Dimensions of motivation and approaches to learning in British and Hungarian secondary schools

Entwistle, Noël; Kozeki, Bela

doi:10.1016/0883-0355(88)90003-1

Cited by 5 publications

(5 citation statements)

References 11 publications

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“…The goal of this study was to understand the roles of PA, enjoyment of physical activity, and GPA in the dimensions of learning motivation [17]. The hypothesized model was tested via path analysis, and the results indicate that enjoyment of physical activity and GPA are associated with learning motivation.…”

Section: Discussionmentioning

confidence: 99%

“…Learning motivation was measured by Entwistle and Kozeki's widely used Learning Motivation Inventory [17]. The questionnaire included 60 items and ten subscales.…”

Section: School Motivation Inventorymentioning

confidence: 99%

“…The researchers generally agree that highly motivated students need competence, autonomy, interest, and relatedness [15,16]. Entwistle and Kozeki [17], in an early study, conceptualized four dimensions and nine factors of motivation after conducting 1000 interviews (Table 1). According to their work, learning motivation is dependent on individual cognitive skills, social interaction, and selfawareness.…”

Section: Introductionmentioning

confidence: 99%

“…The Moral Domain is described as the individual's self-esteem, personal values, personal behavior, and self-evaluation. Entwistle and Kozeki [17] found an extra dimension as well, naming it Adult Pressure. It includes feelings that adults demand unrealistic achievements.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Physical Activity, Enjoyment of Physical Activity, and School Performance in Learning Motivation among High School Students in Hungary

Berki

Tarjányi

2022

Children

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The goal of this study was to analyze the role of physical activity, enjoyment of physical activity, and school performance in the dimensions of learning motivation (Cognitive Domain, Affective Domain, Moral Domain, Adult Pressure). A total of 249 high school students were involved in this study, ranging in age from 14 to 19 years old. A self-administered questionnaire was filled out by the participants, including questions about sociodemographic background and school performance. The International Physical Activity Questionnaire was used to assess physical activity. Learning motivation was measured by the School Motivation Inventory. The Physical Activity Enjoyment Scale was used to determine the enjoyment of physical activity. Path analyses were chosen as a statistical method to understand the associations between the variables. Our findings reveal that learning motivation was associated with school performance and enjoyment of physical activity. Physical activity did not show any direct relationship with learning motivation, but it was positively associated with school performance and enjoyment of physical activity, hence showing an indirect relationship with learning motivation. Another important finding was the role of physical activity enjoyment. It has a preventive role concerning pressure from adults since such enjoyment strengthens the intrinsic motivation of students. We believe our findings highlight the benefits of physical activity and enjoyment of physical activity in learning environments.

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Section: Discussionmentioning

confidence: 99%

“…Learning motivation was measured by Entwistle and Kozeki's widely used Learning Motivation Inventory [17]. The questionnaire included 60 items and ten subscales.…”

Section: School Motivation Inventorymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Role of Physical Activity, Enjoyment of Physical Activity, and School Performance in Learning Motivation among High School Students in Hungary

Berki

Tarjányi

2022

Children

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“…(p. xi). High quality learning outcomes are associated with deep approaches, whereas low quality outcomes are associated with surface ones (Biggs, 1987;Entwistle, 1988;Harper & Kember, 1989;Marton & Säljö, 1984). At the extended abstract level, the new notion is observed in an innovative manner, and applied as hypothesis for prediction, generalization, reflection, or creation of new understanding (Hook & Mills 2011)…”

Section: Discussionmentioning

confidence: 99%

Using Constructive Alignment to Foster Teaching Learning Processes

Jaiswal¹

2019

ELT

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This paper delineates the process of constructively aligning course intended learning outcomes, teaching learning activities, and assessment tasks to boost students' accomplishments of intended learning outcomes. It, also highlights, how the usage of two teaching tools, well-regarded by educators, emerged propitious in analyzing students' progression in learning and in augmenting their academic skills. Biggs' model of constructive alignment, Biggs' SOLO taxonomy and Bloom's taxonomy of educational objectives were used for this purpose. Four factors emerged pivotal for efficacy and effectiveness of the process -creating positive learning environments, linking academic content to real life situations, selecting appropriate teaching learning activities and developing learning outcomes that are measurable and attainable, to facilitate the teaching and learning processes.

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Motivationale Beziehungen, fachspezifisches Interesse und Lernstrategien bei Mädchen und Jungen im Deutschunterricht

Schweder¹,

Raufelder²

2021

Motivation in Unterrichtlichen Fachbezogenen Lehr-Lernkontexten

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Dimensions of motivation and approaches to learning in British and Hungarian secondary schools

Cited by 5 publications

References 11 publications

The Role of Physical Activity, Enjoyment of Physical Activity, and School Performance in Learning Motivation among High School Students in Hungary

The Role of Physical Activity, Enjoyment of Physical Activity, and School Performance in Learning Motivation among High School Students in Hungary

Using Constructive Alignment to Foster Teaching Learning Processes

Motivationale Beziehungen, fachspezifisches Interesse und Lernstrategien bei Mädchen und Jungen im Deutschunterricht

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