The Development of Undergraduates Motivation for Research Work

Kozlova, Natalia V.; Atamanova, Inna V.

doi:10.1016/j.sbspro.2013.09.227

Cited by 12 publications

(14 citation statements)

References 2 publications

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“…Implementation of self-efficacy assessment becomes important to be implemented considering selfefficacy impact on learning achievement, behavior, motivation, and way of thinking. Self-efficacy contributes significantly to learning outcomes because self-efficacy can lead, encourage a person toward behaviors including learning behaviors to achieve desired learning objectives [10,40]. Someone who has a high self-efficacy will facilitate the learning process so that the results of learning to the maximum and vice versa someone who has a low selfefficacy will inhibit the learning process so that less maximal learning outcomes.…”

Section: Methodsmentioning

confidence: 99%

Studentsr Self-Efficacy on Biology Lesson of Senior High Schools in Bengkulu City, Indonesia

Fitriani¹,

Zubaidah²,

Susilo³

et al. 2018

Proceedings of the 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017)

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Self-efficacy is the student's belief in the ability to perform necessary tasks or actions to achieve a particular outcome. Self-efficacy can influence students' feelings, ways of thinking, motivations, academic achievements, and social behaviors. The higher self-efficacy that students have, the higher the achievement and ability students may get. The purpose of this research was to know the self-efficacy of State Senior High School students in Bengkulu City, Indonesia toward Biology Lesson. Measurement of self-efficacy refers to 3 aspects, namely magnitude, strength, and generality. The method used was survey method. The samples of this research were 160 students of class X of academic year 2017/2018 taken from Public High School (SMAN) 1, Public High School (SMAN) 2, Public High School (SMAN) 4, Public High School (SMAN) 5 and Public High School (SMAN) 6. The results of the study showed that the average self-efficacy of students are 58.60 on magnitude aspect with the medium category, 56.85 in strength aspect with the medium category, and 48.70 in generality aspect with the low category. Based on the results of this study, it is necessary to improve the learning process especially by using models of learning that can improve students' self-efficacy in Biology Lessons.

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Section: Methodsmentioning

confidence: 99%

Studentsr Self-Efficacy on Biology Lesson of Senior High Schools in Bengkulu City, Indonesia

Fitriani¹,

Zubaidah²,

Susilo³

et al. 2018

Proceedings of the 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017)

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“…El autoconcepto que el estudiante tenga de sí mismo producto de su sistema de creencias, influye en su motivación académica (Carranza & Apaza, 2015), en este caso, motivación e interés por investigar, siendo aspectos relevantes para hacer una investigación (Kozlova, & Atamanova, 2013;Rietveldt y Vera, 2012), lo que genera que el estudiante no desarrolle habilidades de investigación, como por ejemplo revisar literatura, delimitar un tema o realizar el diseño metodológico (Ochoa, 2011).…”

Section: Discussionunclassified

“…Así, se ha encontrado evidencia sobre el papel mediador de la autoeficacia en este tipo de actividades (Alegre, 2014;Balloo, Pauli, & Worrell, 2016;Chumwichan, & Siriparp, 2016;Lambie, Hayes, Griffith, Limbert, & Mullen, 2013;Mohamed, & Nordin, 2013;Reyes & Gutiérrez, 2015); procesos motivacionales, sobre todo intrínsecos (Kozlova, & Atamanova, 2013;Rietveldt, & Vera, 2012); expectativas de los resultados de la investigación (Chumwichan, & Siriparp, 2016); actitudes hacia la investigación (Rietveldt, & Vera, 2012).…”

Section: Propósitos Y Representacionesunclassified

Factores implicados para realizar o no realizar tesis en estudiantes de psicología

et al. 2017

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<p>A pesar de la necesidad de investigaciones científicas en Psicología para dar respuesta a los diferentes problemas psicosociales del país (violencia familiar y corrupción, por ejemplo), los estudios en esta área son aún insuficientes. Una de las formas de incentivar las investigaciones es a través de la realización de tesis. Sin embargo, muchos estudiantes optan por otro tipo de trabajos para tal fin. El objetivo del estudio es identificar, describir y explicar aquellos factores que influyen en la decisión de realizar o no realizar tesis para obtener el título profesional en estudiantes de pregrado de la carrera de Psicología. Se empleó una metodología cualitativa y el diseño Teoría Fundamentada. Se realizaron 7 entrevistas individuales y 2 grupos focales a un total de 28 estudiantes universitarios (20 mujeres y 8 varones), residentes en la ciudad de Lima, de 2 universidades nacionales y 3 particulares, que cursaban los últimos ciclos de la carrera de Psicología. Los resultados sugieren que existen factores psicológicos, circunstanciales, familiares, relacionados a la universidad, sociales y culturales cuya compleja interacción influye en los procesos psicológicos del estudiante para tomar la decisión de realizar o no realizar una tesis, representando el sistema de creencias del estudiante respecto de sí mismo y en relación con la actividad de investigación un factor psicológico central. </p>

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“…The results from previous researches revealed that the majority of students held positive attitudes towards research study. Only a minority of them were interested in conducting their own research projects at the same time (Kozlova & Atamanova, 2013). Thus, shaping attitudes became a priority in high educational settings.…”

Section: Attitudes Towards Academic Researchmentioning

confidence: 99%

Relationships Between External Factors and University Students' Attitudes towards Academic Research

Ji-ying

Echiverri

Tang

2020

6th International Conference on Higher Education Advances (HEAd'20)

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Research is an important part of an academic career, yet it is not always frequently practiced by most students. This descriptive-correlational research aimed to find out the external factors that influence students’ attitudes toward research. We sampled 201 undergraduates at Wenzhou-Kean University and analyzed their responses to the questionnaire in order to determine the relationship between possible factors and their attitudes. The results revealed that the external factor of the training environment has a moderate positive influence on research attitude, while support from the university has a strong positive influence on research attitude. Specifically, factors of faculty support, curriculum design, on-campus academic activities, library service, and financial support all moderately influence students’ attitudes towards research in a positive way. The most salient influential factor of all is faculty support. The results suggested that to improve students’ attitudes towards research, sufficient support is vital, especially academic and financial support. Therefore, to externally encourage students to conduct academic research, faculty and university could give more consideration to support provision.

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The Development of Undergraduates Motivation for Research Work

Cited by 12 publications

References 2 publications

Studentsr Self-Efficacy on Biology Lesson of Senior High Schools in Bengkulu City, Indonesia

Studentsr Self-Efficacy on Biology Lesson of Senior High Schools in Bengkulu City, Indonesia

Factores implicados para realizar o no realizar tesis en estudiantes de psicología

Relationships Between External Factors and University Students' Attitudes towards Academic Research

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