This master paper deals with the problem if there is any coherence between parenting positions and schoolchildren’s learning motives and motivation. The tasks of the investigation were: 1) to ascertain the level of schoolchildren learning motivation and prevailing learning motives; 2) to compare the level of learning motivation and learning motives between girls and boys; 3) to ascertain prevailing parenting positions and 4) to ascertain connections between schoolchildren learning motives, learning motivation and parenting positions. Methods of the research: studying and analyzing sociological, psychological and pedagogical literature, forming, statistical methods. Learning motives scale (Zambacevičienė, Janulytė, 1998; Pileckaitė-Markovienė, 2001), learning motivation form (Елисеев, 2000) and parenting position form (Немов, 2000) were used as evaluation tools. 204 children (104 girls and 100 boys) from third and fourth grade and their parents were investigated by these methods. The results of the research showed, that inner learning motives (N=191), social recognition motives (N=186) and negative stimulation motives (N=164) are important for the most part of children, and they are more important for girls then boys. It was found, that girls learning motivation level (x=3.605, σ=1.046) is higher than boys (x=3.150, σ=1.166), and difference between girls and boys learning motivation level is statistical significant and substantial (t=2.933, p=0.004). It was found, that most... [to full text]

Užsienio kalbų mokymasis – specifinis dalykas, reikalaująs pastovaus kalbos vartojimo, nuolatinio tobulinimo, todėl būtini gebėjimai mokytis savarankiškai bei išlaikyti įgytus mokėjimus. Šiuo metu suaugusiųjų mokymasis užsienio kalbų tampa tiesiog būtinybe, norint sėkmingai išlikti ir prisitaikyti prie nuolat kintančių socialinių ekonominių sąlygų, nes dabartinė situacija lemia greitus darbo rinkos pokyčius. Todėl suaugusiųjų užsienio kalbų mokymosi motyvacijos tyrimai yra itin aktualūs. Tyrimo objektas – suaugusiųjų užsienio kalbų mokymosi motyvacija. Tyrimo tikslas – išanalizuoti teorinius ir praktinius suaugusiųjų užsienio kalbų mokymosi motyvacijos ypatumus. Numatytam tikslui įgyvendinti keliami šie uždaviniai: o išanalizuoti mokymosi motyvacijos koncepciją; o atskleisti suaugusiųjų užsienio kalbų mokymosi motyvacijos teorinius ypatumus; o išsiaiškinti suaugusiųjų užsienio kalbų mokymosi motyvus. Užsienio kalbų mokymąsi lemia pažintiniai, socialiniai pareigos ir perspektyvos motyvai: karjera, galimybė vartoti užsienio kalbas praktiškai, įdomumas, akiračio plėtimo svarba. Šiame tyrime buvo patvirtintos hipotezės. Buvo naudojamasi lietuvių ir užsienio mokslininkų darbais, tyrimais. / Learning foreign languages is a specific subject that requires a permanent use of the language and constant development. Therefore, abilities to study self-suffiently and to conserve the acquired knowledge are essential. Nowadays adults‘ foreign language learning is becomming a necessity if willing to acclimatize in the unstable labour market. This is the reason why the surveys of adults‘ foreign language learning motivation are relevant. The object of this work is motivation of adults’ foreign language learning. As a consequence, the purpose of this work is to evaluate the theoretical and practical peculiarities of adults’ foreign language learning. The tasks of this paper have supposed the relevant structure of this work: initially, the reader is primed about the concept, essence and types of motivation; after that the analysis of motives to learn foreign languages is presented; furthermore the methodology for accomplishing a questionnaire survey is formed; at last the results of accomplished surveys are analyzed. The analysis of scientifical literature lets to make a statement that learning of foreign languages is determined by cognitive, social obligation and prospect motives, that include career, the ability to use language practically, interest, the importance of broadening attitude. Seeking to confirm scientifical decisions, a survey was accomplished. This survey has confirmed hypothesis. Various scientifical literature, information and sociological researches in... [to full text]

Learning motives and peculiarities of adaptation of schoolchildren with special needs and without them are analysed in the master work. It is surveyed, how social and educational environment influences schoolchildren with special needs emotional wellbeing and learning motivation.

Adult addicts learning motivation Master’s degree diploma thesis. The aim of this thesis is to reveal the structure and expression of addicts learning motivation who are being treated in rehabilitative communities, to evaluate learning as a subject of the social integration. 21 addict was involved into the research. All these men are being treated in addict rehabilitation communities “Hope lighthouse” and “Life’s issue”. 29 categories of addicts learning motivation have been determined using the data of the interview. The largest and the most influenced on the learning motivation catgories are ,,expression of participation”, ,,environment maintaining the rehabilitation”, Self-expression and self-realisation”, ,,internal resourses”, ,,actuality of the learning motivation”, a need of information for educational resources. The basic speculation arranged by the author is confirmed that mutual help model of the community encourages addicts to strengthen learningmotivation, to integrale into the learning society.

国立情報学研究所で電子化したコンテンツを使用している。

Thesis (M.S.)--Bowling Green State University, 2008. / Document formatted into pages; contains x, 176 p. Includes bibliographical references.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed x/xx/2009). Includes bibliographical references (leaves 126-138).

Many studies have shown that using music and songs while learning a new language can be of great benefit to students in aspects such as grammar, pronunciation and vocabulary. However, the use of songs in class as motivation to learn English is a subject that has not been explored thoroughly. The purpose of this study is to explore how the use of songs in English helps motivating students while learning English as a Second Language (ESL). The participants were primary school students at a private school located in the Lima Metropolitan Area. This study used a mixed-method design that included observations carried out by the research team and questionnaires completed by students. The results show that students are motivated to participate and become more engaged in classroom activities when songs are used in their English classes. This result was more strongly confirmed with the observations than with the questionnaires.

English language learning is an indispensable part of Chinese students’ education. As a core subject tested in the high-stakes national college entrance examination, English plays a decisive role in Chinese upper secondary students’ schooling. According to the Canadian social psychologist, Robert Gardner, when learning another language as a formal school course, motivation is a critical determinant of successful learning outcomes. Studies on motivation to learn English in China give precedence to tertiary education; empirical studies of secondary education are underrepresented. Drawing on a comparative perspective, this study investigated Chinese upper secondary students’ motivation to learn English from the aspects of genders, age, and majors. A questionnaire survey was undertaken to assemble data from 120 participants in an upper secondary school in Chengdu city. The results indicated that, the participants at large were positively motivated to learn English, and their motivation was preponderantly instrumentally oriented (e.g., educational qualification, occupational prospect, etc.). A statistically significant difference in motivation between the female and male participants was identified, namely that the females demonstrated a stronger motivation and were willing to expend more effort and perseverance to learn English. Neither age nor major was found to make any significant difference to motivation. The pedagogical implications suggested in this study, sheds light on tackling the issues of developing a long-term strategy for promoting sustainable motivation, as well as underpinning the English language pedagogy in Chinese upper secondary education.

No description available.