDR
In this article, the authors reveal the relation between lifelong learning tendency and achievement motivation by using regression analysis on SPSS 22 and find that there is a low, positive correlation (r=0.095) between prospective teachers' achievement motivation and lifetime learning tendency at 95% confidence interval.Abstract:
The aim of this study is to reveal the relation between lifelong learning tendency and achievement motivation. The sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at two universities in Turkey in 2016. Relational screening model was used in the study and the data were collected through achievement focused motivation scale and lifelong learning tendency scale. The collected data were analysed using regression analysis on SPSS 22. As the findings suggest, there is a low, positive correlation (r=0.095) between prospective teachers’ achievement motivation and lifelong learning tendency at 95% confidence interval. As for the correlation between lifelong learning tendency and the sub-dimensions of achievement motivation, lifelong learning tendency has a significant correlation with the expansion of objective (r=0,139), self-consciousness (r=0,128) and internal effect (r=0,089). However, it doesn’t correlate significantly with external effect (r=-0,024). As the standardised regression coefficient (β) indicates, the relative order of importance of predictor values on lifelong learning tendency is as follows; external effect, expansion of objective, self-consciousness and internal effect.read more
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References
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Educational Psychology: Theory and Practice
TL;DR: This chapter discusses cognitive, language, and Literacy Development, and social, moral, and Emotional development, as well as grouping, Differentiation, and Technology, and how to motivate students to learn.
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Motivation and action
TL;DR: This work presents a meta-analyses of motivation and action in a large sample of teenagers from around the globe, showing clear trends in motivation research and in particular in the areas of power motivation and self-regulation.
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The importance of motivation as a predictor of school achievement
Ricarda Steinmayr,Birgit Spinath +1 more
TL;DR: For example, this paper examined to which extent different motivational concepts contribute to the prediction of school achievement among adolescent students independently from intelligence, and found that domain-specific ability self-perceptions and values showed the highest increments whereas achievement motives and goal orientations explained less additional variance.
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Effects of Integrated Instruction on Motivation and Strategy Use in Reading
TL;DR: In this article, the authors focused on ways that intrinsic reading motivation can be enhanced through the implementation of a reading instructional program, which emphasized learning goals, real-world interaction (hands-on science activities), competence support (strategy instruction), autonomy support (self-directed learning), and collaboration.
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Arthur J. Cropley,Chris Knapper +1 more
TL;DR: In this paper, the authors present practical ideas for lifelong learning in higher education, including lifelong learning as a system learners and learning processes, and institutions of higher education lifelong learning and instructional methods changing institutions to lifelong learning.
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