Darbo objektas: mokinių malonų dalyvavimą įtakojantys veiksniai kūno kultūros pamokoje. Baigiamojo darbo tyrimo tikslas: nustatyti Kauno miesto 9-12 klasių mokinių malonų dalyvavimą įtakojančius veiksnius per kūno kultūros pamoką. Baigiamojo darbo tyrimo uždaviniai: 1. Nustatyti vidinius pasitenkinimo ir nepasitenkinimo kūno kultūros pamoka veiksnius 9-12 klasių mokinių tarpe pagal jų lytį. 2. Nustatyti išorinius pasitenkinimo ir nepasitenkinimo kūno kultūros pamoka veiksnius 9-12 klasių mokinių tarpe pagal jų lytį. Išvados: 1. Nustatyta, kad berniukų ir mergaičių dažniausiai nurodytas vidinis pasitenkinimo veiksnys, įtakojantis jų malonų dalyvavimą kūno kultūros pamokose, buvo galimybė išbandyti save ir įvertinti savo jėgas. Vidinio nepasitenkinimo veiksnys, labiausiai įtakojantis tiriamųjų (mergaičių ir berniukų) malonų dalyvavimą kūno kultūros pamokų metu buvo galimybė užsiimti mėgstama veikla ir galimybė save realizuoti. 2. Nustatyta, kad didžiausią malonumą kūno kultūros pamokų metu abiejų lyčių mokiniams sukelia išoriniai veiksniai, kurie susiję su rungtyniavimu su kitais. Vaikinams statistiškai reikšmingai dažniau nei merginoms (p<0,05), laimėjimo pojūtis įtakojo jų malonų dalyvavimą kūno kultūros pamokose; vaikinai statistiškai reikšmingai dažniau nei merginos (p<0,05) nurodė, kad išorinis pasitenkinimo veiksnys, įtakojantis maloniam dalyvavimui kūno kultūros pamokose yra galimybė pasirodyti geresniu už kitus. Išorinio nepasitenkinimo veiksniai įtakojantys... [toliau žr. visą tekstą] / Objective: students' pleasant participation influencing factors in physical education. The aim of the study: to determine the factors which influence the pleasant participation of 9th – 12th grade students in physical education classes in Kaunas. Goals: 1. To define the intrinsic - achievement and intrinsic – nonachievement factors in physical education based on the sex of the 9th-12th grade students. 2. To define the extrinsic – achievement and extrinsic nonachievement in physical education based on the sex of the 9th-12th grade students. Conclusion: 1. It was determined that intrinsic - achievement factor mostly shown by girls and boys influences their fun participation in physical education classes and enables them to test themselves and their skills. Intrinsic nonachievement factor mostly influencing girls’ and boys' participation in physical education classes is the opportunity to engage in favourite activities and prove themselves. 2. It was defined that the biggest enjoyment for students of both sexes during physical education classes is caused by external factors that relate to competition with others. According to statistics, for boys more than girls (p<0,05) the notion of winning influences their enjoyable participation in physical education; boys statistically more often than girls (p<0,05) have stated that the external factor of enjoyment that influences their participation in physical education is the opportunity to perform better than others. The external... [to full text]

The purpose of this study was to investigate factors that motivate third grade students to perform well academically and to learn how those factors impact student achievement. Additionally, the researcher wanted to gain an understanding of teachers’ perspectives regarding student motivation, observe strategies teachers use to motivate students, and observe motivated students’ behaviors. To do this, the researcher surveyed 37 third grade students, interviewed two third grade teachers, and observed two different third grade teachers. The results of the study indicated that student academic motivation is significantly impacted by two factors: parent involvement and home environment. The results also showed that reading achievement is closely linked to school environment. Having this information is helpful because it will enable school administrators and teachers to develop strategies to target the factors that have been found to have the most significant impact on student academic motivation. The qualitative research indicated that teachers tend to rely on extrinsic rewards and use strategies such as verbal praise, visual aids, and touch to motivate students. The behaviors that motivated students display include paying attention to the lesson, working diligently, and asking questions. If schools combine the strategies used by teachers and focus on increasing parental involvement, helping parents to create home environments that foster academic success, and making sure the school environment enables students to feel safe, it is likely that administrators would see increases in student academic motivation across the district.

