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Book part
Publication date: 12 July 2010

Paul A. Schutz, Kelly A. Rodgers and Jacqueline Simcic

In this section, we will highlight three overlapping concepts that are currently used in both the motivation and emotion literatures: goals, agency and expectancy. We…

Abstract

In this section, we will highlight three overlapping concepts that are currently used in both the motivation and emotion literatures: goals, agency and expectancy. We recognize that there are other potential overlapping constructs (e.g. interest); however, we focus on these three.

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The Decade Ahead: Applications and Contexts of Motivation and Achievement
Type: Book
ISBN: 978-0-85724-254-9

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Book part
Publication date: 25 November 2021

Rebecca J. Collie

A vast and comprehensive body of research highlights the importance of motivation for academic outcomes. More recently, researchers and educators are increasingly becoming…

Abstract

A vast and comprehensive body of research highlights the importance of motivation for academic outcomes. More recently, researchers and educators are increasingly becoming aware of the importance of motivation for social and emotional outcomes. In the current chapter, it is argued that motivation is a core component of social and emotional competence because such competence must be actively and willfully applied to have a positive impact on the individual and those around them. Motivation is essential for this application. In this chapter, three well-known motivation constructs are presented as playing a role in promoting positive social and emotional outcomes: social goals, growth mindsets, and autonomous motivation. Then, attention is narrowed down to an in-depth consideration of autonomous motivation and its role in a recently developed conceptual model that articulates the instructional, motivational, and behavioral factors and processes implicated in social and emotional development (Collie, 2020). The conceptual model highlights that instructional practices promote students' perceptions (of autonomy, competence, and relatedness) and, in turn, their autonomous motivation and enactment of socially and emotionally competent behaviors. The chapter concludes with implications for practice and research.

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Book part
Publication date: 25 March 2019

Claudia C. Sutter-Brandenberger, Gerda Hagenauer and Tina Hascher

Empirical findings have repeatedly demonstrated that studentsmotivation decreases over the course of secondary education. This decline in learning motivation is one of…

Abstract

Empirical findings have repeatedly demonstrated that studentsmotivation decreases over the course of secondary education. This decline in learning motivation is one of the top challenges nowadays and is relevant for policy, as well as research and practice. Taking this educational challenge into account, the chapter targets the following questions: (1) Is a multicomponent, two-year intervention (combined student/teacher versus student-only intervention group) effective regarding the self-determined motivation and academic self-concept in mathematics of at-risk students? (2) How effective is the intervention for students with and without a migration background? And more generally: (3) Does the motivation (including students’ academic self-concept as a motivational self-belief) differ between students with and without a migration background at three different time points (beginning of Grade 7, end of Grades 7 and 8)? The results indicate that the intrinsic motivation of the combined intervention group could be fostered in the first intervention year. No significant treatment effect could be detected for the student-only group. In line with prior research, students with a migration background demonstrated higher levels of autonomous and controlled forms of motivation. However, students with and without a migration background did not develop differently across the two years. Implications for intervention research addressing adolescents’ self-determined motivation are discussed.

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Motivation in Education at a Time of Global Change
Type: Book
ISBN: 978-1-78754-613-4

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Article
Publication date: 21 May 2021

Anna Berestova, Sergey Kolosov, Milena Tsvetkova and Elena Grib

The study deals with the problems of development of critical thinking among university students, its connection with motivation for learning and academic achievements of…

Abstract

Purpose

The study deals with the problems of development of critical thinking among university students, its connection with motivation for learning and academic achievements of students. The purpose of the study is to define the relationship between academic motivation and critical thinking.

Design/methodology/approach

The study involved a survey based on the academic motivation scale. A total of 520 students from four universities in Russia and one Bulgaria University were interviewed.

Findings

The analysis of the questionnaires showed that among the students surveyed the types of motivation contributing to self-development and analysis predominate, namely self-development, cognitive, achievement and self-esteem motivation. The null hypothesis of the study that there was no difference between the average score of the critical thinking test (Watson Glaser Critical Thinking Appraisal, WGCTA) for total sample and the results of students with dominant types of academic motivation that contribute to critical thinking was rejected.

Originality/value

It was revealed that academic motivation has a notable effect on critical thinking and can become a predictor of its development. Several ways have been proposed to track and help students with low academic motivation: regular testing, identification of students with amotivation and strong extrinsic motivation, and psychological support for such students.

