Motivation Factors for Elementary School Students

It is not hard to recognise motivated student. He is interested, curious, active, enthusiastic and does not give up when encounters difficulties, but thinks for further education. Motivation during schooling is highly related to a student’s later academic achievement and it is therefore very important to encourage it. This paper discusses the motivation factors and affective component for elementary school students. The empirical research has been carried out through a questionnaire based on the instrument Motivated Strategies for Learning Questionnaire (MSLQ) designed and adjusted for researching intrinsic goal orientation, extrinsic goal orientation and anxiety of Croatian elementary school students (1st – 4th grade). The sample of this research consisted of 311 primary school students from rural (N = 103) and urban (N = 208) primary schools. The research was conducted during 2019 in several Croatian counties. The aim of the paper is to determine levels of three motivation factors: intrinsic goal orientation, extrinsic goal orientation and anxiety as an important predictor of future academic success. Secondary goal is to determine differences according to gender, age and the living environment of students. The results had shown that the overall level of motivation of the participants is high from which it is evident that students are highly motivated to work, especially female students. The results also show high level of intrinsic goal orientation, higher level of extrinsic goal orientation and test anxiety comparing to Duncan et. al. (2015) results.

A systematic review of the relationship between motivational constructs and self-regulated learning

<span>The aim of this review was to identify the motivational constructs which were mostly associated with self-regulated learning and how these motivational constructs were related to self-regulated learning. There were 20 studies (N=8,759) met inclusion criteria for this review. In overall, the evidence of the included studies showed that motivational constructs such as self-efficacy, intrinsic goal orientation, task value, and control of learning beliefs were positively and significantly related to and in predicting self-regulated learning; test anxiety was negatively and insignificantly related to and in predicting self-regulated learning; inconsistent results were observed for extrinsic goal orientation as it could be positively or negatively related to and in predicting self-regulated learning.</span>

The Reliability and Validity Study of the Turkish Version of the Global Meaning Violation Scale

As a psychological concept, meaning is a mental representation that enables us to connect relations or ideas predictably and stably. Highly stressful or traumatic life events may violate individuals’ global meaning (such as beliefs and goals) that provide a general framework to understand the world, themselves, and others. The Global Meaning Violation Scale (GMVS), consisting of 13 items and three subscales (belief violations, intrinsic goal violations and extrinsic goal violations), assesses violation in global meaning after exposure to a traumatic or stressful life event. In the present study, GMVS was translated into Turkish, and the psychometric properties of the scale were examined in a sample of 564 adult sample. Similar to the original form of the scale, the GMVS Turkish form consists of three factors. In order to evaluate the validity of the scale, the relationship between the SAM, DASS-21, PTSD Checklist-Civilian, perceived stressfulness of the event and the total score of GMVS and its subscales scale was examined. As a result of psychometric analyses, findings supporting the concurrent, distinctive, and incremental validity of the scale were obtained. It is found that the Turkish version of GMVS has satisfactory internal consistency and test-retest reliability. Cronbach alpha coefficients of the whole scale, GMVS-Beliefs, GMVS-Intrinsic and GMVS-Extrinsic were found to be .85, .77, .79 and .87 respectively; the test-retest reliabilities were found to be .79, .79, .68 and .66, respectively. The results showed that the Turkish form of the GMVS is a valid and reliable scale. Keywords Global Meaning Violation Scale, global meaning, validity, reliability

Emergency remote teaching of English as a foreign language during COVID-19: Perspectives from a university in China

Given the circumstances of the global pandemic, universities around China and across the globe have suspended face to face (F2F) classes and transitioned to emergency remote teaching (ERT). University students in China have been the first to go through the whole semester’s ERT including College English, a compulsory language course for almost all the first- and second-year students of non-English majors. This article adopted a mixed-methods design, a survey followed by a qualitative visual method, gathered data on students’ experience about ERT of College English and presented an investigation into detailed interactive process of the classes. The data analysis on the learners’ engagement and the feedback from the learners provided a summary of the key threads of ERT classes. This study demonstrated that students held an extrinsic goal orientation, which did not differ from their face-to-face learning experience. ERT granted students more opportunities for interaction with their instructor and peers, while collaboration among students were limited. The research results can be connected to the larger fabric of global language teaching in crisis context, provide empirical lessons to educators, and help instructors with their future decision-making about technology-supported activities.

The effect of intrinsic and extrinsic goals on work performance

Purpose Based on the goal content theory (GCT), the purpose of this paper is to focus on the essence of goals and examine the associations between different work goal contents (intrinsic and extrinsic goals) and work performance. Design/methodology/approach The data were collected from 279 employees and their immediate supervisors, and the theoretical hypotheses were tested by correlation and hierarchal regression analyses. Findings The results of the analyses showed that intrinsic goal content positively predicted task performance, dedicative performance, interpersonal performance, and adaptive performance and that extrinsic goal content positively predicted the task performance and adaptive performance; intrinsic goals were also found to enhance the relationship between extrinsic goals and task performance. Originality/value The contribution of the current study is that it explores whether both extrinsic goals and intrinsic goals can contribute to predicting work performance. Moreover, different from previous studies that focus on discussing the separate effects of intrinsic and extrinsic goals on outcomes, the authors aim to study the interaction effect between these goals, which enriches GCT.

Student motivation and achievement in learning English as a second language using Second Life

This study investigates the impact of a 3D virtual learning environment based on Second Life on student motivation and achievement in learning English as a second language. Twenty-one university students participate in this study, with the support of an English instructor. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to evaluate students’ intrinsic and extrinsic goal orientation and self-efficacy in Second Life. The pre-test and post-test were used to assess students’ learning achievement. The results showed that students’ intrinsic and extrinsic goal orientations in English learning in Second Life had a positive influence on their self-efficacy. In addition, students’ self-efficacy of English learning in Second Life was found to positively relate to their learning achievement. Moreover, students’ intrinsic and extrinsic goal orientations were found to significantly influence their learning achievement via self-efficacy. In other words, instructors can utilize Second Life to enhance student motivation and achievement in English learning.

Undermining Intrinsic Motivation

This paper will examine the possible effects of extrinsic rewards on intrinsic motivation in Preschool to College students and argue that extrinsic rewards undermine intrinsic motivation. The Overjustification hypothesis by self-perception theory, as well as the cognitive evaluation theory (CET) will be discussed, including some of the benefits of self-motivation for learning. Various studies will be explored to show that extrinsic rewards reduce intrinsic motivation. Results suggest that students that are offered an extrinsic goal subsequently show less intrinsic interest and demonstrate poorer conceptual learning and performance in the long term. Alternately, students that are regulated by intrinsic motivations experience positive consequences at school. This paper will conclude on the note that intrinsic motivation plays a pivotal role in learning, and that teachers and other social agents can help promote intrinsic goals to motivate conceptual learning and performance, even when students hold a stronger extrinsic goal orientation. Finally, various factors that can enhance and develop intrinsic motivation will be discussed, and suggestions will be provided for further research on this topic.