The world we live in is extremely dynamic in terms of change. Social and economical changes in Lithuania as well as in the whole world make people encounter new requirements in their every day and working life. The development of modern technologies, creation of information society encourages them to think about their personal development. Every year more and more people, having no secondary education, come to educational institutions for adults. Therefore today the problems of adult learning are actually important for a Lithuanian society. Successful learning depends on motivation. Adult education is not compulsory. It’s a person’s own free decision. The Objective of the Research. – to analyze adults’ learning motivation in secondary schools of Utena region. Referring to pedagogical and psychological literature it was revealed that learning motivation is influenced by many factors: activity stimuli, material and cultural benefits of learning, personal goals and interests, determination, values system. Every action of a person is motivated by internal as well as by external factors. Internal learning motives are much more important than external ones, though they are achieved gradually and slowly. The research revealed that the most important motives of adults’ learning are the following: 1. Eagerness to get the Certificate of secondary education. 2. Personality development. It also depends on a respondent’s age. The older is a person and the less time he(she) has for... [to full text]

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 302-310). Also available for download via the World Wide Web; free to University of Oregon users.

Rhetoric about the ‘crisis’ state of language learning in predominantly Anglophone countries is nothing new, given the widely-held belief about English having ‘global lingua franca’ status. Similarly long-standing are notions of language learning being a particularly gendered or classed activity, specifically, one that is perceived as being appropriate for female, and middle-class, pupils. This thesis explores the extent of the role played by notions of gender and class in the formation of language-learning attitudes among native speakers of the ‘global’ language, through a mixed qualitative methodology. Providing some context to the issue of language-learning attitudes in Scotland is textual analysis of news articles and political party manifestos, to ascertain the nature of media reporting, and claimed political commitment, to foreign language education. Against this background, case studies of four urban secondary schools are built up, using textual analysis of their publicly available promotional literature, classroom observation, and interviews with pupils, classroom teachers and members of senior management. Schools were chosen specifically to represent a range of socioeconomic backgrounds, as well as both mixed- and single-sex environments, in order to probe the aforementioned stereotyped notions attached to these two variables, as they relate to language-learning attitudes. Influencing the methodological approach is Norton’s (1995; 2000; 2008) ‘investment’ framework, which has pushed conceptualisations of language-learning motivation forward beyond simple dichotomies, such as ‘integrative versus instrumental’. I re-adapt her framework to better suit the specific context of native speakers of the ‘global’ language embarking upon foreign, rather than second, language learning. This study makes a contribution to knowledge in three separate areas of research literature, namely, language-learning attitudes and motivation among speakers of English (which as yet has been little explored, at least in comparison to motivation theories developed specifically for those learning English as an L2); the role of gender in the formation of language-learning attitudes; and the role of socioeconomic status in the same context, and also its influence on attitudes towards education more generally. Among the key findings are the importance of placing an emphasis on enjoyment of language learning for native English speakers, given the general lack of imperative felt by most; gendered notions attached to different areas of the curriculum, including modern foreign languages (for example, language learning is a ‘girlie’ subject), do exist, but are less pervasive than is suggested by much of the previous literature; the role played by socioeconomic status, however, appears much more influential, and teachers’ expectations of pupils in this regard can exercise a significant impact on a child’s language-learning motivation.

Žemaitijos kolegija - tai moderni, pripažinta visuomenėje aukštoji mokykla, rengianti darbo rinkoje paklausą turinčius specialistus, besiorientuojanti į Žemaitijos regiono poreikius, įsiliejusi į Europos aukštojo mokslo sistemą, nuolat besimokanti ir besiremianti demokratinėmis tradicijomis, mokymo procese taikanti naujausias technologijas, plėtojanti mokslo taikomuosius tyrimus ir taikomąją mokslinę veiklą. Pagrindinė šio darbo problema: trūksta empirinių tyrimų, kurie atspindėtų būsimųjų pedagogų mokymosi motyvaciją skatinančius ir slopinančius veiksnius, pedagogines galimybes įtakoti studentų motyvaciją, atskleisti svarbius šių ryšių aspektus: lyčių skirtumus bei ryšį su mokymosi pažangumu. Šiame darbe siekta išsiaiškinti Žemaitijos kolegijos Telšių menų ir pedagogikos fakulteto būsimųjų pedagogų mokymosi motyvaciją, ją skatinančius ir slopinančius veiksnius. Uždaviniai: aptarti mokymosi motyvacijos teorinius aspektus, įvertinti būsimųjų pedagogų mokymosi motyvaciją, nustatyti studentų motyvaciją skatinančius ir slopinančius veiksnius, nustatyti studentų bendravimo su pedagogais ir mokymosi motyvacijos ryšį, įvertinti skirtumus tarp lyčių bei pažangumo. Darbe naudoti tyrimo metodai: mokslinės, pedagoginės, psichologinės, filosofinės su darbo tema susijusios literatūros analizė, parengtos anketos studentams ir dėstytojams, kurios leido išsiaiškinti būsimųjų pedagogų – kolegijos studentų – mokymosi motyvaciją, atlikta tyrimo duomenų statistinė analizė ir... [toliau žr. visą tekstą] / Zemaitija College is a modern school of higher education, recognized in public which prepares specialists necessary for labour market, oriented to the needs of Zemaitija region, joined to the European system of higher education, constantly learning and based on democratic traditions, applying new technologies during the process of studies, developing scientific applied researches and applied scientific activity. The main problem of this work: the shortage of empirical researches reflecting the promoted and suppressed factors of learning motivations of the future teachers, pedagogical possibilities to impact the motivations on students, to open the main aspects of these connections: the differences of sex and the connection with the learning achievements. With this work I have tried to find out the learning motivation and its promoted and suppressed factors of the future teachers in Telsiai Zemaitija College, in the faculty of Art and Pedagogy. The tasks: to discuss theoretical aspects of learning motivation, to evaluate the learning motivation of the future teachers, to set the connection of students’ relations with teachers, to evaluate differences between the sexes and achievements. The methods of researches used in the work: the analysis of scientific, pedagogical, psychological, philosophical literature associated with the topic of the work; prepared questionnaires both for students and lectures, which helped to find out the learning motivation of the future teachers -... [to full text]

