The biodiversity is the material base of human survival; however, the humanity is also destroying it with the astonishing speed. Therefore, examination of current students¡¦ cognition degree towards the biodiversity practically should be one of the foundation work before thoroughly promoting ecology preservation. This study aims first to find out the relationships of the middle-school students¡¦ understanding about the preservation of the biodiversity, their learning motivation, present situations as well as their background. In this study, the participatory objects are 1,312 junior high students from Taiwan. The data collected from them was analyzed by using the descriptive statistics, t-test, two-way ANOVA, one-way ANOVA, and Pearson¡¦s product-moment correlation. The results indicated that the average responding rate of middle-school students¡¦ knowledge towards the preservation of the biodiversity is 72.70%, and the percentage of their biodiversity learning motivation is 65.42, belonging to the moderate motive degree. The differences in sex, region of residence, year grade in school, social status of their mothers, inhabitant conditions have much to do with students¡¦ cognitions of the biodiversity preservation. And the region of residence, year grade in school, social status of their mothers, inhabitant conditions have much to do with students¡¦ learning motivation of the biodiversity. In addition, it reveals a remarkably positive correlation between students cognition of the biodiversity preservation and their learning motivation. Based on the above research discoveries, some recommendations for further research , the educate units and the teaching staff were suggested.

Thesis (Ph.D.)--Bowling Green State University, 2006. / Document formatted into pages; contains xiii, 242 p. Includes bibliographical references.

In the master’s work conception of motivation problems of vocational school student is being analyzed, different theories are being introduced. Different theories of studying can be comprehended depending on teachers, the subject, methods and interests of students. The teacher himself ought to decide what psychological theories and principals of learning motivations could be the most acceptable and valuable realizing the most important tasks of education. If you want to tell what stimulates a student to study, you have to analyze the motives of learning or not learning. The analyze enables to foresee the pedagogical measures to be taken to make the process of teaching more effective. Therefore analyzes of learning motives has great importance for both theory and practice of pedagogies. Motivation of learning consists of: student’s essence of learning requirements, aims, emotions, interests. Everything changes depending on circumstances, students – students and students – teachers interrelations. These is evidence to sugest that motivation of learning changes depending on age and changes of social circumstances. Therefore the feeling of desire or unwillingness to learn is very important and urgent subject at vocational school. Not the best students enter vocational schools; therefore bad school attendance and back of motivation becomes big problems to the teachers working at these schools. Magistrate work of investigation is carried – out at Alytus vocational training... [to full text]

The field of language learning motivation has traditionally been a 'self'-centred one, characterising the individual learner as subject to influence by, but essentially separate from, the sociocultural environment. Models of language learning motivation have been concerned with theorising the self, but have not fully accounted for the role of the other. The recent emergence of sociocultural approaches has seen a welcome move towards addressing this gap, theorising the language learner as engaged in complex relationships with various others, all constituted by and constituting their sociocultural contexts. Within this paradigm, researchers have begun to consider ways in which language learning motivation may be part of broader motivation for learning in various life domains - intellectual, social, emotional, ethical - though this is as yet an emergent area of scholarship. This study adopts one such sociocultural approach, namely Ushioda's person-in-context relational view (2009, 2011). Using a theoretical framework and innovative dialogical research design based on the work of Mikhail Bakhtin, I present dialogues describing the learning experience and motivation of six English-language learners, and create a definition and interpretation of language learning motivation as ideological becoming, a process of learning to be in the world. This definition and interpretation integrate the language learner and their social context in ways which understand language learning motivation as socially constructed, involving relations with many different others; which understand language learning motivation as part of motivation towards broader personal and social growth and development; and which foreground learners' own voices and perspectives. In accounting for the reciprocal influence between the language learner and the world as heard through learners' own voices, this study offers an important conceptual contribution to the language learning motivation field. Furthermore, it represents a methodological contribution to both the language learning motivation field and to qualitative inquiry more broadly. Finally, it offers political and practical contributions, and makes suggestions for future research and researchers.

