Theoretical aspects of the problem of educational motivation development among students of higher education in foreign studies

Cover Page

Cite item

Full Text

Abstract

The relevance of the research topic is due to the importance of the problem of educational motivation development among students of higher education to improve the quality and efficiency of higher education. Analysis and generalization of foreign experience makes it possible to identify and include in the domestic educational practice of developing the educational motivation of students of higher education the most successful pedagogical solutions and developments that have empirically proven their effectiveness.Purpose: based on the analysis of foreign sources on the problem of educational motivation development of students of higher education, to determine and characterize the current theories applied to the study of educational motivation of students, the factors that influence its development, methods and teaching strategies. We prove that the main condition for the positive development of students’ motivation for learning and research activities is the creation by university teachers of a motivating educational environment, including: encouraging students to focus on the goals of mastery, developing competence, granting autonomy, creating zones of proximal development, etc. It is concluded that it is expedient to include foreign experience in teaching students positive motivational strategies focused on the development of motivational competence in the domestic educational practice of higher education.

About the authors

A. P. Kaitov

Moscow City University

Author for correspondence.
Email: kaitovap@mgpu.ru
ORCID iD: 0000-0003-2721-7448

Cand. Sci. (Sociology), Associate Professor of Pedagogy Department of Pedagogy and Educational Psychology Institute