Bakalauro darbo „III-IV KLASIŲ MOKINIŲ MOKYMOSI MOTYVACIJOS SKATINIMAS ŠEIMOJE“ objektas – mokymosi motyvacijos skatinimas šeimoje. Sumažėjusios mokymosi motyvacijos problema egzistuoja visame pasaulyje, kur lemiamą socialinį vaidmenį atlieka visuomenės ypatumai, ugdymo savitumas ir šeima. Šeima – artimiausia nemokyklinė socialinė aplinka, kurioje formuojasi vaiko pasaulėžiūra, elgesio normos, susiformuoja požiūris į mokyklą ir mokymąsi. Tačiau šiandien šeimoje egzistuoja nemažai problemų, kurios ypatingai veikia vaikus, jų mokymąsi. Dažnai, dėl žemos mokymosi motyvacijos ar vaikui gavus blogą įvertinimą tėvai kaltina mokytojus, mokyklą ir nesusimąsto, kad jų vaidmuo vaiko mokymosi motyvacijai yra labai svarbus. Mokymosi motyvaciją ir ją įtakojančius veiksnius tyrė N. Bowen ir G. Bowen (1998), J. Nash (2002), S. Rimm (1998), G. Butkienė ir A. Kepalaitė (1996), V. Strimaitienė (2007) ir kt. Tyrimu siekta išsiaiškinti, kokiais būdais šeimoje yra stiprinama ir kaip kiekvienas iš tėvų skatina vaiko mokymosi motyvaciją. Šiam tikslui pasiekti buvo taikoma anketinė apklausa. Tyrimo instrumentas sudarytas remiantis literatūra, straipsniais, susijusiais su mokymosi motyvacijos skatinimu šeimoje, Hare (2000) ir M. Rokeach metodikomis. Tiriamąją imtį sudarė 50 Kelmės miesto „Kražantės“ pagrindinės mokyklos, Kelmės rajono Gailių ir Liolių pagrindinių mokyklų III-IV klasių mokinių ir 77 jų tėvai. Teorinėje darbo dalyje pateikiama trumpa mokymosi motyvacijos teorijų ir motyvų įvairovė... [toliau žr. visą tekstą] / Bachelor‘s work „THIRD AND FOURTH – GRADE PUPILS STIMULATION OF LEARNING MOTIVATION IN THE FAMILY“ object – stimulation of learning motivation. The pupils learning motivation decline problem exist in all world, there decisive social role plays public features, school identity and the family. Family – nearest non-school environment, which form child’s worldview, moral, opinion about school and learning. But today family has a lot of problems, which particularly affects pupils and their learning. Because of low learning motivation or poor grade parents frequently blame teachers, school and non-conscious that their role in pupils learning motivation is very important. Learning motivation and it affecting factors analysed N. Bowen & G. Bowen (1998), J. Nash (2002), S. Rimm (1998), G. Butkienė & A. Kepalaitė (1996), V. Strimaitienė (2007) and etc. The aim of the study – which ways in family is enhancing and how each parent stimulates child learning motivation. To achieve this aim was used questionnaire. Research tool is based on literature, articles associated with stimulation of learning motivation in family, Hare (2000) and M. Rokeach methodology. Research sample consisted of 50 Kelmės „Kražantės“ secondary school, and Kelmės neighbourhood Gailių and Liolių secondary schools third and fourth – grade pupils and 77 their parents. Theoretical work presents a sketch of learning motivation theory and variety of motif, learning motivation conception, types, a brief description of... [to full text]

