The theoretical part describes the basic knowledge of management, positions and operations of manager, motivation, and motivation to learn. At the same time it sets up the foundation for practical section. In the practical part are mentioned the objectives of work, research questions, research data and data processing procedures. In the practical part analyzes the motivation of students through a questionnaire survey.

Doctor of Philosophy / Department of Educational Leadership / Sarah J. Fishback / This study measured levels of conditions eliciting intrinsic motivation to learn and examined the correlation of those measures with learner-perceived level of learning. Acquired from adult learners participating in one Midwestern University’s cohort-based degree programs, data helped determine the extent to which learners perceived the presence of four conditions—inclusion, attitude, meaning, and competence—in both classroom and out-of-classroom learning environments. Additionally, the data helped determine which environment and specific conditions most closely correlated with learner-perceived level of current learning; and provided insight into experiences adult learners found positively or negatively impacting motivation to learn. Surveys were administered in-person to 137 of 150 students within 13 randomly selected cohorts. The survey instrument included a single overall learning attitudinal statement, two Likert scales (classroom and out-of-classroom) each comprised of subscales (inclusion, attitude, meaning, and competence) operationalizing the Motivational Framework for Culturally Responsive Teaching (Framework), a brief demographic section, and a concluding open-ended question regarding experiences impacting motivation to learn. The study used non-parametric analysis to examine dependent variables, motivation conditions, with respect to independent variables; age, gender, race, and degree-level. Additionally, non-parametric analysis examined correlation between condition measures and learner-perceived overall learning. Significant differences were found in two demographic categories. Underrepresented race/ethnicity students (as a combined category) rated overall out-of-classroom conditions higher than predominant race/ethnicity students; and, associate-level students rated classroom conditions lower than bachelors and masters-level students. Significant differences also occurred in subscales. Female students rated classroom attitude conditions higher than males; underrepresented students rated classroom attitude and competence, and out-of-classroom attitude, meaning, and competence, higher than predominant students; associates-level students rated classroom inclusion lower than both bachelors and masters-level students; and both associates and masters-level students rated classroom competence lower than bachelors-level students. All conditions, in both environments (classroom and out-of-classroom), were significantly correlated with learner-perceived level of learning; and the classroom scale demonstrated considerably stronger correlation than did the out-of-classroom scale. Of all subscales, both classroom and out-of-classroom meaning demonstrated the strongest correlation with learner-perceived level of learning. Forty-eight respondents (35% of sample) offered responses to the survey’s concluding statement. Of those respondents offering comments in regard to classroom motivation, instructor characteristics were most often noted. And, of those commenting on out-of-classroom motivation, team formulation and characteristics were predominant. Through the creation of the Motivation Conditions in Learning Instrument™, this study produced benchmark measures for each Framework condition experienced in both cohort-based classrooms and out-of-classroom team learning; identified differences in measures across demographic categories; and identified correlation of measures with learner-perceived level of learning. Finally, the study provided insight into learner experiences impacting motivation to learn.

The probe method (PM) is a learning model that equips students with essential learning strategies and skills so they can be successful and competitive in a highly diverse technological global workforce. Although research indicates this learning model was successful at the elementary school level with improving students' motivation to learn, their critical thinking skills, and their ability to solve complex problems, little research has examined the impact of this method at the high school level for students who participated in a career and technical education (CTE) program. The purpose of this qualitative case study was to fill a gap in knowledge about the role and function of the PM on high school students' motivation to learn and their critical thinking skills in a CTE program. Guided by the conceptual framework of constructivism, data were collected through surveys, reflective journals, interviews with 17 students, and a teacher interview. Data were analyzed through descriptive and content analysis using open coding to determine what active learning was taking place, whether authentic project-based and problem-based learning strategies were implemented, and what 21st century workforce skills were being taught. Findings indicated that the PM had a positive impact on high school students' motivation to learn and their ability to think critically in a CTE program. This study supports positive social change by providing high school CTE teachers with a valuable learning model that infuses reflective thought, collaboration, communication, problem solving, and critical thinking into the learning process while at the same time motivating students to learn.