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Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

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Book part
Publication date: 14 November 2014

Allan Wigfield, Amanda Mason-Singh, Amy N. Ho and John T. Guthrie

We describe the development and various implementations of a reading comprehension instruction program called Concept-Oriented Reading Instruction (CORI). CORI was…

Abstract

Purpose

We describe the development and various implementations of a reading comprehension instruction program called Concept-Oriented Reading Instruction (CORI). CORI was designed to enhance students’ reading motivation and reading comprehension, and has been implemented at both elementary and middle school, with a particular focus on science information text reading.

Design/methodology/approach

We overview Guthrie and Wigfield’s (2000) reading engagement model, which provides CORI’s theoretical framework. Then we present the major implementation of CORI at elementary school and middle school.

Findings

CORI teachers in elementary school focused on five teaching practices to foster motivation: (1) providing thematic content goals; (2) optimizing choice; (3) hands-on activities connected to reading; (4) providing interesting texts; and (5) fostering collaboration. Teachers also taught six reading strategies recommended by the National Reading Panel. Results of several studies showed that CORI students had higher reading motivation and better reading comprehension than students receiving only strategy instruction or traditional reading instruction. We next describe three implementations of CORI at middle school. The motivational instructional practices at this level included (1) thematic contact goals; (2) emphasizing the importance of reading; (3) showing how reading is relevant to student lives; (4) fostering collaboration; (5) optimizing choice; and (6) enabling success. Results of several studies again documented CORI’s success at boosting studentsmotivation and comprehension.

Originality/value

The studies carried out show the success of CORI and the paper closes with suggestions about the next steps for the program.

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Article
Publication date: 1 July 2021

Monowar Mahmood, Yuliya Frolova and Bhumika Gupta

Personality traits are assumed to influence cognitive processes as well as academic motivation and learning approaches of the students. Based on these assumptions, the…

Abstract

Purpose

Personality traits are assumed to influence cognitive processes as well as academic motivation and learning approaches of the students. Based on these assumptions, the present study investigates the association of HEXACO personality traits with academic motivation as well as influence of those traits on students' learning approaches in educational contexts.

Design/methodology/approach

Self-reported measures of personality orientation, academic motivation and learning approaches were obtained from 404 respondents in a classroom environment. The SPSS 20 software was used to conduct the correlations and the hierarchical regression analyses. The Eviews 10 software was used to develop the structural equation model to find the inter-relations among the study variables.

Findings

The findings reveal the influence of personality traits on academic motivation and learning approaches of the students. Among different personality traits, consciousness appeared to have highly positive impact on deep learning and intrinsic motivation of the studies. Neuroticism appeared to have most negative impact related to surface learning and amotivation of the learning contents.

Research limitations/implications

The findings validates the existence of HEXACO personality traits among the students in central Asian context. It future reiterated individual differences in learning strategies and learning motivation among the learners. The results may help academics and policy makers take appropriate measures to increase academic motivation and select appropriate learning approaches.

Originality/value

This is one of the pioneer studies to investigate the relationship between HEXACO personality traits, learning strategies and academic motivation. Validation of the HEXACO framework will help to understand students' personality in a more detailed and elaborative way and will contribute to the existing literature on personality and learning outcomes.

Details

Education + Training, vol. 63 no. 6
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 25 June 2020

Muhammad Jawad Malik, Mudaser Ahmad, Muhammad Rizwan Kamran, Komal Aliza and Muhammad Zubair Elahi

The purpose of this paper is to investigate the relationships between students’ use of social media, their academic performance and creativity in the digital era.

Abstract

Purpose

The purpose of this paper is to investigate the relationships between students’ use of social media, their academic performance and creativity in the digital era.

Design/methodology/approach

This research used a survey strategy for collecting primary data required for this study from 334 students of undergraduate programs at Chinese universities who were sampled through a non-probability convenience approach.

Findings

The findings of the study reveal that students’ use of social media is positively associated with students’ academic performance and creativity. In addition, intrinsic motivation was found to be a mediating reason in the relationships between students’ use of social media and students’ academic performance and creativity.

Originality/value

This study explored an important role of intrinsic motivation as a mediator in the relationships between students’ use of social media and their positive outcomes. Studying the use of social media by students to their positive study outcomes is also practically important for students, educationalists and other policymakers.

Details

Interactive Technology and Smart Education, vol. 17 no. 4
Type: Research Article
ISSN: 1741-5659

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Article
Publication date: 3 April 2017

Annamdevula Subrahmanyam

This paper aims to identify and test four competing models with the interrelationships between students’ perceived service quality, students’ satisfaction, loyalty and…

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Abstract

Purpose

This paper aims to identify and test four competing models with the interrelationships between students’ perceived service quality, students’ satisfaction, loyalty and motivation using structural equation modeling (SEM), and to select the best model using chi-square difference (Δχ2) statistic test.

