Gyvename tokiu laikotarpiu, kai vis sunkiau darosi suspėti žengti koja kojon su besiplėtojančiu mokslu, technika, ekonomika. Pertvarkant švietimo įstatymą vis daugiau dėmesio skiriama suaugusiųjų kvalifikacijos įgijimui bei jos tobulinimui. Dabar visi švietimo įstaigų darbuotojai tik ir kalba apie mokyklų tobulinimą ir jų kaitą. O kaip to pasiekti, jei ten dirbs nekompetentingi, nekvalifikuoti, nesitobulinantys pedagogai. Poreikį nuolat mokytis jau reikia pradėti ugdyti pradinėje bendrojo lavinimo mokykloje, o pagrindinis „...švietimo kaitos ir mokyklos tobulinimo veiksnys yra mokytojai“ (Hargeaves, 1999, p. 9). Kadangi mokytojų darbo mastas ir kokybė yra tiesiogiai susiję su profesiniu ir asmeniniu tobulėjimu, šiuo metu vis labiau švietimo reformos tobulinimo plane pirmenybė teikiama darbui su mokytojais. Juk nuolat besitobulinantis mokytojas turi didžiausią poveikį mokiniams. Tyrimo objektas – pedagogų tobulinimosi motyvacija nuolatinio mokymosi kontekste. Tyrimo tikslas – išnagrinėti Mažeikių rajono pedagogų tobulinimosi poreikius ir motyvaciją nuolatinio mokymosi kontekste. Tyrimo u����daviniai – atlikti suaugusiųjų švietimą reglamentuojančių dokumentų analizę; atskleisti suaugusiųjų mokymosi teorinius motyvus; anketinės apklausos būdu išsiaiškinti pedagogų tobulinimosi motyvus, poreikius, galimybes. Tyrimo metodai – mokslinės ir metodinės literatūros analizė; anketinė apklausa; statistinė anketos duomenų analizė. Tyrime dalyvavo 260 Mažeikių rajono pedagogų. Atlikus... [toliau žr. visą tekstą] / We live in the period when it is getting more and more difficult to be in step with developing science, technique and economy. Reforming the law of education more attention is paid to the attainment and development of adults’ qualification. Now all employees of educational institutions speak about development of schools and their changes. How to achieve the aim if incompetent, unqualified pedagogues, who do not want to improve their knowledge, work there. The demand of continuous learning should be developed in primary school and the “…teachers are the main factor of education changes and schools development” (Hargeaves, 1999, p. 9). Whereas the proportion and quality of teachers’ work are closely related to professional and personal development, the priority in development plan in education reform is preferred to the teachers’ work now. The subject of the research is pedagogues’ developmental motivation in continuous learning context. The aim of the research is to analyze teachers’ developmental demands and motivation in continuous learning context in Mazeikiai district. The objectives of the work are the following: to make the analysis of adult education regulating documents; to reveal the theoretical motives of adults learning; to find out pedagogues’ developmental motives, demands and opportunities using the method of questionnaire survey. The methods of the research are: analysis of theoretical literature sources; questionnaire; statistical analysis of... [to full text]

Suaugusiųjų švietimas, jo sustiprėjimas ir paplitimas yra demokratėjančios visuomenės ženklas. Tai visuomenė, kuri pasižymi tolerancija, pilietiniu aktyvumu, bendradarbiavimu, suvokia savo ir šalies gyvenimą. Suaugusiųjų švietimas padeda stiprėti šaliai ir ekonomiškai, nes išsilavinimas padeda šaliai išsilaikyti tarp kitų išsivysčiusių valstybių. Mokymasis yra kasdienio gyvenimo ir sąmoningos patirties esmė – tai procesas, kai patyrimas transformuojamas į žinias, įgūdžius, požiūrius, vertybes, motyvus ir įsitikinimus, kai kasdieninis patyrimas yra nuolat įprasminamas. Mokymosi priežasčių yra daug, tačiau visais atvejais mokymasis yra susijęs su kiekvieno žmogaus tikslais. Suprantama, kad vien tik noro neužtenka, suaugusieji turi turėti mokymosi motyvaciją. Mokymosi motyvacijos klausimas yra vienas iš svarbesnių, jei ne pats svarbiausias, visiems – tiek besimokantiems suaugusiesiems, tiek jų ugdytojams. Svarbiausia, kad suaugusieji suvoktų, kad jiems mokymasis yra naudingas. Besimokantys suaugusieji turi suvokti, jog tik mokymasis gali padėti įveikti iškylančius sunkumus. Kitais žodžiais tariant, motyvacija yra tiesiogiai susijusi su tikslingumu – jeigu žmogus turi tikslą, tuomet jis turi aiškų motyvą veikti. Darbo objektas – suaugusiųjų mokymosi motyvacijos stiprinimo veiksniai bendrojo lavinimo mokykloje. Tikslas – išanalizuoti ir atskleisti besimokančių suaugusiųjų mokymosi motyvacijos stiprinimo veiksnius miesto bendrojo lavinimo mokykloje. Svarbiausi iškelti uždaviniai:... [toliau žr. visą tekstą] / The Adult education, the strengthening and spread is the democratical public sign. This is a society, which is characterized by tolerance, civic participation, cooperation and the country's perception of their lives. Adult education helps to strengthen the country economically, because education helps to sustain the country among the developed countries. Learning is an everyday life and the essence of conscious experience – a process in which experience