Motivation to learn, aggressive treatment and addictions expressions’ dependence on teenagers physical activity and gender SUMMARY In this study were analysed correlation between motivation of learning, aggressive treatment, addictions and teenagers’ physical activity. Absence of definite answer, how sport activity governs students’ motivation of learning and attitude to school, initiated this study. Researches don’t answer, are the physical active pupil more susceptible to aggressive treatment and addictions. In this case as independent variable was chose pupils’ physical activity and gender, and dependent variable – attitude to school, learning and motivation of learning peculiarity, aggressive treatment and addictions expression. Our purpose – to find motivation of learning, aggressive treatment and addictions expression dependence on teenagers’ physical activity and gender. Research tasks 1. To find attitude to school and motivation of learning subject to teenagers’ physical activity and gender. 2. To evaluate aggressive treatment expression subject to teenagers’ physical activity and gender. 3. To evaluate addictions expression subject to teenagers’ physical activity and gender. To serve the purpose were investigated 230 the eighth class students of Kaunas secondary schools. Were investigated 105 boys and 125 girls. Students were picked accidentally using serial principle from ten different schools and in every one was examined by one the eighth class. We used... [to full text]

Siekdami mokyklos nelankymo reiškiniui daryti įtaką, turime išsiaiškinti aplinkybes, kurios jį sąlygoja – kodėl moksleiviai nubyra iš mokyklos, kodėl nenori jos lankyti ir mokytis. Pagrindinės mokyklos moksleivių motyvacijos silpnėjimo priežasčių tyrimas apima bent du aspektus: tai, pirma, aplinkos sąlygas, kurios formuoja vaiko nepalankumą mokyklai, nenorą ją lankyti bei silpnina norą mokytis ir, antra, paties moksleivio nuostatas, požiūrius bei vertybines orientacijas, susiformavusias tomis sąlygomis. Moksleivių mokymosi motyvacijos silpnėjimo priežastys gali būti išorinės (sąlygotos aplinkos) ir vidinės (priklausančios nuo moksleivio savybių). Kiekvieno vaiko sąmonę tiesiogiai ir netiesiogiai formuoja aplinka, kuri daro įtaką ir jo motyvacinei sferai. Tyrimo tikslas – ištirti mokinių, turinčių klausos sutrikimų, mokymosi motyvus. Teorinėje dalyje analizuojama literatūra apie mokymosi motyvus bei jų svarbą, taip pat pateikiama klausos sutrikimo charakteristika. Empirinėje dalyje analizuojami klausos sutrikimų turinčių mokinių mokymosi motyvai, gauti duomenys lyginami su įprastinės raidos mokinių tyrimo gautais duomenimis. Taip pat buvo analizuojama pedagogų nuomonė apie mokinių mokymosi motyvus. Tyrime, kuris buvo vykdomas anketine apklausa, dalyvavo 232 respondentai. Iš jų 103 klausos sutrikimų turintys, bei 103 įprastinės raidos mokinių, taip pat 26 pedagogai. Mokslinės literatūros analizė rodo, kad motyvai ir motyvacija, įvairių autorių yra pateikiama skirtingai, tačiau... [toliau žr. visą tekstą] / In order to affect the nonattendance the circumstances determining the students’ unwillingness to attend school have to be ascertained. The main analysis of the reasons of students’ failing motivation includes two aspects. The first aspect concentrates on the surrounding conditions framing the child’s disfavor to school, unwillingness to attend lessons and learn. The second aspect focuses on students’ attitudes, worth orientation which were formed in those circumstances. The failing motivation to learn might be external (effected by the surroundings) and internal (depending on students’ character features). Every child’s consciousness is directly or indirectly formed by the surroundings that have an influence on child’s motivation. The aim of the analysis is to investigate the learning motives of hearing-impaired students. The first part of the thesis includes the analysis of the literature on learning motives and their importance and provides the characteristic of hearing impairment. In the practical part the hearing-impaired students’ learning motives are analyzed and the received data is compared with conventional development students’ analysis results. Also the opinions of the educators on students‘ learning motives were analyzed. 232 respondents (of which 103 hearing-impaired, and 103 conventional development students) participated in the investigation which was carried out as a questionnaire. 26 educators also participated in the investigation.Scientific literature... [to full text]

