Impact of cognitive-behavioral motivation on student engagement

Singh, Maninder; James, P.S.; Paul, Happy; Bolar, Kartikeya

doi:10.1016/j.heliyon.2022.e09843

Cited by 29 publications

(16 citation statements)

References 84 publications

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“…These results are relevant to research that learning motivation affects students' economic learning outcomes (r) 0.26 with a calculated t coefficient of 2.12 and sig. 0.03 (Caputo, 2015;Singh, James, Paul, & Bolar, 2022). Motivation to learn has been applied in learning Buddhist education through learning discipline, especially for students at junior high school Buddhist education in Semarang Regency for the 2022 academic year, which is still not going well.…”

Section: Discussionmentioning

confidence: 99%

The effect of motivation and learning discipline on student learning outcomes in online-based Buddhist religious education subjects

Mujiyanto¹

2022

Ekspose J. Penelit. Huk. dan Pendidik.

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This study aims to determine the effect of learning motivation and learning discipline on student learning outcomes in the subject of Buddhist education using E-Learning learning. This study uses a quantitative approach with the ex post facto method, the nature of the ex post facto is that there is no control over the variables. The sample of this study consisted of junior high school Buddhist religious education students in Semarang district. The data in this study were obtained through non-test techniques in the form of questionnaires and also documentation techniques in the form of student learning outcomes in Buddhist subjects. The data in this study were analyzed using inferential statistical analysis techniques, namely multiple regression analysis. The results of this study indicate that there is a significant influence between students' motivation and learning discipline simultaneously on student learning outcomes in e-learning-based Buddhist subjects (0.00 0.05); and the magnitude of the joint contribution between motivation and student learning discipline on student learning outcomes in e-learning-based Buddhist subjects is 75%.

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Section: Discussionmentioning

confidence: 99%

The effect of motivation and learning discipline on student learning outcomes in online-based Buddhist religious education subjects

Mujiyanto¹

2022

Ekspose J. Penelit. Huk. dan Pendidik.

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“…So learning behaviour can be observed through the responses given by students to learning situations interacting with academic assignments ( Mcdermott et al, 2012 ; Chao et al, 2018 ). Literature studies in previous studies reveal that many factors influencing student learning behaviour, these factors can be seen in more detail in three main groupings: (1) learning attitudes ( Rahman et al, 2012 ; Rikoon et al, 2012 ); (2) self-efficacy ( Bandura and Schunk, 1981 ; Locke, 1997 ; Elliot, 1999 ; Zimmerman, 2000 ; Elliot and McGregor, 2001 ; Geitz et al, 2016 ); (3) learning motivation ( Tokan and Imakulata, 2019 ; Pawlak et al, 2020 ; Singh et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…Learning motivation (LM) including both intrinsic motivation(IM; what a person inherently wants to do because of internal stimuli) and extrinsic motivation (EM; a response to an external stimulus like praise, rewards, or punishment; Harter, 1981 ; Linnenbrink and Pintrich, 2002 ; Singh et al, 2022 ), which also has an impact on LB ( Bosch et al, 2021 ). Intrinsic motivation is defined as motivation to engage in an activity for its own sake, whereas extrinsic motivation refers to motivation to engage in an activity as a means to an end ( Sichler, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

“…There are now well-established scales for assessing intrinsic and extrinsic motivation for students at all stages of learning, such as the Harter (1981) scale and Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al, 1993 ). The findings of most researchers indicate that motivation has a direct impact on learning behaviour ( Tokan and Imakulata, 2019 ; Singh et al, 2022 ). But whether there is a mediating variable between the two is unknown.…”

Section: Introductionmentioning

confidence: 99%

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The mediating role of intention of learning behaviour in learning behaviour

Li,

Wang,

Xie

2024

Front. Psychol.

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Improving the quality of postgraduate study is one that must be addressed with the increase in the number of postgraduate students. This study aims to analyse the effects of learning attitude, learning motivation and self-efficacy on learning behaviour through the intention of learning behaviour, and the effect of learning behaviour on learning outcome. Measurements were made on 560 postgraduate students after the development of a scale. The scale was analysed for reliability and exploratory factor analysis using SPSS software. The date were then analysed using structural equation modelling (SEM) analysis techniques with path analysis and bootstrap methods. The results of the study showed that students’ attitudes towards learning and self-efficacy had a significant indirect on learning behaviour through the mediating involvement of intention to learn behaviours, and learning behaviour had a significant effect on learning outcome. Therefore, there is a need to improve learning behaviour by improving students’ intention to learn behaviour so that they can have good learning outcome.

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“…Students' independent learning behavior is controlled by learning needs, ways of learning and motivation to learn (Wang and Zhang, 2022). Student motivation is an antecedent of engagement (Singh et al, 2022). Students with a good level of motivation have practical implications for aspects of student self-study behavior (Opelt & Schwinger, 2020).…”

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confidence: 99%

Mathematical model of student learning behavior with the effect of learning motivation and student social interaction

Mutiawati¹,

Johar²,

Ramli³

et al. 2022

j. math. educ.

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This study aims to determine the mathematical model of student learning behavior. The model is built by analogizing the spread of learning behavior with infectious diseases, which is called the SEIR model. The survey was conducted through filling out a questionnaire on the learning behavior of junior high school students with a population of 1,143 students. The results of the simulation model show that the peak of students' vulnerability to changes in learning behavior increases rapidly in the first two days and will be stable when passing the 150th day. The results of the simulation of the SEIR mathematical model with an incubation period of 365 days found that student learning behavior in Non-Boarding Schools will be stable in on day 198, while in Boarding Schools it will be stable on day 201. Infection cases in Boarding Schools fell to 0 on day 25 while in Non-Boarding Schools decreased on day 21, meaning that infections occurring in Boarding Schools were slower and more resistant long, meaning that the influence of the social environment is very significant on student learning behavior. This study also serves as material for policy formulation for the Aceh Provincial Government regarding the junior high school curriculum.

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Impact of cognitive-behavioral motivation on student engagement

Cited by 29 publications

References 84 publications

The effect of motivation and learning discipline on student learning outcomes in online-based Buddhist religious education subjects

The effect of motivation and learning discipline on student learning outcomes in online-based Buddhist religious education subjects

The mediating role of intention of learning behaviour in learning behaviour

Mathematical model of student learning behavior with the effect of learning motivation and student social interaction

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