is transformed into knowledge, skills, attitudes, values, motivations and beliefs of everyday experience are continuously made meaningful. The Learning reasons are very diffferent, but in all cases, the learning is associated with every human purposes. It is understood that the mere desire is not enough to adults to have the learning motivation. Question of motivation is one of the most important, or the most important one of all – both adult learners and their educators. Most importantly, the adults realize that their learning is useful. The Adult learners need to realize that only education can help overcome the problems they encountered. In other words, motivation is directly related to the appropriateness – if a person has a purpose, then it has a clear motive to act. The object – the adult learning motivation factors in strengthening a comprehensive school. Purpose – to analyze and detect adult learners’ motivation factor at urban comprehensive school. The main targets: 1) to analyze the concept of adult education; 2) to... [to full text]

Bakalauro darbe analizuojamos socioedukacinės mokyklos nelankymo priežastys ir atskleidžiamas pedagogų ir mokinių požiūris į socioedukacines priežastis, sąlygojančias mokyklos nelankymą. Atlikus tyrimą paaiškėjo, kad mokiniai socioedukacines mokyklos nelankymo priežastis skirsto į tris kategorijas: socialines, pedagogines ir psichologines. Jų vertinimu psichologinėmis priežastimis yra, silpna mokymosi motyvacija, baimė lankyti mokyklą, menkavertiškumas, žemas savęs vertinimas, elgesio ir emocijų sutrikimai. Socialinės priežastys – šeimos narių tarpusavio santykių šaltumas, tėvų atsakomybės stoka, vaikų nepriežiūra, netinkamas tėvų gyvenimo būdas, šeimos vertybių nebuvimas, tėvų girtavimas. Pedagoginės priežastys – nesutarimai su bendraklasiais, konfliktai su mokytojais, sunkios mokymosi programos, nesaugumas mokykloje, nepakankamas mokyklos administracijos ir vaiko šeimos bendravimas ir bendradarbiavimas, mokymosi gabumų stoka. Tyrimo metu mokiniai atskleidė, kad pagalbą šalinant socioedukacines mokyklos nelankymo priežastis dažniausiai teikia socialinis pedagogas. Pedagogų vertinimų socioedukacinės mokyklos nelankymo priežastys glūdi mokinio šeimoje, klasėje, bendraamžių grupėje. Pedagogai nurodė šias socioedukacines mokyklos nelankymo priežastis: mokymosi motyvacijos stoka, blogi santykiai šeimoje, paramos ir dėmesio stoka, vaiko asmenybės sutrikimai. Pedagogai atskleidė, kad socioedukacines mokyklos nelankymo priežastis šalina socialiniai pedagogai ir su šiais mokiniais... [toliau žr. visą tekstą] / Undergraduate thesis analyzes the social educational dropouts and reveals teachers and students socio-educational approach to the causes which lead to dropping out of school. The study revealed that students socioeducational dropouts fall into three categories: social, educational and psychological. Psychological reasons, poor motivation, fear of school, inferiority, low self-esteem, emotional and behavioral disorders. Social reasons - family relationships coldness, lack of parental responsibility, child neglect, parental lifestyle, lack of family values, parents' drinking. Pedagogical reasons - disagreements with classmates, conflicts with teachers, severe educational programs, school insecurity, lack of school administration and the child's family communication and collaboration, learning skills shortages. The study revealed the students to help the removal of socio-educational school attendance reasons most often provided by a social educator. Teachers argued that the social educational dropouts lie student in the family, in the classroom, peer group. Teachers indicated the following socioeducational school attendance reasons: lack of motivation, poor family relationships, support, and lack of attention, the child's personality disorders. Teachers revealed that the socio-educational school attendance underlying causes of social educators and students working with these individual work. It turned out that the social educators removing socio-educational school attendance... [to full text]

The purpose of this study is to investigate what students in high school think of contemporary languages studies and to understand their motivation to continue or not continue with them. The work is relevant, as fewer students continue to study contemporary languages at high school, despite international globalization and society's need for people who speak more than one foreign language. The survey methodology is quantitative with some qualitative elements. Electronic surveys were sent to students in high school in the county of Jämtland in the north of Sweden. There were 226 respondents to the survey and in their answers I can appreciate that several of them think that it’s enough to speak English and are not interested in any other languages. However, more than half, 174 students in this study find the advantages and enjoy learning another language. The majority of those who don’t continue with