Student motivation is a significant concept as school teachers need to be able to mobilise students to work towards success in examinations. This thesis investigated the impact of teachers' behaviours on students' motivation and examination performance and how these behaviours could be adapted to suit the needs of students. A systematic review of the literature examined how secondary school teachers use motivational strategies in respect of student academic assessment, performance and attainment. Six studies were included in the review and showed both the positive and negative impacts of teacher behaviour on students' academic performance. The review highlighted a need for further research on teachers' knowledge of the impact of their behaviours on student motivation. An empirical study was completed which engaged high school teachers as participants, affording the opportunity to reflect on their current practice from feedback from their students. The research progressed through 3 phases: focus group of six teachers teaching high stakes examination programmes to students age 14-16 (English GCSEs); 10 interviews with students selected from each teacher's classes; and a second focus group re-convening the teachers. The research found a link between what students perceived to be motivational and the changes that teachers were able to envisage for future practice, indicating that teachers were able to learn from their students. The implications for educational psychologist practice and future research are discussed. Finally, the thesis concludes with a reflection of the dissemination of the above pieces of research. Dissemination focussed on offering the findings to schools and using methods of consultation and collaboration to integrate findings in to school practice.

The effect that teacher interpersonal behaviour has on motivating students to want tolearn and on nurturing student self-efficacy in the science classroom cannot beunderestimated. Teacher interpersonal behaviour can be perceived to be the catalystthat determines the level of student self-efficacy in classroom activities. An analysisof effective classroom teaching has been assessed in recent times in relation toteacher interpersonal behaviour. However, the effect that teacher interpersonalbehaviour has on student motivation has not been studied.The aim of this study was to identify the interpersonal skills of teachers that areperceived to encourage a motivating classroom environment. It also describedstudents' perceptions of teacher interpersonal behaviour and classroom environment,and assessed the significant impact teacher interpersonal behaviour had on studentself-efficacy and student attitude towards science. Student data were collected from313 year 8, 9 and 10 science students in 12 classrooms in a girls' secondary school inBrisbane, Australia. They were studying a general science course that coveredaspects of biology, chemistry and physics. Qualitative and quantitative data werecollected. The study confirmed the validity and reliability of the Questionnaire onTeacher Interaction (QTI) and the Students' Motivation, Attitude and Self-Efficacy inScience (SMASES) questionnaire. Thus, the study identified perceptions of teacherinterpersonal behaviour and classroom environment, and investigated associationsbetween the results obtained from the analysis and the other instruments that wereadministered in the study. The study identified that there was a significantrelationship between teacher interpersonal behaviour and its effect on studentmotivation, self-efficacy and attitude towards science.

This research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3. Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed. The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement. The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor. The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.

