Can mindsets influence college students’ motivation to learn? Findings from the United States and the United Arab Emirates

Suchodoletz, Antje von; Rahn, Johanna; Nadyukova, Iryna; Barza, Lydia; Achtziger, Anja

doi:10.1007/s10734-019-00434-z

Cited by 8 publications

(7 citation statements)

References 54 publications

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“…It becomes evident from the preceding assertions about mathematics that the importance of mathematics in any society cannot be overemphasized. Von Suchodoletz et al (2019) stated: “In today’s increasingly technological society, a strong background in mathematics is crucial for many career and job opportunities, like in the United Arab Emirates.” In his attempt to show how essential mathematics is, Abu-Hilal and Bahri (2000) asserted that mathematics is called the “queen of all sciences” since it has promoted the growth of many cultures. It is not only this but also the art of all arts.…”

Section: Discussionmentioning

confidence: 99%

The influence of student factors on students’ achievement in the Trends in International Mathematics and Science Study in Abu Dhabi Emirate Schools

et al. 2023

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IntroductionThis study aimed to investigate student factors affecting performance in mathematics in Abu Dhabi schools in the United Arab Emirates.MethodWe used the secondary data from the Trends in International Mathematics and Science Study (TIMSS) 2015, which included 4,838 eighth-grade students from 156 schools in Abu Dhabi.ResultThe data from the student questionnaire in TIMSS 2015 were subjected to principal component analysis (PCA). The 39 questions were reduced to five factors generated from the student questionnaire, including Safety and Behavior, Classroom Mathematics, Environment, Student Attitudes toward Mathematics, and Technology and Resources. The effects of these factors on students’ achievement were examined using multiple regression analysis.DiscussionAll of these factors had a significant impact on student achievement in the 2015 TIMSS. The pedagogical and policy implications of the findings have been discussed.

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Section: Discussionmentioning

confidence: 99%

The influence of student factors on students’ achievement in the Trends in International Mathematics and Science Study in Abu Dhabi Emirate Schools

et al. 2023

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“…A study on the relationship between academic performance and learning motivation found that cognitive strategies were the mediator between self-regulated learning and motivation (Wu & Chang, 2021). The research that studied the influence of mindsets on learning motivation showed that it is necessary to reinforce and strengthen motivation and interventions (Von Suchodoletz, Rahn, Nadyukova, Barza, & Achtziger, 2020). The researchers concluded the literature on the concept of motivational regulation in terms of self-efficacy, which implied that self-efficacy for motivation can strengthen the success of self-regulation (Trautner & Schwinger, 2020).…”

Section: Motivationmentioning

confidence: 99%

Emerging Trends of Self-regulated Learning: A Comprehensive Bibliometric Analysis

Xue¹,

Hanif²,

Ebrahim³

2023

WJEL

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Barry J Zimmerman considered that self-regulated learning is an active learning process including strategy use, metacognition, and motivation. Self-regulation failure is the core problem of academic procrastination, which seriously threatens academic success. The present research aims to provide a complete outline of SRL and catch the trends and current hotspots. VOSviewer and Bibliometric software was used to analyze the data from the Web of Science core collection database. The results showed that there are a considerable number of publications of articles on self-regulated learning every year; the USA is the most influential country, and Maastricht University is the most productive institution; it is clear that most authors do not like to cooperate with others, which leads to major groups of writers like Azevedo Roger and Gasevic Dragan. The Frontiers in Psychology is an influential journal that received much more articles and citations. The main hotspots of self-regulated learning were: (a) self-regulated learning; (b) self-regulation; (c) metacognition; (d) motivation; (e) learning analytics. In a word, this study is useful for practitioners and scholars to comprehensively understand the trend of self-regulated learning research.

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“…As a result of studying the learning process at a university, it was found that the motivation factor for successful studies turned out to be stronger than the intelligence factor (Liem, 2021;Steinmayr, Weidinger, & Wigfield, 2018). According to another study, many students are motivated to go to university not because they want to learn but they want to get a higher education diploma (Hudig, Scheepers, Schippers, & Smeets, 2023;Von Suchodoletz, Rahn, Nadyukova, Barza, & Achtziger, 2020). If we proceed from the section "tasks of professional activity of a bachelor" in the standard, the inevitable conclusion is that a bachelor's qualification, for example, "primary education," is justified for professional activity immediately after graduation.…”

Section: Introductionmentioning

confidence: 99%

“…We offer a new perspective on research to explore how Kazakh students determine how motivated they are for future professional activity performance. We examine the formation of a student's holistic professional activity with all its structural components based on the previous studies by Wigfield and Koenka (2020) and Bowden, Tickle, and Naumann (2021) because of the lack of measurement of the key factors of competence in previous studies (Wallo, Kock, Lundqvist, & Coetzer, 2020).…”

Section: Introductionmentioning

confidence: 99%

Examining the role of motivation in shaping future primary school teachers' professional competence in Kazakhstan

Kereibaeva,

Zhailauova,

Baimaganbetova

et al. 2024

JEELR

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The issue of developing the professional competence of teachers is one of the priorities in the Kazakhstani education system. One of the most significant challenges in the context of improving abilities is increasing students' motivation. This study aims to examine the role of motivation in shaping future primary school teachers' professional competence. The methods of multivariate correlation analysis, a method for finding structure diagrams of motives and their integral subsystems with their subsequent analysis were used to conduct the study. The research was conducted at the Korkyt Ata Kyzylorda University (Kyzylorda, Kazakhstan). A sample of 57 participants was used for the study. The majority of respondents were female (92.36%) and male (7.64%). According to the study, it has been found that the main reason for studying among students is to receive vocational training in order to find a good and well-paid job which provides the opportunity to use personal abilities and receive higher education in their specialty. Following the findings of this study, practical recommendations are offered to increase student motivation as a factor in developing professional competence. The developed assessment-criteria diagnostic tools can be used in pedagogical monitoring in universities and in advanced training courses for teachers.

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Can mindsets influence college students’ motivation to learn? Findings from the United States and the United Arab Emirates

Cited by 8 publications

References 54 publications

The influence of student factors on students’ achievement in the Trends in International Mathematics and Science Study in Abu Dhabi Emirate Schools

The influence of student factors on students’ achievement in the Trends in International Mathematics and Science Study in Abu Dhabi Emirate Schools

Emerging Trends of Self-regulated Learning: A Comprehensive Bibliometric Analysis

Examining the role of motivation in shaping future primary school teachers' professional competence in Kazakhstan

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