their contemporary languages studies think that the burden of studies is too much. They think that the lessons or/and the teachers are not motivating, the expectations are too high and they don’t get the same support from the school as they get in other subjects. They feel that maybe the school should give better information and adapt the courses to the students, get better teachers, make the lessons easier and provide more help to the students in the contemporary languages area. / Syftet med studiet är att undersöka vad gymnasieelever tycker om moderna språk studier. Detta för att förstå vad som påverkar elevernas motivation att fortsätta eller inte fortsätta att studera moderna språk. Arbetet är relevant, eftersom färre studenter fortsätter studera moderna språk i gymnasiet, trots internationell globalisering och samhällets behov av personer som talar mer än ett främmande språk. Undersöknings metoden är kvantitativ med vissa kvalitativa inslag. Elektroniska enkäter skickades till gymnasieskolan elever i Jämtlands län i norra Sverige. Jag fick 226 svar, enkäten och resultaten av undersökningen visade att flera av respondenterna tycker att det räcker med att kunna engelska och de är inte intresserade att lära sig något annat språk. Trots detta är mer än hälften av undersökta elever i studien (174 elever) intresserade av att lära sig ytterligare ett språk. De ser fördelarna med det och de tycker även om språk. Majoriteten av dem som inte fortsätter med sina samtida moderna språk studier anser att moderna språkstudiernas börda är för mycket, de finner inte tillräcklig motivation i lektionerna och/eller lärarna. Dessutom tycker de att förväntningar är för höga och att de inte får samma stöd från skolan som de får i andra ämnen. De tycker att skolan kanske bör anpassa kurserna till studerande, skaffa bättre språklärare, göra lektionerna enklare och ge mer stöd i contemporary språk till de eleverna som behöver det. / VAL

本研究旨在探討大學生的學習動機與閱讀策略間的相關。台灣南部的英語教師能借此研究進而了解學生之學習狀況與閱讀過程間所帶來之障礙。本研究探討在學生的閱讀過程中，影響學生學習動機之閱讀問題與閱讀策略。本研究的參與對象為二十四位國立屏東教育大學英語系二年級學生。在學期初與學習末時，受試者均接受前後測問卷調查、閱讀測驗、以及訪談。研究者依據受試者所填寫之問卷結果進行訪談，所有訪談皆對話錄音。最後，所有收集資料皆使用量化與質化分析。以下為本研究之研究發現： 一、 學生之學習動機與閱讀策略有相關。 二、 學生之閱讀策略與閱讀表現有相關。 三、 學生經常使用之閱讀策略為： 1. 我會先掌握文章的大綱，然後再仔細閱讀內容。 2. 我的腦海會出現文章內容的畫面。 3. 我會跳過不懂的部分並且透過可以理解的文章內容來幫助閱讀。 四、每位受試者對於閱讀練習之回應為正向態度。 / The purpose of this study is to investigate the correlation between college students’ learning motivation and reading strategies that may affect their reading comprehension. In order to help English teachers in southern Taiwan, this study may help these teachers to understand students’ learning situations and obstacles that may affect their reading. This study explored college students’ reading problems that influenced their learning motivation and reading strategies in their reading process. The participants of the study were twenty-four English-majored sophomores of National Pingtung University of Education. In the beginning and the end of the semester, participants were received the pre-study and post-study questionnaires, reading comprehension tests, and interviews during the semester. The researcher interviewed every participant based on the questionnaire results completed by themselves, and all interviews were audio-recorded. Finally, all of the data collected during the study were analyzed both qualitatively andquantitatively. The followings are the finding of the study: 1. There is correlation between students’ learning motivation and reading strategy. 2. There is correlation between students’ reading strategies and reading performance. 3. The most frequently reading strategies used by individual participants are (1) I will catch the article’s theme, than read the content carefully. (2) While reading, the pictures of context often show up in my mind (3)I will ignore the unreadable parts, and figure out the whole content through the readable parts. 4. Individual participant’s response toward their reading practice belonged to positive attitude. / Chinese Abstract……………………………………………………..…i English Abstract………………………………………………....……..ii Table OF CONTENTS………………………………………………...iii CHAPTER ONE INTRODUCTION…………………...……….…….1 Background and Motivation……………………………...….…….1 Purpose of the Study………………………………………………..2 Research Questions…………………………………………………2 Significance of the Study……………………………………………3 Definitions of Terms………………………………………………...4 CHAPTER TWO LITERATURE REVIEW………………………….6 Research on Learning motivation……………………….………..……6 Research on Reading Strategies………………………………………10 Research on Learning Community…………………………………...12 Related Studies in EFL Context……………………………….......….14 Research on Learning motivation………………………….…..……..14 Research on Reading Strategies……………………………..…….….18 The Present Study…………………………………………..…….…....22 CHAPTER THREE METHODOLOGY……………………………..23 Research Design……………………..……………………………..23 Participants and Background……………..………………………24 Procedure…………………………………………………………..25 Instruments………………………………………………………...27 Questionnaires……………………………………………………..27 Reading Comprehension Tests……………………………………28 Interviews……………………………….