Per pastaruosius metus Lietuvos švietime inicijuoti ženklūs pokyčiai„ Lietuvos pradinio ir pagrindinio ugdymo programose keliamas tikslas plėtoti dvasines, intelektines ir fizines asmens galias, ugdyti aktyvų, kūrybingą, atsakingą pilietį, įgijusį kompetencijas, būtinas sėkmingai socialinei integracijai ir mokymuisi visą gyvenimą “(Pradinio ir pagrindinio ugdymo bendrosios programos, Žin., 2008., Nr. 99-3848). Mokytojo ir mokinio vaidmuo turi keistis, norint pereiti prie gilaus į kompetencijas orientuoto mokymosi tenka keisti mokinio ir mokytojo vaidmenis bei sąveiką pamokoje. Mokiniai turi mokėti mokytis patys: kelti klausimus ir problemas, tyrinėti, ieškoti informacijos, priimti sprendimus, įtvirtinti savo žinias. Mokytojas nukreipia ir stebi mokinių mokymąsi, laiku suteikia konkretų, individualizuotą grįžtamąjį ryšį apie sėkmę ir spragas, padeda tiems, kuriems jo pagalba būtinai reikalinga, moko mokinius vertinti ir įsivertinti procesą ir jo rezultatus, kelti tolesnio mokymosi tikslus. Remdamasis turima informacija apie mokinių mokymąsi ir pasiekimus, mokytojas planuoja ir pritaiko ugdymo turinį (Gudynas ir kt., 2010). Temos aktualumas. Nuo 2008 metų Lietuvos bendrojo lavinimo mokyklose įgyvendinamos atnaujintos Pradinio ir pagrindinio ugdymo Bendrosios programos (patvirtintos švietimo ir mokslo ministro 2008 m. rugpjūčio 26 d. įsakymu Nr. ISAK-2433). Viena svarbiausių ugdymo turinio kaitos krypčių įgyvendinant Bendrąsias programas – dėmesys bendrųjų kompetencijų... [toliau žr. visą tekstą] / Learning to learn competence lays the foundation of developing other competencies therefore it is very important to analyse and recognize the competence of learning to learn in the lesson of physical education. The aim of the lesson of physical education – to make sure students have proper conditions for the development of their physical, emotional and social activities, for the social integrity and strengthening physical health by increasing the choice of physical education and hence strengthening inner motivation of physical activity (General programmes of secondary education, 2011). In order to ensure the quality of general competencies and social skills, to lead meaningful personal, successful and full-fledged social and professional life in a dynamic world, a person has to be able to change, to be ready to take on new activities, to be able to work with information which is constantly increasing. The objective of the paper - the development of the competence of lifelong learning skills for 5th or 8th formers during the lesson of physical education. Aim of the paper –to disclose the competence of life-long learning skills for the students of 5th or 8th form during the lesson of physical education. Tasks of the paper: 1. To describe the development of the competence of life-long learning skills in physical education lessons. 2. To evaluate the competence of life-long learning skills of 5th or 8th form students in physical education lessons. Results: After having... [to full text]

The purpose of this document is to design and record a Kindergarten visual arts unit using the Activboard to determine how student achievement, motivation, and interest are impacted. Methods of data collection include both observational recording and student interviews. The Activboard facilitates a highly interactive study of the art curriculum and data collected throughout the unit indicates a positive impact on student achievement, motivation, and interest.

?rea de concentra??o: Educa??o. / Na ficha catalogr?fica consta o t?tulo: "O jogo digital como atividade motivadora de aprendizagem: concep??es de educadoras de uma escola p?blica de Diamantina MG". / Na folha de aprova??o consta o t?tulo: "O jogo como atividade motivadora de aprendizagem no contexto escolar: concep??es das educadoras de uma escola p?blica de Diamantina - MG". / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-04-24T17:53:08Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maria_cristina_fernandes_timo.pdf: 1089677 bytes, checksum: c59e146d5366c755aa0d451be94ce2bc (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-26T16:33:14Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maria_cristina_fernandes_timo.pdf: 1089677 bytes, checksum: c59e146d5366c755aa0d451be94ce2bc (MD5) / Made available in DSpace on 2018-04-26T16:33:15Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maria_cristina_fernandes_timo.pdf: 1089677 bytes, checksum: c59e146d5366c755aa0d451be94ce2bc (MD5) Previous issue date: 2017 / O tema deste trabalho est? relacionado ?s concep??es de professores acerca do jogo digital como atividade motivadora da aprendizagem de alunos inseridos em cultura digital. Como desdobramento dessa cultura, surgem tend?ncias pedag?gicas emergentes que mesclam tecnologias ? sala de aula, requerendo atitudes e conhecimentos novos por parte do professor. A partir de tal perspectiva, o objetivo geral deste estudo ? investigar as concep??es de um grupo de educadoras de uma escola p?blica de ensino fundamental no munic?pio de Diamantina, acerca do jogo digital como atividade motivadora de aprendizagem. Para alcan??-lo, a metodologia adotada ? de abordagem qualitativa, cuja produ??o de dados realiza-se por meio de entrevistas semiestruturadas com professoras do 4? e 5? ano, diretora e supervisora pedag?gica. Por sua vez, a interpreta??o dos dados realiza-se mediante a t?cnica de an?lise de conte?do a partir da teoria de Bardin (2009). A partir desse percurso, as an?lises demonstram que coexistem concep??es convergentes e divergentes com vis?es inovadoras em educa??o. Para algumas educadoras o jogo digital n?o possui valor educativo em si, servindo apenas para entretenimento. Para outras, o jogo ? visto como l?dico e capaz de motivar intrinsecamente a aprendizagem dos alunos, tornando as aulas mais atraentes. Os resultados apontam para a oportunidade de realiza??o de novos estudos com abordagem metodol?gica de pesquisa participante, para que as educadoras tenham um contato direto com os jogos digitais, podendo assim ressignificar suas concep??es. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The subject of this study has relation to teachers' conceptions about the digital game as a motivating activity on the learning process of students inserted in digital culture. As part of this culture, there are emerging pedagogical trends that mix technologies into the classroom, requiring new attitudes and knowledge from the teacher. From this perspective, the general objective of this study is to investigate the ideas of educator?s group from a public elementary school in the municipality of Diamantina, about the digital game as a motivating learning activity. To achieve this objective, the methodology adopted is a qualitative approach, which data production carried out through semi-structured interviews with 4th and 5th grade teachers, pedagogical director and supervisor. The data interpretation based on the technique of subject analysis from the theory of Bardin (2009). From this trajectory, the analyses show that convergent and divergent conceptions coexist with innovative visions in education. For some educators the digital game has no educational value in itself, serving only as an entertainment device. On the other hand, some teachers consider that the game is a playful and capable device of intrinsically motivating learning, making classes more attractive for the students. The results point to the opportunity to carry out new studies with a participatory research methodological approach, so that the educators have direct contact with the digital games, thus being able to re-conceptualize their conceptions.

