Psychological Factors Influencing on the Motivation to Study of Students of TEI

Aprielieva, Iryna; Demchenko, Viktoriia A.; Kovalevska, Anastasiia V.; Kovalevska, Tetiana Yu.; Hladun, T.

doi:10.20511/pyr2021.v9nspe2.993

Cited by 8 publications

(5 citation statements)

References 17 publications

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“…Psychologically, the prevalence of a negative stigma against students enrolled in IPS courses would have a detrimental influence on the learning process and the attained learning results. This is supported by reports of Aprielieva et al (2021), Beharu (2018), and Kolo et al (2017) which stated that several psychological aspects impact students' knowledge to organize, implement, and assess their learning process as effectively as feasible for success. Students have the right to get aid and support from their school, community, and parents.…”

Section: Results and Discussion Resultsmentioning

confidence: 74%

Students’ Learning Independence from Different Specialization Classes: A Comparative Study

Sele,

Sila,

Oetpah

et al. 2023

JPBN

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The purpose of this study is to examine the learning independence of students in different specialization classes. This study employed a quantitative, comparative approach. The subjects of the study were class X SMA. There are 21 students in class X MIPA and 36 students in class X IPS in SMA Nurul Fallah Kefamenanu. A questionnaire about learning independence was used to collect data. The results indicated that students in different specializated classes differed in their independence in learning. The learning independence of MIPA specialized students is 19.99% greater than that of IPS specialization students. This may be due to the inappropriate grouping of specialization classes and the existence of a negative stigma towards students enrolled in IPS specialization classes. This stigma has the potential to have a negative impact on self-confidence, learning motivation, learning creativity and student learning discipline. Therefore efforts that need to be made are to improve the system for determining specialization classes and to provide equal opportunities and support for each student to develop themselves according to their interests, talents and potential

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Section: Results and Discussion Resultsmentioning

confidence: 74%

Students’ Learning Independence from Different Specialization Classes: A Comparative Study

Sele,

Sila,

Oetpah

et al. 2023

JPBN

View full text Add to dashboard Cite

show abstract

“…The psychological educational environment refers to psychological safety and providing trust and communication within the environment to promote mental health and a sense of belonging. Research shows that psychological factors such as learning knowledge, gaining skills, students' attitude toward others, students' perception of educational information, and forming mutual understandings with people around them (Aprielieva, 2021).…”

Section: Psychological/social Educational Environmentmentioning

confidence: 99%

An Exploration of The Types of Educational Environments Deemed Optimal for Learning by Students

Glaves,

Talpade

2024

IJAHSS

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The purpose of this study is guided by the theory of social learning to understand the essence of one's lived school experiences and the educational environments deemed optimal for learning by students. Past research (e.g., Cayubit,2022, Hanaysha, 2023) indicates that educational environments deemed optimal for learning by students agree that there is a significant impact between educational environments and learning experiences and believe all schools should not only offer learning environments that enhance students’ success but also promote enthusiasm and provide an opportunity for student involvement. Reports show one quarter (24.8 percent) of the U.S. population, are enrolled in school. Research states learning environments have a relationship and have an impact on students' psychological and academic achievement (Mustafa, 2020). Past research has also stated that the school environment is important when evaluating students’ well-being, and findings suggest that variables such as physical, academic, and social dimensions have an impact on the school environment (Tapia-Fonllem et al, 2020). Students' needs are often not met in educational environments, which end up impacting them significantly. Thus, this study is important because it explores school experiences, and describes what students deem optimal for learning. The research question of this study answered the following: what are the types of educational environments that are deemed optimal for students’ learning? Participants were recruited through social media (Instagram). The data collection method was interviews through Zoom and was voice recorded. Participants, 3 key informants, were asked 15 questions, on their experiences in school. The data was then put into Atlas Ti which created themes from the students’ experiences. Validation strategies included rich thick descriptions, member checking, and reflexity. Results revealed the following themes; trust, communication, social dynamics, engaging educational environment, and growth. Implications of the results for future studies include looking into teaching styles versus student preferences. The results of this study can contribute to the field of school psychology help initiate positive change for students who are in school and allow for improvement in teaching for teachers and faculty.

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“…Moreover, extrinsic motivation refers to a wide range of behaviors conducted to get results other than those inherent in the activity. Both motivations, extrinsic and intrinsic, are related to career maturity (Alberth, 2018;Aprielieva et al, 2021).…”

Section: Motivationmentioning

confidence: 99%

Factors Influencing Students' Career Maturity in Vocational and General High School

Nurani

2022

IJORER Int. J. Recent Educ. Res.

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Career maturity is a continual process of development that demonstrates notably recognised attributes required for career advancement. However, internal and environmental variables determine career maturity. This study explores the aspects of career maturity in high school students by collecting the literature. The following criteria were used to choose articles for inclusion: 1) articles describing career maturity in general high school or vocational high school; 2) articles published in English or Indonesian; 3) entire passages in published works; 4) published during the previous ten years. Results mentioned students at vocational high schools typically have more components than students in general high schools. Social attachment, adversity intelligence, emotional intelligence, career interest, motivation, and career aspirations are maturity elements that show in vocational students. Meanwhile, self-determination, self-esteem, self-actualisation, self-confidence, and psychological well-being, on the other hand, are characteristics that impact the professional maturity of general high school students. Since most of these elements are internal to students, it is critical for general high school students to recognise self-reinforcement and self-understanding.

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Psychological Factors Influencing on the Motivation to Study of Students of TEI

Cited by 8 publications

References 17 publications

Students’ Learning Independence from Different Specialization Classes: A Comparative Study

Students’ Learning Independence from Different Specialization Classes: A Comparative Study

An Exploration of The Types of Educational Environments Deemed Optimal for Learning by Students

Factors Influencing Students' Career Maturity in Vocational and General High School

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