……….….……..……….28 Data Collection and Analysis…………………………….….……….29 CHAPTER FOURRESULTS AND DISCUSSION………………….30 The correlation between students’ learning motivation and reading strategies……………………………………………………………….30 The correlation between learning motivation and reading strategiesscores in the pre-test (the highest 8th scores)…………………………………………………………...….30 The correlation between learning motivation and reading strategiesscores in pre-test (the lowest 8th scores)………………………………………………………...…….32 The correlation between learning motivation and reading strategiesscores in the post-test (the highest 8th scores)……………………………………………………...……...…33 The correlation between learning motivation and reading strategiesscores in the post-test (the lowest 8th scores)…………. 35 Summary…………………………………...………………………36 Discussion………………..…………………………………..……..36 The correlation between students’ reading strategies and reading performance……………………………………………………………37 The correlation between reading strategies and reading performance scores in pre-test (the highest 8th scores)………………………………………………………..……..37 The correlation between reading strategies and reading performance scores in pre-test (the lowest 8th scores)………………………………………………………………38 The correlation between reading strategies and reading performance scores in post-test (the highest 8th scores)…………………………………………………......……..…40 The correlation between reading strategies and reading performance scores in post-test (the lowest 8th scores)………………………………………………………………41 Summary………………………………...……..…………………..42 Discussion…………………………………..……………………....43 The reading strategies most frequently used by individual participants………………………………………………………...…..43 What kinds of reading strategies do you use while reading?.......44 When you reading interestingarticles, which reading strategies do you use……………………………………………………………...45 When you read uninterestingarticles, which reading strategies do you use?................................................................................................... 47 When you read an easy article, which reading strategies do you use?.....................................................................................................48 When you read difficult article, which reading strategies do you use?.....................................................................................................50 The individual participants’ responses toward their reading practice............................................................................................52 The high level participants ‘responses…………………………..52 The middle level participants’ responses…………………….….53 The advancing participants’ responses…………………...….….54 CHAPTER FIVECONCLUSIONS…………………….……………56 Pedagogical Implications………………………………..………..60 Limitations and Suggestions………………………………..……..61 REFERENCES………………………………………………………...62 Appendix……………………………………………………………….66 Appendix A……………………………………………………………..66 Appendix B……………………………………………………………..72 Appendix C……………………………………………………………..79 Appendix D……………………………………………………………..86 Appendix E……………………………………………………………..96 Appendix E……………………………………………………………108 Appendix G………………...…………………………………………109 Appendix H…………………………………………………………...110 Appendix I…………………………………………..………………...111 Appendix J…...……………………………………..………………...112

Nowadays, there is a major issue that increasing demand for employees learning and development: technological development. Technological development pushes employees to learn more and companies to offer development programs to their employees. There is always a need for employees to learn new skills, norms and values and develop the personal mastery. Organizations, on the other hand, should empower and encourage employee to develop and to perform a task. The purpose of this study is to identify and investigate the factors, which motivate employees for attending voluntary technical trainings, and to understand to what extent the managers affect employees’ willingness to participate in non-mandatory technical trainings in High-tech MNCs in Sweden. What motivates employees to attend non-mandatory technical development programs and trainings on products in High-tech companies in Sweden? To what extent does manager affect employees’ willingness to attend voluntary technical trainings? A mixed method is used in this research, which is a combination of both qualitative and quantitative methods. Seven semi-structured face-to-face Interviews were conducted with both senior managers and employees in studied companies. Survey was conducted online and sent to employees in four high-tech companies in Västmanland, Sweden. Conclusion: There are different motivations for employees to attend voluntary technical trainings in Sweden such as desire to stay updated with the technologies, self-fulfillment and interaction with others. Managers play a more supporting rather than supervisory role in the whole process of employees learning.