1 Bldg, 4 Selskohoziajstvenny Dr., Moscow, 129226, Russian Federation

References

  1. Navea A., Suárez J. (2017). Estudio sobre la utilización de estrategias de automotivación en estudiantes universitarios. Psicología Educativa, vol. 23, no. 2, pp. 115-122. (In Spa.) https://doi.org/10.10-16/j.pse.2016.08.001
  2. Higgins N., Frankland S., Rathner J. (2021). Self-regulated learning in undergraduate science. International Journal of Innovation in Science and Mathematics Education, vol. 29, no. 1, pp. 58-70. https://doi.org/10.3-0722/IJISME.29.01.005
  3. Gumasing M., Castro F. (2023). Determining ergonomic appraisal factors affecting the learning motivation and academic performance of students during online classes. Sustainability, vol. 15, no. 3, pp. 1-31. https://doi.org/10.3390/su15031970
  4. Kaitov A.P. (2022). Motivational support for the implementation of an individual educational trajectory of teacher education bachelors. Obshchestvo: sotsiologiya, psikhologiya, pedagogika = Society: Sociology, Psy-chology, Pedagogics, no. 3 (95), pp. 118-123. (In Russ.) https://doi.org/10.24158/spp.2022.3.18, https://elibrary.ru/nyohvo
  5. Walker R. (2010). Motivating science undergraduates: ideas and interventions. International Journal of Innova-tion in Science and Mathematics Education, vol. 18, no. 1, pp. 1-13. Available at: https://open-journals.library.sydney.edu.au/CAL/article/view/3530
  6. Bandura A. (1997). Self-Efficacy: The Exercise of Control. New York, W.H. Freeman Publ., 604 p. Available at: https://archive.org/details/selfefficacyexer0000band/page/n1/mode/2up
  7. Ariani D., Susilo Y. (2018). Why do it later? Goal orientation, self-efficacy, test anxiety, on procrastination. Journal of Educational, Cultural and Psychological Studies, vol. 17, no. 17, pp. 45-73. https://doi.org/10.7-358/ecps-2018-017-wahy
  8. Salehi M., Kareshki H., Ahanchian M. (2013). The role of social-cognitive references in academic situations on students’ research self-efficacy and research motivation: testing a causal model. American Journal of Educational Research, vol. 1, no. 3, pp. 79-85. https://doi.org/10.12691/education-1-3-3
  9. Livinti R., Gunnesch-Luca G., Iliescu D. (2021). Research self-efficacy: a meta-analysis. Educational Psycholo-gist, vol. 56, no. 1, pp. 215-242. https://doi.org/10.1080/00461520.2021.1886103
  10. Rathner J.A., Byrne G. (2014). The use of team-based, guided inquiry learning to overcome educational disad-vantages in learning human physiology: a structural equation model. Advances in Physiology Education, vol. 38, no. 3, pp. 221-228. https://doi.org/10.1152/advan.00131.2013
  11. McBride E., Oswald W.W., Beck L.A., Murray A.V. (2020). “I’m just not that great at science”: science self‐efficacy in arts and communication students. Journal of Research in Science Teaching, vol. 57, no. 4, pp. 597-622. https://doi.org/10.1002/tea.21603
  12. Urdan T., Schoenfelder E. (2006). Classroom effects on student motivation: goal structures, social relationships and competence beliefs. Journal of School Psychology, vol. 44, issue 5, pp. 331-349. https://doi.org/10.1016/j.jsp.2006.04.003
  13. Li B., Turner J., Xue J., Liu J. (2022). When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons. IRAL: International Review of Applied Linguistics in Language Teaching, vol. 5, pp. 1-33. https://doi.org/10.1515/iral-2021-0208
  14. Kaplan A., Maehr M.L. (2002). Adolescents’ achievement goals: situating motivation in soci-ocultural contexts. In: Urdan T., Pajares F. (eds.) Adolescence and Education, vol. 2, pp. 125-167. Available at: https://eric.ed.gov/?id=ED471685
  15. Mayumi K., Zheng Y. (2021). Becoming a speaker of multiple languages: an investigation into UK university students’ motivation for learning Chinese. Language Learning Journal, pp. 1-19. https://doi.org/10.1080/09571736.2021.1996621
  16. Hareli S., Weiner B. (2002). Social emotions and personality inferences: a scaffold for a new direction in the study of achievement motivation. Educational Psychologist, vol. 37, no. 3, pp. 183-193. https://doi.org/10.1207/S15326985EP3703_4
  17. Schunk D.H. (2012). Learning Theories: An Educational Perspective. Boston, Pearson Education Publ., 574 p. Available at: https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&as-setKey=AS%3A273549456019456%401442230680395
  18. Weiner B. (2005). Motivation from an attributional perspective and the social psychology of perceived compe-tence. In: Elliot A.J., Dweck C.S. (eds.). Handbook of Competence and Motivation. New York, Guilford Publ., pp. 73-84. Available at: https://www.academia.edu/17370038/Motivation_from_an_attribu-tion_perspective_and_the_social_psychology_of_perceived_competence
  19. Wigfield A., Hoa L.W., Lutz Klauda S. (2008). The role of achievement values in the regulation of achievement behaviors. In: Schunk D.H., Zimmerman B.J. (eds.). Motivation and Self- Regulated Learning. Theory, Research and Applications. New York, Lawrence Erlbaum Asssociates Publ., pp. 169-197. https://doi.org/10.4324/9780203831076
  20. Woolfolk A.E., Winne P.H., Perry N.E. (2019). Educational Psychology. Toronto, Pearson Education, 510 p. Available at: https://pdfcoffee.com/download/woolfolk-prefacepdf-pdf-free.html
  21. Pintrich P. (2000). The role of goal orientation in self-regulated learning. In: Boekaerts M., Pintrich P., Zeidner M. (eds.). Handbook of Sel-Fregulation. San Diego, CA, Academic Publ., pp. 452-502. https://doi.org/10.1016/B978-012109890-2/50043-3