The purpose of this study was to investigate the effect of 5E learning cycle model compared to traditional teacher-centered instruction on eleventh grade students&rsquo / conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The measuring tools were Three-tier Acids-Bases Test (TABT) and Chemistry Motivation Questionnaire (CMQ). There were two groups, which were the experimental and traditional group, consisting of 78 students. Before the implementation, the tools were administered as pre-tests to both groups and the semi-structured pre-interviews were conducted with eight students to determine students&rsquo / prior knowledge about acids-bases and motivation to learn chemistry. During the implementation, 5E learning cycle model was used in the experimental group and the traditional teacher-centered instruction was used in the traditional group throughout eight weeks. After the implementation, the tools were administered as post-tests to both groups and the semi-structured post-interviews were conducted with the same students to determine their post knowledge about acids-bases and motivation to learn chemistry. Afterwards, the data were analyzed and descriptive and inferential statistics were obtained. Based on MANCOVA results, there was a statistical significant mean difference between the groups in favor of experimental group. Similarly, the students from experimental group scored higher motivation and this difference was found to be statistically significant. The results were analyzed in terms of gender as well, and there was found no statistically significant differences between the post-test mean scores of girls and boys for the effect of the implementation on understanding of acids-bases concepts or motivation to learn. The inferential statistics results were also supported with the students interviews.

Darbe aptariami paauglių muzikos mokymosi motyvaciją lemiantys veiksniai, jų įtaka miesto ir rajono muzikos mokyklose. Baigiamojo darbo tikslas - atskleisti veiksnius, lemiančius muzikos mokymosi motyvaciją miesto ir rajono muzikos mokyklose. Darbo tikslui pasiekti buvo iškelti šie uždaviniai: 1) pristatyti ir apžvelgti muzikos mokymosi motyvacijos sampratą; 2) apibūdinti paauglių muzikinio ugdymo problemas; 3) išskirti muzikos mokymosi veiksnius, turinčius įtakos miesto ir rajono mokinių motyvacijai mokytis muzikos; 4) palyginti miesto ir rajono muzikos mokyklų paauglių motyvaciją groti pasirinktu instrumentu. Tyrimo objektas - veiksniai, lemiantys mokinių muzikos mokymosi motyvaciją miesto ir rajono muzikos mokyklose. Tyrimas atliktas Mažeikių mieste ir rajone, tai Mažeikių Vytauto Klovos muzikos mokykloje bei Mažeikių Vytauto Klovos muzikos mokyklos skyriuose – Laižuvos, Sedos bei Židikų skyriuose. Tyrime dalyvavo 120 respondentų iš miesto ir rajono muzikos mokyklų. Tyrimas vyko anketavimo metodu, kuriuo buvo siekta sužinoti kaip darbe nagrinėti veiksniai įtakoja miesto ir rajono muzikos mokyklų paauglių motyvaciją mokytis muzikos. Išanalizavus muzikinio ugdymo ir motyvacijos literatūros šaltinius, išnagrinėjus veiksnių įtaką paauglių muzikos mokymosi motyvacijai bei atlikus miesto ir rajono muzikos mokyklų paauglių motyvacijos groti pasirinktu instrumentu lyginamąją analizę galima daryti šias bakalaurinio darbo išvadas: 1) Motyvacija išskiriama į dvi pagrindines grupes:... [toliau žr. visą tekstą] / The BA paper focusses at discussing the factors which determine teenagers’ motivation to learn music in city and district music schools. The aim of the present paper is to identify the factors contributing to motivation to learn music in city and district music schools. To this purpose, the following tasks were set out: 1) to present the conception of motivation to learn music; 2) to name the problems of music education of teenagers; 3) to single out the factors which have an impact on the motivation of city and district pupils to learn music; 4) to compare the motivation of teenage pupils to play a musical instrument in a city music school with motivation in a district music school. The subject matter of the study is factors determining the motivation of pupils to learn music in city and district music schools. A survey was conducted in the Mažeikiai city and district – the Mažeikiai Vytautas Klova Music School and the branches of the school in Laižuva, Seda and Židikai. Questionnaires were administered to 120 pupils at the city and district music schools to determine how the factors analysed in the paper influence the motivation of teenage pupils to learn music. The review of the literature on music education and motivation, assessment of the influence of factors on teenagers’ motivation to learn music and comparative analysis of motivation of pupils at the city and district music schools to play the musical instrument suggest the following conclusions: 1) motivation is... [to full text]