The study explores the motivational role of the personal constructions of Italian identity (Italianità) of five learners of Italian descent studying their heritage language by means of traditional foreign language courses in Wellington, New Zealand. By adopting a social constructivist perspective on both language learning and the motivational processes underlying it, and by applying such concepts as investment (Norton, 2000), ideal L2 self (Dörnyei, 2009) and language learning as identity reconstruction (Pavlenko & Lantolf, 2000), the study aims to further our understanding of heritage language learning motivation as a socially mediated process (Ushioda, 2003). Qualitative data was collected through waves of semi-structured interviews from five case-study participants over the course of several months of learning. Responses were used to map the influence that the participants’ constructions of their own Italianità exerted on three aspects of their language learning motivation: their reasons for learning the language, the decision to embark on the study of it, and the maintenance of their interest and learning efforts throughout the learning process. Detailed observations of learning sites, classes and materials, and interviews with teachers provided rich contextual data concerning key episodes identified by the students as relating to different aspects of motivation. The findings suggest that Italianità is heavily implicated in the initial stages of motivation, but that its influence is mediated by the learners’ personal constructions of a multitude of internal and external factors, through which they come to personalise and prioritise their own objectives and identity ambitions in ways that guide their motivational arousal, their decision to pursue the language and their creation and visualisation of learning goals. Italianità is also found to have an influence on the maintenance and shifts in the participants’ motivational states throughout their learning, supporting a socially mediated view of L2 motivation in which motivational fluctuations are explained as the result of the learners’ own processing of and reaction to elements of their context, including critical events inside and outside the classroom, exchanges with teachers, peers and speakers of Italian, and ongoing developments of opportunities and challenges for the achievement of the personal goals and identity ambitions driving their learning.

This thesis investigates students? perceptions about their workload and their approaches to learning, employing a regional polytechnic as a case study. Data was collected using a mixed methods approach. The convenience sample consisted of 269 full-time undergraduate students who completed a questionnaire indicating whether they perceived the workload to be heavy or unmanageable at times, and those who did specified the reasons for their perceptions. All respondents also completed a modified ASSIST instrument to indicate the approach to learning they adopted. Analysis of the questionnaire data indicated that the majority of students perceived their workload to be heavy or unmanageable at times with the main reason given as too many assessments due around the same time. The issues raised from the data confirmed the results of other studies and pointed to a range of issues both internal and external to the institution. Thirty follow-up interviews were conducted to further investigate the issues raised in the questionnaire. A complex picture emerged from the interview data of a number of inter-related aspects in the teaching-learning environment that impacted on perceived workload and approach to learning, including assessment and overloaded curricula, motivation, time management problems resulting from part-time jobs or family commitments, and lecturer support. Trends or patterns signalled by the data provided an important first step to assist in planning changes in the teaching-learning environment at the regional polytechnic. The main recommendations were centred on a long term, collaborative action-research project to be set up within a programme, to review curricula, create a more stimulating and responsive teaching-learning environment, foster learning communities, and ensure a consistent approach to developing generic skills. The aim of the recommendations was to ensure students are motivated to learn, engaged, and have the skills and information needed to be effective learners, which in turn has the potential to change perception of workload and impact on approach to learning.