Design/methodology/approach

The study uses survey research design to gather data regarding attitudes of students about quality of services and their level of satisfaction, motivation and loyalty. A total of 1,439 valid questionnaires were collected from four public universities in the state of Andhra Pradesh, India, and the relationships between four variables using SEM are tested.

Findings

The structural model with direct and indirect relationships between the constructs proves as a best among the competing models. The result supported direct effect of students’ perceived service quality on students’ satisfaction and motivation; and indirect effect on students’ loyalty. Implications and research contributions are discussed and directions for further research are indicated.

Research limitations/implications

The study considers the examinations of the simple bivariate relationships between service quality, satisfaction, motivation and loyalty may mask or overstate their true relationships due to omitted variable bias. Structural theory with simultaneous measurement of the direct and indirect relationships between students’ perceived service quality, satisfaction, motivation and loyalty adds a unique contribution to the existing field of knowledge, especially higher education sector.

Practical implications

The results of SEM show that the service quality is a key antecedent to students’ satisfaction, loyalty and motivation. Motivating students for present and future studies with better participation in the process is important to increase quality and efficiency in their output. The best services also make students loyal to the institution. The findings suggested that it would be worthwhile for university’s administration to make proper allocation of resources, to provide better educational services. It is believed that this study has a significant competence for engendering more precise applications related to quality of services, especially concerning students’ satisfaction, loyalty and motivation.

Social implications

The research provides significant insights and demonstrates good understanding of students’ perceived service quality in the context of Indian universities. The changing nature and need of higher education services and increase in competitive intensity necessitates higher performance levels in the realm of Indian higher education (universities). The study identified that students’ perceived service quality is a key antecedent to students’ satisfaction, motivation and loyalty, which conveys that service quality is an important construct.

Originality/value

Several points are addressed based on the models identified in the study. First, there is sufficient evidence of a significant bivariate relationship between service quality, satisfaction, loyalty and motivation. Second, although service quality is an important determinant of loyalty, the exact nature of this relationship remains unresolved. Third, it is evident that very few studies have investigated multiple direct links between service quality, satisfaction, motivation and loyalty. Further, there is no reported investigation of whether any or all of these variables directly and indirectly influence loyalty when the effects of service quality, satisfaction, motivation are simultaneously considered in Indian higher education sector. Therefore, to present a more pragmatic picture of these relationships, the study identified the “collective model” that investigates the underlying relationships that exist among these constructs.

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Article
Publication date: 13 June 2016

Ebony O. McGee, Devin T. White, Akailah T. Jenkins, Stacey Houston, Lydia C. Bentley, William J. Smith and William H. Robinson

Much of the extant research, practice and policy in engineering education has focused on the limited persistence, waning interest and lack of preparation among Black…

Abstract

Purpose

Much of the extant research, practice and policy in engineering education has focused on the limited persistence, waning interest and lack of preparation among Black students to continue beyond the post-secondary engineering pipeline. However, this research suggests that many Black PhD students persist and succeed in engineering, fueled by various motivational strengths. To better understand the motivations of Black students in engineering doctoral programs, this study aims to explore the factors that influence their decision to enroll in either an engineering or a computing doctoral program.

Design/methodology/approach

This paper uses an intrinsic and extrinsic motivational framework to investigate the inspiration of 44 Black engineering doctoral students in PhD engineering programs in 11 engineering schools across the country.

Findings

Results show that the participants’ motivation to pursue a PhD in engineering comes from several distinct factors, including the following: an unyielding passion for their particular discipline, a sense of responsibility to serve marginalized peoples and society, a path toward autonomy, pre-PhD mentorship and research opportunities and family and prior work experience.

Research limitations/implications

Based on this study’s findings, a reconceptualization of graduate engineering education that incorporates the importance of “being Black” and its relationships with motivating and, potentially, retaining Black science, technology, engineering and mathematics (STEM) students is also offered.

Originality/value

This paper seeks to expose particular constructs and behaviors surrounding Black studentsmotivation to learn and achieve in engineering at the highest academic levels, offering a more nuanced perspective than currently is found in traditional engineering education literature.

Details

Journal for Multicultural Education, vol. 10 no. 2
Type: Research Article
ISSN: 2053-535X

Keywords

Abstract

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 9 no. 1
Type: Research Article
ISSN: 2077-5504

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