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Nurture intrinsic motivation, inspire students in learning : a study on motivating students to learn in the classroom
Author
Kong, Leng Chee
Supervisor
Liu, Woon Chia
Abstract
What are students motivated by when they are learning? What can teachers do to promote the love for learning? This mixed-methods research study has as its objectives the investigation of the motivational profiles of students and the examination of the effects of autonomy-supportive instructional behaviours characterised by provision of choice, provision of meaningful rationale and acknowledgement of perspective-taking on students’ perceived autonomy-support, psychological needs satisfaction, motivational regulation, motivational beliefs of self-efficacy and intrinsic task value, use of cognitive strategies, self-regulation, enjoyment and effort in learning.
Quantitative findings revealed that as a collective group, the secondary school female students experienced slightly more autonomous than controlled motivational regulations and responded favourably to the autonomy-supportive instructional behaviours. Findings also revealed that there exist clusters of students with distinctive motivational profiles who responded differently to the autonomy-supportive instructional behaviours.
Qualitative findings from focused-group discussions with the students and an interview with the teacher provided more in-depth understanding into the reasons for the motivational regulations of the students and the students' experiences in learning in an autonomy-supportive classroom. Findings further suggested ways in which the intervention programme could be modified to be more beneficial for students.
The implication of the findings was discussed in the socio-cultural-political context of the Singapore society with the Self-Determination Theory embedded in an Ecological-System framework.
Quantitative findings revealed that as a collective group, the secondary school female students experienced slightly more autonomous than controlled motivational regulations and responded favourably to the autonomy-supportive instructional behaviours. Findings also revealed that there exist clusters of students with distinctive motivational profiles who responded differently to the autonomy-supportive instructional behaviours.
Qualitative findings from focused-group discussions with the students and an interview with the teacher provided more in-depth understanding into the reasons for the motivational regulations of the students and the students' experiences in learning in an autonomy-supportive classroom. Findings further suggested ways in which the intervention programme could be modified to be more beneficial for students.
The implication of the findings was discussed in the socio-cultural-political context of the Singapore society with the Self-Determination Theory embedded in an Ecological-System framework.
Date Issued
2014
Call Number
LB1065 Kon
Date Submitted
2014