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains iv, 88 p. Includes abstract. Includes bibliographical references (p. 58-65).

Τα κίνητρα αποτελούν σημαντικό στοιχείο στην εκπαιδευτική διαδικασία. Κίνητρο είναι ό, τι ωθεί ή κινεί το άτομο σε δράση. Η παρούσα έρευνα έχει σκοπό να διερευνήσει τις απόψεις παιδιών, εκπαιδευτικών και γονέων για τα κίνητρα μάθησης των παιδιών προσχολικής ηλικίας. Συγκεκριμένα, τα ερωτήματα της έρευνας είναι τα εξής: 1. Σε τι βαθμό τα παιδιά προσχολικής ηλικίας επιλέγουν να εμπλακούν σε μια δραστηριότητα με σκοπό την ικανοποίηση της εκπαιδευτικού; 2. Σε τι βαθμό τα παιδιά προσχολικής ηλικίας επιλέγουν να εμπλακούν σε μια δραστηριότητα με σκοπό την αμοιβή; 3. Σε τι βαθμό τα παιδιά προσχολικής ηλικίας εμπλέκονται σε μια δραστηριότητα με δική τους πρωτοβουλία; 4. Σε τι βαθμό τα παιδιά προσχολικής ηλικίας αναζητούν νέες γνώσεις και μαθησιακές εμπειρίες; 5. Σε τι βαθμό συγκλίνουν οι απόψεις εκπαιδευτικών και γονέων για τα κίνητρα των παιδιών για μάθηση; 6. Υπάρχει συσχέτιση ανάμεσα στις απόψεις γονέων, εκπαιδευτικών και παιδιών; Το δείγμα αποτέλεσαν 45 παιδιά προσχολικής ηλικίας, με τις εκπαιδευτικούς και τους γονείς τους. Χρησιμοποιήθηκε η κλίμακα Children’s achievement rating scale (CARS) που μεταφράστηκε και προσαρμόστηκε στα ελληνικά και δόθηκε σε γονείς και εκπαιδευτικούς. Για τα παιδιά δομήθηκε ένα εργαλείο βασισμένο στην κλίμακα της Harter για εσωτερικά και εξωτερικά κίνητρα. Τα συμπεράσματα της έρευνας μας δείχνουν πως υπάρχουν παιδιά προσχολικής ηλικίας που έχουν εσωτερικά κίνητρα για μάθηση. Δεν απουσιάζουν, ωστόσο, τα εξωτερικά και τα κοινωνικά κίνητρα. Γονείς και εκπαιδευτικοί φαίνεται να μην διαφοροποιούνται στις απαντήσεις τους σχετικά με τα κίνητρα των παιδιών, αλλά οι γονείς αναγνωρίζουν σε μεγαλύτερο βαθμό στη συμπεριφορά των παιδιών τους κίνητρα, απ’ ότι οι εκπαιδευτικοί. Τέλος, οι απόψεις γονέων, εκπαιδευτικών και παιδιών φαίνεται να συγκλίνουν, χωρίς να λείπουν, ωστόσο, μικρές παρεκκλίσεις. / Motivation constitutes an important element in the educational procedure. Motivation is whatever motivates or leads a person to action. Current research investigates children’s, teachers’ and parents’ views about learning motivation of pre-school age children. Particularly, the questions of the research are the following: 1. Do pre-school age children choose to get involved in an activity in order to satisfy the teacher? 2. Do children of pre-school age choose to get involved in an activity with the goal of reward? 3. Do children of pre-school age get involved in an activity with their own initiative? 4. Do children of pre-school age seek for new knowledge and learning experience? 5. Do the teacher’s and parent’s views converge about the motivation of children towards learning? 6. Is there a correlation among the parent’s, teacher’s and children’s views? The sample consisted of 45 children pre-school age with their teachers and parents. The scale Children’s Achievement Rating Scale (CARS) was used which was translated and adjusted in Greek was given to parents and teachers. A tool based on the scale of Harter about intrinsic and extrinsic motivation was structured for the children. The analysis of results shows that there are children of pre-school age who have intrinsic motivation for learning. However, the extrinsic motivation are not absent, as well as the social motivation. Both parents and teachers seems to agree concerning children’s motivation, but parents recognize higher motivation in their children learning behavior than the teachers. Finally, parent’s, teachers’ and children’s views seem to converge, although, there is some divergence.