This study is to explore the influences of learning experience on Kaohsiung¡¦s 5th graders who have attended English Village; in addition, the author used stratified random sampling to conduct questionnaire survey. Furthermore, students who are 5th graders in Kaohsiung in 2011 were chosen as research objects and approximate 600 participants were needed in this study. The contents of questionnaire are made up of personal data, English learning motivation, and English anxiety. The statistical analyses which contain descriptive statistics, correlation of coefficient, regression model, and One-way ANOVA was conducted after all the questionnaires returned. The results of this reasearch are as follows: 1. Students of different sexes, parents¡¦ support, and parents¡¦ expectations demonstrate significantly different English intrinsic motivation. 2. Students of different sexes, parents¡¦ support, and parents¡¦ expectations demonstrate significantly different English integrative motivation. 3. Students of different sexes, the participation of cram school, English learning experiences, parents¡¦ support, and parents¡¦ expectations demonstrate significantly different Engish communication apprehension. 4. Students of different English learning experiences, parents¡¦ support, and parents¡¦ expectations demonstrate significantly different English test anxiety. Based upon the above findings, the researcher of this study proposed 3 suggestions to fill as the function of the reference material for the authorities concerned and official staffs.

The study was to investigate the relationship among the students¡¦ perception of teacher caring, caring needs, learning motivation and self-concept for elementary school students. Survey study was conducted on sample consisted of 667 Taiwanese elementary school students with instruments including scales of teacher caring, self-concept, learning motivation. The results of this study were as follows: A. Students¡¦ perception of teacher caring are above average. In addition, perception of teacher safe caring is the highest and belongingness & love caring is the lowest. B. Both the 5th and 6th grade students need more teachers¡¦ esteem and self-actualization caring. Comparing with 6th grade student, the 5th students need more teacher caring. C. No difference between boys¡¦ and girls¡¦ perception of caring and caring needs . Both of them perceive more caring from women teachers. D. Students hope teachers give more belongingness & love, esteem, self-actualization and the whole caring in the future. E. The students who need more teachers caring have more positive self-concept and learning motivation.

Recorders were the most often used instrument for assisting music instruction in today¡¦s elementary schools. However, many students didn¡¦t like recorders and, as a result, they lose interest in music. Xylophone was easy to learn and might be a suitable substitute for recorders. Therefore, the purpose of this action research is to examine the effects of Xylophone-assisted music instruction on fifth graders¡¦ Motivation for Learning Music and Achievement. A fifth grade class in Guai-Guai elementary school of Kaohsiung City was selected as participants. Before the instruction, the students filled out a scale of motivation for learning music, and their achievement of music was tested. Then the students received an 8-week long Xylophone-assisted music instruction. During the instruction, the students¡¦ report and teacher¡¦s reflection of the music class were obtained and some students were interviewed. At the end of the instruction, students were tested again on their achievement and motivation, and they gave feedback about their attitudes of the instruction and the students who were interviewed before were interviewed again about the instruction. The results were as the followings¡G 1.The xylophone-assisted music instruction increased the motivation of the class as a whole. The effects were especially significant for those who dislike recorders. 2.After the instruction, the differences between the students who like and dislike recorders before were decreased. 3.The students were very positive about the instruction. Over 80% of the students chose and recommended xylophone as an assistant instrument in music class. 4.The characteristics of xylophones were appropriate for music instruction.

Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Education." Includes bibliographical references (291-301).

Thesis--Gothenburg. / Summary and captions in English. Includes bibliographical references (p. 180-188).

The aim of this study was to explore the alternation and the connection between the senior pupils’ creativity and motivation peculiarities. Hypothesis that pupil having high creativity questionnaire indicators will have higher creative thinking indicators were formulated. The positive connection between the senior pupils’ (9-12) creative thinking, creativity and learning motivation does not exist. The connection between creativity questionnaire indicators and independent criteria such as progress, gender and age is presumable. Most of tests in use today are based on the theory of Guilford (1950). Guilford (1950) identified three components of creative thinking: fluency (the ability to find multiple solution to a problem quickly); flexibility (being able to simultaneously consider a variety of alternatives); and originality (referring to ideas that differ from those of other people). Early tests designed to assess an individual’s aptitude for divergent thinking included the Torrance (1962) tests. So Torrance Test of Creative Thinking (1974) was chosen to test senior pupils in case to explore their peculiarities of creative thinking. (IICT) the visual aids (uncompleted figure task) of creative thinking measuring method, (TTCT, B form) originality evaluation and detail evaluation criteria were used as well. The personality creativity questionnaire of V. Petrulis (1988) was also used in order to ascertain the pupils’ evaluation level of their own creativity. The pupils’... [to full text]