As the current body of instructional communication research focuses primarily on the relationship between teacher and learner, three studies investigating the relationship between learners were completed in order to better understand how student motivation and learning are influenced by learner-to-learner immediacy behaviors within the college classroom environment. Study I resulted in an extensive list of both positive and negative verbal and nonverbal immediacy behaviors commonly used by learners. Study II required the comparison of the behaviors identified in study one to existing measures of teacher to learner immediacy behaviors, producing a new measure focusing on learner-to-learner immediacy. Following a pilot survey, the reliability of this new measure was determined through face validity and factor analysis, producing the Learner-to-Learner Immediacy Behavior Scale. In Study III, the Learner-to-Learner Immediacy Behavior Scale was combined with Christophel's 1990 Immediacy Behavior Scale, Cognitive Learning Scale, Affective Learning Scale, and Trait and State Motivation Scales and administered to 273 undergraduate students to test the affects of common learner-to-learner immediacy behaviors on student state motivation, affective learning, and perceptions of cognitive learning loss. Multiple regression analyses indicated learner-to-learner immediacy as functioning similarly to teacher-to-student immediacy when mediated through state motivation in its influence on student affective learning and perceptions of cognitive learning loss.

Matematik har ofta stämpeln av att vara ett svårt och tråkigt ämne och därför är det viktigt att undersöka vilka möjligheter det finns att motivera elever till lärande inom matematik. Barn idag har växt upp i ett samhälle där digitaliseringen tidigt är en naturlig del av deras vardag. Denna systematiska litteraturstudie har därför syftat till att undersöka hur olika digitala spel påverkar elevers motivation gentemot matematikämnet. Insamlingen av material skedde i da-tabasen ERIC (EBSCO). Resultatet visade på att spelens olika speltyper och karaktärsdrag kan påverka elevers motivation. Spel med lärokontext och formativ feedback främjade inre mål medan “idle”-spel främst motiverade genom yttre mål som belöningar. Bakgrundsfaktorer och elevernas kognitiva nivå likväl de kontexter spelen hade när de användes i undervisningen kunde även påverka inställningen till olika spel. / Mathematics often has the stigma of being a difficult and a boring subject and therefore it is important to investigate what opportunities there are to motivate students to learn mathemat-ics. Children today have grown up in a society where digitalization is a natural part of their everyday lives from an early age. This systematic literature study has therefore aimed to inves-tigate how different digital games can affect students’ motivation toward the subject of mathematics. The data was collected from the database ERIC (EBSCO). The result of the study showed that the games’ game structure and characteristics can have an effect on the students’ motivation. Games which gave players a context for learning and formative feedback encour-aged intrinsic goals meanwhile idle-games mainly motivated players through extrinsic goals such as rewards. Students' background, cognitive abilities and the context in which the games were used also showed to influence the approach students had towards the games.