  22. Safdari S., Maftoon P. (2017). The development of motivation research in educational psychology: the tran-sition from early theories to self-related approaches. Advanced Education, vol. 7, pp. 95-101. https://doi.org/10.20535/2410-8286.93906
  23. Covington M.V. (2000). Goal theory, motivation, and school achievement: an integrative review. Annual Review of Psychology, vol. 51, no. 1, pp. 171-200. https://doi.org//10.1146/annurev.psych.51.1.171
  24. Barron K.E., Hulleman C.S. (2015). Expectancy value cost model of motivation. In: Wright J.D. (ed.-in-chief). International Encyclopedia of the Social & Behavioral Sciences. Orlando, vol. 8, pp. 503-509. https://doi.org/10.1016/B978-0-08-097086-8.26099-6
  25. Gaspard H., Wigfield A., Jiang Yi., Nagengast B., Trautwein U., Marsh H.W. (2018). Dimensional comparisons: how academic track students’ achievements are related to their expectancy and value beliefs across multiple domains. Contemporary Educational Psychology, vol. 52, pp. 1-14. https://doi.org/10.1016/j.ced-psych.2017.10.003
  26. Ryan R.M., Deci E.L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. Contemporary Educational Psychology, vol. 61, pp. 1-11. https://doi.org/10.1016/j.cedpsych.2020.101860
  27. Stirling D. (2014). Motivation in education. Learning Development Institute, vol. 31, pp. 1-24. Available at: https://www.learndev.org/dl/Stirling_MotEdu.pdf
  28. Góes N., Boruchovitch E. (2020). Estratégias de Aprendizagem: Como Promovê-Las? Petrópolis, RJ, Vozes Publ., 126 p. (In Por.) https://doi.org/10.5585/eccos.n57.19890
  29. Pachón-Basallo M., Fuente J., González-Torres M., Martínez-Vicente J., Peralta-Sánchez F., Vera-Martínez M. (2022). Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study. Educational Psychology, vol. 13, pp. 1-17. https://doi.org/10.3389/fpsyg.2022.968733
  30. Ballouk R., Mansour V., Dalziel B., McDonald J., Hegazi I. (2022). Medical students’ self-regulation of learning in a blended learning environment: a systematic scoping review. Medical Education Online, vol. 27, no. 1, 2029336. https://doi.org/10.1080/10872981.2022.2029336
  31. Weiner B. (1992). Human Motivation: Metaphors, Theories, and Research. Newbury Park, CA, SAGE Publica-tions, 391 p. Available at: https://books.google.com.gi/books?id=Hls5cPZlS4QC&printsec=front-cover#v=onepage&q&f=false
  32. Pintrich P.R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, vol. 16, no. 4, pp. 385-407. https://doi.org/10.10-07/s10648?004?0006-x
  33. Schwinger M., Trautner M., Pütz N., Fabianek S., Lemmer G., Lauermann F., Wirth-wein L. (2021). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. Journal of Educational Psychology, vol. 114, no. 3, pp. 576-596. https://doi.org/10.1037/edu0000706
  34. Valle A., Nu˜nez J., Cabanach R., Rodriguez S., González-Pienda J., Rosario P. (2007). Metas Académicas y Estrategias Motivacionales de Autoprotección. Electronic Journal of Research in Educational Psychology, vol. 13, p. 617-632. (In Por.) https://doi.org/10.25115/ejrep.v5i13.1251
  35. Ramırez-Maestre C., Esteve R., Serrano-Ibañez E., Lopez-Martınez A., Ruiz-Parraga G., Rivas-Moya T. (2020). Psychometric characteristics and factorial structures of the Defensive Pessimism Questionnaire – Spanish Ver-sion (DPQ-SV). PLoS ONE, vol. 5, no. 4, pp. 1-14. https://doi.org/10.1371/jour-nal.pone.0229695
  36. Ferradás M., Freire C. (2022). Estrategias de self-handicapping y pesimismo defensivo: análisis de su prevalencia en entornos universitarios y diferencias de género. EDUCA International Journal, vol. 2, no. 1, pp. 30-45. (In Spa.) Disponibile: https://dialnet.unirioja.es/servlet/articulo?codigo=8206722
  37. Sebesta A., Speth B. (2017). How should I study for the exam? Self-regulated learning strategies and achieve-ment in introductory biology. CBE: Life Sciences Education, vol. 16, no. 2, pp. 1-13. https://doi.org/10.1187/cbe.16-09-0269
  38. Khikmah L. (2019). Teachers’ creativity in designing learning activities: sustaining students’ motivation. Journal of English Education, vol. 7, no. 2, pp. 85-92. https://doi.org/10.25134/erjee.v7i2.1639
  39. Edwards A. (2020). Playing to their strengths: empowering students with flexible assessment. International Journal of Innovation in Science and Mathematics Education, vol. 12, pp. 16-27. https://doi.org/10.30-722/IJISME.28.04.002
  40. Brophy J. (1998). Motivating Students to Learn. Boston, McGraw-Hill Publ., 227 p. https://doi.org/10.43-24/9780203858318
  41. Mahalakshmi K., Radha R. (2020). COVID 19: a massive exposure towards web based learning. Journal of Xidian University, vol. 14, no. 4, pp. 2405-2411. https://doi.org/10.37896/jxu14.4/266
  42. Marek M., Chew C., Wu V. (2021). Teacher experiences in converting classes to distance learning in the COVID-19 pandemic. International Journal of Distance Education Technologies, vol. 19, no. 1, pp. 40-60. https://doi.org/10.4018/IJDET.20210101.oa3
  43. Ismailov M. (2021). Designing motivating online assignments and telecollaborative tasks in the time of a pan-demic: evidence from a post-course survey study in Japan. In: Langran E., Archambault L. (eds.). Proceedings of Society for Information Technology & Teacher Education Interntional Conference. United States, pp. 600-609. https://doi.org/10.6084/m9.figshare.14390888
  44. Bouchkioua Z., Mokhlesse L. (2021). Motivation to learning: toward achievement. Psychology, vol. 12, pp. 462-476. https://doi.org/10.4236/psych.2021.123029

