What about Study Motivation? Students´ and Teachers’ Perspectives on What Affects Study Motivation

Abstract

One out of every four upper secondary school students in Sweden interrupts their education, although the intention behind the new Curriculum for Upper Secondary School (GY 11) was to increase throughput of students with complete grades. Lack of study motivation is the most important explanation for students dropping out. This article analyzes study motivation from students and teachers' perspectives. It is based on interviews in three upper secondary school programs that were analyzed with a qualitative approach and hybrid content analysis. Study motivation is set in relation to motivational strategies, achievement, and learning environment. The result showed similarities and differences in perceptions. Both teachers and students pointed to the importance of teachers, practical pedagogy, social relations, and the significance of grades for study motivation. An important difference between informants was that teachers put more emphasis on life skills and adapted study groups, whereas students pointed to the physical learning environment and teachers' personalities as important. Conclusions in the study point to complex interplay between internal and external motivational factors and between situation, person, and learning processes. This leads to validity of interactive and transactional motivational perspectives. A broader and more in-depth study is needed primarily to understand students' perspectives.

Student conceptions of motivation to study in upper secondary school in Sweden revealed through phenomenography

“…Likewise, access to student health is a crucial factor for students to increase their study motivation. Results of current Swedish research projects (Boström & Bostedt, 2020a, 2020b show that students believe that their learning strategies are crucial but also that teaching strategies, the learning environment, and other factors in their immediate environments are important. We found some similarities between the four upper secondary programs that we included, such as a preference for more practically oriented pedagogy, shortterm goals and quick feedback, varied teaching methods, and good textbooks.…”

Sikap Kepribadian Guru PAUD yang Menarik dan Disukai Peserta Didik

“…Salah satu hal yang amat penting dan sangat besar pengaruhnya terhadap keberhasilan kegiatan belajar peserta didik (Göncz, 2017;Lukman et al, 2021) adalah kepribadian menarik (Lase, 2016) dan disukai peserta didik (Dost et al, 2017). Sebaliknya sikap yang jelek juga akan berdampak negatif, yakni membuat peserta didik tidak termotivasi untuk belajar, tidak menyukai pembelajaran (Santoso et al, 2017), dan tidak senang bahkan membenci gurunya (Boström, 2020). Jika kegiatan belajar peserta didik lemah karena tidak termotivasi, maka sehebat-hebatnya guru mengajar di kelas, hasil belajar yang optimal tidak akan tercapai.…”

“…Menyelenggarakan pembelajaran, menciptakan kondisi belajar, dan membangkitkan motivasi yang tinggi dan semangat yang besar dalam diri peserta didik, merupakan prinsip yang amat penting (Boström, 2020;Dang et al, 2021). Kegiatan pembelajaran menjadi mudah dilakukan apabila dalam diri peserta didik sudah tercipta kondisi belajar yang berkualitas tinggi (Sogunro, 2014).…”

The Role of the Social Sciences When Choosing University Studies: Motivations in Life Stories

“…Some studies also qualify this double aspect of motivation as intrinsic and extrinsic, although the concept refers to the same idea [37][38][39].…”