Although many studies have pointed out the limitations of applying more advanced technology in educational settings (Collins & Halverson, 2018; Fedorov & Levitskaya, 2015; Kozma, 1994), some studies have shown media technology enhances essential educational outcomes (Gardner, 1993; Hew & Cheung, 2010; Jensen & Konradsen, 2018; McLellan, 1994; Merchant, Goetz, Cifuentes, Keeney-Kennicutt, & Davis, 2014) and that more immersive media technology can help people to perceive events through media technology better (Bracken & Lombard, 2004; Lombard, Biocca, Freeman, IJsselsteijn, & Schaevitz, 2015; Lombard, Ditton, Grabe, & Reich, 1997; Lombard, Lee, Sun, Xu, & Yang, 2017; Lombard, Reich, Grabe, Bracken, & Ditton, 2000). These current debates lead to a question of whether providing immersive experiences can help to achieve higher goals of education and what is the psychological processes behind it. The main purpose of this dissertation is to help people exploring these debates by providing more understanding of the psychological processes behind the motivation to learn in higher education when students have more immersive media experiences. Therefore, the role of presence and information processing in HMD VR (Head Mount Display Virtual Reality) on motivation to learn were tested and analyzed with a mixed-method study incorporating a lab experiment and in-depth interviews. Theoretic backgrounds and assumptions of Risk Information Seeking Processing (Kahlor, 2007; Stern & Fineberg, 1996) and Social Cognitive Theory (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010; Bandura, 1982) were deployed in the study design to see whether and how HMD VR can help transformative learning (Dewey, 1938; Mezirow, 1997; Middleton, 2014; Provident et al., 2015; Stipek, 2002; Taylor, 2007). Results revealed HMD VR increased students’ Motivation To Learn significantly. The increased level of Motivation To Learn in the HMD condition was also observed in the in-depth interviews. The results support these studies that suggested the association between interactive experiences and enhanced learning outcomes (Ang & Rao, 2008; Hew & Cheung, 2010; Kaufmann, Schmalstieg, & Wagner, 2000; Martín-Gutiérrez, Mora, Añorbe-Díaz, & González-Marrero, 2017; Moreno, Mayer, Spires, & Lester, 2001; Steinberg, 2000). The results also support the effectiveness of creating more immersive learning environments under the Social Cognitive Theory framework (Bandura, 1977; Miltiadou & Savenye, 2003; Rotter, 1990) but with limited support under the Risk Information Seeking and Processing framework (Kahlor, 2007; Stern & Fineberg, 1996). These results demonstrated the relationships between presence and MTL identifying how cultural experiences trigger social responses when people make associations in their higher-order cognitive processes, suggesting para-reality interaction. In addition to the theoretic contribution, the implications of this study provide helpful suggestions and insights to create and use HMD VR content to create transformative learning experiences for students. / Media & Communication

