COVID-19 Pandemic: Do Learning Motivation and Learning Self-Efficacy Exist among Higher Vocational College Students?

Tang, Shenlong; Osman, Siti Zuraidah Md

doi:10.20448/jeelr.v9i1.3756

Cited by 6 publications

(8 citation statements)

References 11 publications

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“…In the same way, Tas et al found that most teachers believed that live classes contributed to meaningful student learning [15]. Tang and Osman's study showed that the COVID-19 pandemic did not affect student motivation, which is consistent with Belousova et al's findings, who noted that students were significantly more inclined to point to no change or increase in motivation in the distance format [29,30].…”

Section: Effectiveness Of Distance Education and Its Relations With M...supporting

confidence: 64%

Students’ Motivation in Distance Learning: How it would be affected and why it matters?

Zhou¹

2022

Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022)

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The widespread use and introduction of distance education have led to a large number of novel theoretical and empirical studies. The potential impact of distance learning on student motivation and academic performance is very important, especially these days due to the pandemic. Most studies have investigated the effectiveness of distance learning and the relationship between student motivation and academic achievement. After article screening and quality assessment, the article presents a systematic review of 28 studies that investigated the relationship between student motivation and academic achievement, as well as student motivation in online settings. Through the systematic review, this article synthesizes the empirical findings of the existing literature and examines efforts to elucidate the link between student motivation and academic performance in distance education. Finally, the paper discusses the implications of distance education and student motivation and offers some suggestions for future research.

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Section: Effectiveness Of Distance Education and Its Relations With M...supporting

confidence: 64%

Students’ Motivation in Distance Learning: How it would be affected and why it matters?

Zhou¹

2022

Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022)

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“…Multiple studies [29,[92][93][94][95][96] have corroborated the positive correlation between general self-efficacy and critical thinking awareness. Research has also shown general self-efficacy can moderate other influencing factors of critical thinking awareness [97,98]. Overall, the above studies support a positive impact of general self-efficacy on critical thinking awareness.…”

Section: Research Hypothesissupporting

confidence: 53%

“…This confidence enables active analysis and critique of ideas rather than passive acceptance. Additionally, general self-efficacy is closely related to emotional states [96], as positive emotions enhance motivation [98]. Confident students tend to develop positive emotions, further motivating their participation, improving their understanding, and enhancing their critical thinking awareness.…”

Section: The Significant Impact Of General Self-efficacy On Learning ...mentioning

confidence: 99%

Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

Jia,

2024

Systems

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In the aftermath of the COVID-19 pandemic, college students have faced various challenges that could negatively impact their critical thinking abilities due to disruptions to education, increased stress and anxiety, less social interaction, and the advancement of distance learning relying more heavily on digital tools. With the increasing integration of AI technology across sectors, higher education institutions have deployed various AI capabilities for intelligent campuses and modernized teaching. However, how to fully utilize AI capabilities to promote students’ thinking awareness on learning effectiveness is still not clear, as critical thinking is an essential skill set holding significant implications for college students’ development. This research adopts the resource-based theory (RBT) to conceptualize the university as a unified entity of artificial intelligence (AI) resources. It aims to investigate whether AI capabilities can foster critical thinking awareness among students by enhancing general self-efficacy and learning motivation. In particular, it examines the causal relationships between AI capabilities, general self-efficacy, motivation and critical thinking awareness. Primary data was collected through a questionnaire administered to 637 college students. Structural equation modeling was employed to test hypotheses pertaining to causality. The results showed that AI capabilities could indirectly enhance students’ critical thinking awareness by strengthening general self-efficacy and learning motivation, but the effect on critical thinking awareness was not significant. Meanwhile, general self-efficacy significantly affected the formation of learning motivation and critical thinking awareness. This indicates that AI capabilities are able to reshape the cognitive learning process, but its direct influence on thinking awareness needs to be viewed with caution. This study explored the role of AI capabilities in education from the perspective of organizational capabilities. It not only proves how AI facilitates cognition, but also discovered the important mediating role of general self-efficacy and motivation in this process. This finding explains the inherent connections between the mechanism links. Furthermore, the study expands research on AI capabilities research from the technical level to the educational field. It provides a comprehensive and in-depth theoretical explanation theoretically, guiding the practice and application of AI in education. The study is of positive significance for understanding the need for the future development of the cultivation of critical thinking awareness talents needed for future development through AI capabilities in education.

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“…Carenys et al [11] acknowledged the influence of motivation on learning outcomes. Various studies support the impact that motivation has on behavior in fields such as academics [4,21,45,53], sports [12,16,23,39], teachers [27,43], also in the workplace [7,13], and with university students using various learning methodologies [3,10,22,31,37,40,41,44,55], in the teaching of English [15,19,35,61], and the results of learning [5,24,52,54], among others.…”

Section: Motivation As a Key Factor Of Microlearningmentioning

confidence: 99%

Microlearning strategy in the promotion of motivation and learning outcomes in software project management

Gasca‐Hurtado,

Morillo‐Puente,

Gómez‐Álvarez

2024

Comp Applic In Engineering

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In this research, a microlearning strategy for Software Engineering supported by a mobile application was designed and implemented. The goal is to evaluate the motivation and learning outcomes in the specific context of Software Project Management, with the Scrum framework, in participants of a Software Engineering course at a Latin American higher education institution. An empirical investigation was conducted using a quantitative approach, a quasi‐experimental design, and pretest–posttest measurements without a control group. A one‐sample t‐test for comparison of the means of a sample was used. Statistically significant differences were found between the theoretical and empirical mean of the variable motivation to learn in the specific context and the variable Stimulus for learning after interacting with the mobile application. The means were higher than the theoretical average of the scale, which suggests that the participants valued the mobile application positively. Regarding the learning outcomes of the Scrum framework, a paired sample t‐test for comparison of means revealed an increase in posttest scores, although this rise was not statistically significant. Microlearning can increase the participants' motivation and promote learning in the specific context of Software Project Management. The mobile application has the potential to support microlearning since the participants felt highly motivated and agreed that its use facilitates learning, a key aspect of success in a microlearning strategy.

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COVID-19 Pandemic: Do Learning Motivation and Learning Self-Efficacy Exist among Higher Vocational College Students?

Cited by 6 publications

References 11 publications

Students’ Motivation in Distance Learning: How it would be affected and why it matters?

Students’ Motivation in Distance Learning: How it would be affected and why it matters?

Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

Microlearning strategy in the promotion of motivation and learning outcomes in software project management

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