Thesis (M. Phil.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Abstract The purpose of this study was to investigate the relationship among the teachers¡¦ leadership styles, the students¡¦ learning motivation and the students¡¦ academic performance. The subjects were 5th and 6th graders chosen from six classes. The Teacher¡¦s Transactional and Transformational Leadership Style Inventory, and The Student¡¦s Achievement Motive Inventory were employed as the instruments. The data was analyzed by using descriptive statistics, t-test, one-way ANOVA and Person Correlation. Five major conclusions were listed below¡G 1.The female students¡¦ learning motivation is higher than the male¡¦s. However,there is no significant gender difference on academic performance. For Transactional Leadership, teachers¡¦ active managentment by exception, passive managentment by exception, contingent reward were shown in the study, especially active managentment by exception. For Transformational Leadership, teachers¡¦ intellectual stimulation, charisma, individualized consideration, inspiration were exhibited in the study, especially charisma and intellectual stimulation. 2.For Transactional Leadership,"Contingent reward" shows middle correlation with students¡¦ learning motivation, while passive management by exception exhibits negavite correlation with students¡¦ learning motivation. For Transformational Leadership, inspiration, intellectual stimulation, and individualized consideration, charisma all exhibit middle positive correlation with learning motivation. 3.Teachers¡¦ leadership style was negatively and significantly associated with the students¡¦ academic performance for 5th and 6th graders . 4.Learning motivation was negatively and significantly associated with academic performance for 5th and 6th graders. 5.Except Transactional Leadership¡¦s passive administration, Transactional Leadership shows middle positive correlation with Transformational Leadership.

This research study, undertaken in an all girls‘ secondary school in London, brings to light different approaches by which a Virtual Learning Environment (VLE) may be adopted in order to support the development of students‘ Emotional Intelligence. It examined the views and experiences of 35 teachers (10 of whom were key informants); 5 teaching assistants; 150 students and 2 VLE Content Developers. Drawing upon data obtained from questionnaires, interviews and focus group discussions, findings of the study indicate that the strategic adoption of VLE tools for use in discussion forums, homework support and feedback, amongst others, can help in boosting secondary school students‘ self-confidence, self-awareness, self-regulation, empathy and motivation to use VLE resources. Furthermore, the argument is made, that developing students‘ Emotional Intelligence through the use of online learning tools can lead to the attainment of emotionally intelligent face-to-face classroom environments and hence positive learning outcomes. Based on a process of inductive reasoning, a framework for supporting teachers in developing their students‘ Emotional Intelligence through VLEs is subsequently proposed and its enablers as well as inhibitors discussed. Finally, whilst emphasising that the use of VLEs to promote Emotional Intelligence is eminently generalisable, the limitations of case study research studies such as this one are acknowledged. Hence, it is recommended that future research in this area is undertaken in different contexts so that a more holistic picture is obtained.

During the adolescence period changes in behaviour of an individual are noticeable: lessons are being skipped, authority of parents and teachers is not being acknowledged; there appears the need to be among teenagers, to use alcoholic drinks, to smoke, which leads to aggressive behaviour with other teenagers and that is why increase in crime and even occasional suicides are observed. The scientific literature usually analyzes the learning motives and kinds of motivation, however changes in the learning motivation and their causes as well as the behaviour in the period of adolescence are analyzed very little. The aim of this research is to analyze how junior teenagersۥ behaviour decides their learning motivation. The objects of the research are the following: 1) to adduce the reasoning of behaviour; 2) to evaluate the psychological peculiarities of adolescence period as well as the values and the influence of environmental factors on their formation; 3) to discuss the efficiency the motives and kinds of motivation; 4) to cary out the questioning among senior teenagers and to define how factors conditioning their behaviour, such as communication, school, relations with family and the culture of behaviour decide their learning motivation. The research has been carried out in Kaunas “Azuolas” catholic secondary school using questionnaire method where 186 10th-12th formers have been questioned. After analyzing the research data the following conclusions are drawn: 1) The most... [to full text]

Learning motivation should be analysed as complex structure of personality, containing cognitive attitudes, needs, interests and motives. Any effective pedagogical correction is possible if focus is made only on the main (at that moment) structural element of learning motivation. Every student would be motivated for high-level studies if the university creates correspondent conditions of learning environment. Object of this study is learning motivation of the first year students of Master courses in the universities of Kaunas. Task of study is to analyse prevailing and dominant learning motives of students (n=142). After investigating peculiarities of learning motivation of studies of the first year Master students two main motives (future and intrinsic/ cognitive and social) were identified. Our respondents named such factors which determinate their successful studies – study tasks corresponding to interests and predispositions, stuff’s permanent stimulation for student to have in contemplation their own learning motivation Key words: learning motivation, master studies.