Investigating the Influence of Motivational Factors on Conceptual Change in a Digital Learning Context Using the Dual‐Situated Learning Model

Boosting Motivation to Help Students to Overcome Online Learning Barriers in Covid-19 Pandemic: A Case study

“…It is, thus, evident that motivation is one of the indispensable factors driving students to the goal of learning process. This statement is also asserted by Tseng, C. H., et al [30] that motivation in online education can improve students' attitudes towards learning.…”

“…With the support from IT and teaching innovation, the students in experimental groups had more motivation and higher scores than those in the control groups. Much recent research has consistently shown that the increase in students' motivation for learning has a close correlation to academic success (30). In an attempt to provide an explanation for these data, it can be seen that to some certain extent, the relation between motivation and academic outcomes dependently existed.…”

Ortaokul Öğrencilerinin Fen Bilimleri Dersi Sınıf Etkinlikleri Algısı ile Fen Öğrenmeye Yönelik Motivasyonları Arasındaki İlişkinin İncelenmesi

“…In addition, Aydin and Ural Keles (2017) and Yildirim and Karakas (2018) report that students' motivation to learn science decreases as the age and grade increases and it is similar to results of this study. However, there are also other studies in the literature report that the students' motivation for science learning increases as the grade level increases (Tseng et al, 2010).…”

Attending to affect

“…Studies dealt with learning in informal settings (Falk & Storksdieck, , ; Kisiel, ), the future intents of the participants (Russell & Atwater, ), identifying time, topic, school, instructional design, brain‐type and gender‐based trends (Abrahams, ; Bryan et al, ; Juriševič et al, ; Vedder‐Weiss & Fortus, ; Zeyer & Wolf, ), outcomes of interventions (Berger & Hänze, ; Patrick et al, ; Stake & Mares, ; Sturm & Bogner, ), the relations between motivation and achievement (Devetak & Glažar, ; Glynn, Taasoobshirazi, & Brickman, ; McLellan, ; Nolen, ; Saçkes, Trundle, Bell, & O'Connell, ; Tseng, Tuan, & Chin, ; Wang, Wu, & Huang, ; Zusho, Pintrich, & Coppola, ), the development of instruments (Glynn et al, , ; Tuan, Chin, & Shieh, ; Velayutham et al, ), the development of a motivational model of teaching (Palmer, ), and an alternative to traditional motivation theories (Venturini, ).…”