Cette thèse s'inscrit dans le domaine de la didactique du français langue seconde. Elle concerne les causes de la réussite ou de l'échec de l'apprentissage du français par des étudiants chinois en France. Plus précisément, elle prend appui sur la perception de la réussite ou de l'échec d'apprentissage parmi ce public dont l'effectif ne cesse de croître et au sein duquel de nombreux individus éprouvent de grandes difficultés à apprendre la langue du pays d'accueil. Afin d'interroger les causes des sentiments de réussite ou d'échec dans l'apprentissage, trois hypothèses sont posées : le sentiment de réussite ou d'échec est conditionné par l'adaptation à la nouvelle culture d'apprentissage/enseignement ; certains traits de personnalité favorisent l'apprentissage de la langue ; la motivation des apprenants a des conséquences sur leur investissement et sur leur utilisation de stratégies dans l'apprentissage du français. Cette étude tend à montrer que le sentiment de réussite ou d'échec d'apprentissage résulte d'un cumul d'expériences émotionnellement positives ou négatives. Elle fait apparaître certains des facteurs qui facilitent ou empêchent l'apprentissage du français par des étudiants chinois en France. Par exemple, l'adaptation à la culture d'enseignement française favoriserait l'apprentissage et induirait chez l'apprenant un sentiment de réussite. Parmi les facteurs qui seraient susceptibles d'engendrer un sentiment d'échec, l'introversion empêcherait l'acquisition de compétences dans le domaine de l'expression orale et l'absence de contacts réguliers avec le français dans la vie quotidienne affaiblirait la motivation d'apprentissage. / This PhD. dissertation aims to contribute to research in teaching French as a second language. It analyzes the reasons why Chinese students in France succeed or not in learning French. More precisely, it is based on the perception of success or failure in learning French among a population whose numbers are growing and in which many individuals find it very difficult to learn the language of the host country. In order to examine the reasons for the feeling of success or failure in learning, three hypotheses are postulated: the feeling of success or failure is determined by the adaptation to the new culture of learning/teaching; certain personality traits promote language learning; learners' motivation has some consequences on their use of strategies in learning French. This research aims to show that the feeling of success or failure in learning results from the synthesis of experiences with positive or negative emotion. It also shows some of the factors that facilitate or hinder French learning by Chinese students in France. For example, adapting to the French culture of teaching would encourage learning and bring about learners' feeling of success. Among the factors that are likely to generate the feeling of failure, it appears that introversion prevents the acquisition of speaking skills and lack of regular contact with the French language in everyday life weakens motivation to learn.

Esta pesquisa foi desenvolvida dentro da temática sobre motivação para aprender música e teve como objetivo geral investigar a interação entre os fatores individuais e ambientais que motivam os alunos para continuar seus estudos em música fora da escola. Segundo a literatura, os fatores individuais referem-se às crenças, às percepções e às características pessoais dos alunos, enquanto os fatores ambientais relacionam-se às experiências em determinado local e momento de vida, bem como com as interações estabelecidas com as pessoas desse ambiente. Como objetivos específicos, esta pesquisa verificou o papel do ambiente (pais, família, professores, pares e contexto escolar) e investigou os fatores individuais (metas e autoconceito) que possuem relação com a motivação para continuar os estudos em música fora da escola. O referencial teórico adotado foi o modelo de motivação em música (HALLAM, 2002, 2005, 2006), pois contempla a interação entre os dois tipos de fatores: individuais e ambientais. O método utilizado foi o estudo de entrevistas, com alunos das séries finais do ensino fundamental que possuíam aula de música na escola desde as séries iniciais e que optaram por estudar música fora da escola após a quinta série. Apoiada na literatura da educação e da educação musical, esta pesquisa justifica-se pela possibilidade de compreender tanto os diferentes fatores envolvidos na interação entre o indivíduo e o ambiente durante a aprendizagem musical quanto a maneira pela qual esses fatores incentivam o aluno a continuar os estudos em música. Os resultados apontaram para uma forte relação entre os fatores individuais e ambientais e para a correspondência entre a motivação para aprender música dentro da escola e a motivação para continuar os estudos em música fora da escola. Esses resultados poderão colaborar para o aprimoramento pedagógico dos professores de música, além de permitir reflexões e oferecer subsídios que possam melhorar a motivação dos alunos para aprender música, dentro e fora da escola. / This research is about motivation to learn music. Its general aim was to investigate the interaction between individual and environmental factors which motivate students to continue their studies in music outside school. According to literature, individual factors refer to students’ beliefs, perceptions and personal characteristics, whilst environmental factors are related to life experiences in some places and at some times, as well as the interaction with others. The specific aims to this research was to verify the role of environment (parents, family, teachers, peers and school context), as well as investigate individual factors (goals and self-concept about abilities) in students’ choice in continuing to learn music outside school. The theoretical framework adopted was the model of motivation in music (Hallam, 2002, 2005, 2006), because it considers the interactions between individual and environmental factors. The method chosen was the interview study, with middle school students who attended music classes at school since first cycle of fundamental education, and opted to study music outside school after the fifth grade. Based both on the education and the music education literature, the reason of this research is the possibility of understanding not only the different factors involved in the interaction between the individual and the environment during the musical learning, but also the way these factors motivate the student to continue studying music. The results of this research revealed a close link between individual and environmental factors. Moreover, data showed the relation between motivation to learn music inside school and motivation to continue music outside school.