Supplementary files

Supplementary Files
Action
1. JATS XML
Download

Согласие на обработку персональных данных с помощью сервиса «Яндекс.Метрика»

1. Я (далее – «Пользователь» или «Субъект персональных данных»), осуществляя использование сайта https://journals.rcsi.science/ (далее – «Сайт»), подтверждая свою полную дееспособность даю согласие на обработку персональных данных с использованием средств автоматизации Оператору - федеральному государственному бюджетному учреждению «Российский центр научной информации» (РЦНИ), далее – «Оператор», расположенному по адресу: 119991, г. Москва, Ленинский просп., д.32А, со следующими условиями.

2. Категории обрабатываемых данных: файлы «cookies» (куки-файлы). Файлы «cookie» – это небольшой текстовый файл, который веб-сервер может хранить в браузере Пользователя. Данные файлы веб-сервер загружает на устройство Пользователя при посещении им Сайта. При каждом следующем посещении Пользователем Сайта «cookie» файлы отправляются на Сайт Оператора. Данные файлы позволяют Сайту распознавать устройство Пользователя. Содержимое такого файла может как относиться, так и не относиться к персональным данным, в зависимости от того, содержит ли такой файл персональные данные или содержит обезличенные технические данные.

3. Цель обработки персональных данных: анализ пользовательской активности с помощью сервиса «Яндекс.Метрика».

4. Категории субъектов персональных данных: все Пользователи Сайта, которые дали согласие на обработку файлов «cookie».

5. Способы обработки: сбор, запись, систематизация, накопление, хранение, уточнение (обновление, изменение), извлечение, использование, передача (доступ, предоставление), блокирование, удаление, уничтожение персональных данных.

6. Срок обработки и хранения: до получения от Субъекта персональных данных требования о прекращении обработки/отзыва согласия.

7. Способ отзыва: заявление об отзыве в письменном виде путём его направления на адрес электронной почты Оператора: info@rcsi.science или путем письменного обращения по юридическому адресу: 119991, г. Москва, Ленинский просп., д.32А

8. Субъект персональных данных вправе запретить своему оборудованию прием этих данных или ограничить прием этих данных. При отказе от получения таких данных или при ограничении приема данных некоторые функции Сайта могут работать некорректно. Субъект персональных данных обязуется сам настроить свое оборудование таким способом, чтобы оно обеспечивало адекватный его желаниям режим работы и уровень защиты данных файлов «cookie», Оператор не предоставляет технологических и правовых консультаций на темы подобного характера.

9. Порядок уничтожения персональных данных при достижении цели их обработки или при наступлении иных законных оснований определяется Оператором в соответствии с законодательством Российской Федерации.

10. Я согласен/согласна квалифицировать в качестве своей простой электронной подписи под настоящим Согласием и под Политикой обработки персональных данных выполнение мною следующего действия на сайте: https://journals.rcsi.science/ нажатие мною на интерфейсе с текстом: «Сайт использует сервис «Яндекс.Метрика» (который использует файлы «cookie») на элемент с текстом «Принять и продолжить».