Students Motivation

Gamification, the application of game elements to non-game settings, continues to grow in popularity as a method to increase student engagement in the classroom. We tested students across two courses, measuring their motivation, social comparison, effort, satisfaction, learner empowerment, and academic performance at four points during a 16-week semester. One course received a gamified curriculum, featuring a leaderboard and badges, whereas the other course received the same curriculum without the gamified elements. Our results found that students in the gamified course showed less motivation, satisfaction, and empowerment over time than those in the non-gamified class. The effect of course type on students’ final exam scores was mediated by students’ levels of intrinsic motivation, with students in the gamified course showing less motivation and lower final exam scores than the non-gamified class. This suggests that some care should be taken when applying certain gamification mechanics to educational settings.

Εισαγωγή Η θεωρία του Αυτο-Καθορισμού [Self-Determination Theory, (SDT)] (Deci & Ryan, 1985a,2000) προτείνει μία πολυδιάστατη ανάλυση των εργασιακών κινήτρων συνδυάζοντας τόσο εσωτερικούς όσο και εξωτερικούς μηχανισμούς ρύθμισης της συμπεριφοράς. Σκοπός της παρούσας έρευνας ήταν η διερεύνηση των εργασιακών κινήτρων των μαθητών της Γ΄ Λυκείου στην Ελλάδα, καθώς βρίσκονται κοντά στη μετάβαση από το σχολείο στην εργασία. Η ανάλυση έγινε με βάση την SDT μέσω της προσαρμογής στον υπό μελέτη πληθυσμό της κλίμακας Multidimensional Work Motivation Scale-MWMS (Gagné, Forest, Vansteenkiste, Crevier-Braud και Van den Broeck, 2014). Μέθοδος Τα δεδομένα αντλήθηκαν από ένα δείγμα μαθητών ηλικίας 17-18 ετών από ΓΕΛ της Αθήνας (Ν=203, Μ.Ο.=17,58 Τ.Α.=0.50). Μελετήθηκαν οι ψυχομετρικές ιδιότητες της κλίμακας και συγκεκριμένα η παραγοντική δομή και ο βαθμός αξιοπιστίας της. Αποτελέσματα Πραγματοποιήθηκε επιβεβαιωτική ανάλυση παραγόντων με τους στατιστικούς δείκτες (χ2, GFI, TLI, CFI, RMSEA, SRMR) να ...

Nuestro  objetivo,  como  hemos  repetido  en  varias  ocasiones,  ha  sido  poner a  prueba  sistemáticamente  el  modelo  propuesto  por  Bar-Tal,  para  explicar  el modo  en  que  la  conducta  de  los  maestros  influye  en  las  inferencias  causales que los niños dan de sus <<éxitos» y de sus «fracasos». Aparte de la importancia teórica que esta tarea .pudiese tener, nuestra decisión se basa también en consi­deraciones de tipo práctico, dada la necesidad  de  conocer  las  variables  que influyen sobre las atribuciones, si se  quiere  incidir  sobre  la  motivación  del  sujeto, modificando estas últimas.

La ausencia de apoyo a la autonomía creado por el docente de Educación Física (EF) puede desencadenar en el alumnado conductas desinteresadas e indisciplinadas. Así, bajo el sustento de la teoría de la autodeterminación el objetivo del estudio fue testar un modelo que relacionaba el apoyo a la autonomía del profesorado de EF con la percepción de satisfacción y frustración de dicha necesidad, así como con la conducta de oposición desafiante del alumnado en las clases de EF. En el estudio participaron 196 alumnos (M edad = 13.32; DT = 1.38), 95 varones y 101 mujeres, pertenecientes al primer ciclo de Educación Secundaria Obligatoria, quiénes cumplimentaron los factores de autonomía de los siguientes cuestionarios: Cuestionario de Apoyo a las Necesidades Psicológicas Básicas (CANPB), la Escala de Medición de las Necesidades Psicológicas Básicas (BPNES) y la Escala de Frustración de las Necesidades Psicológicas (EFNP). Además se midió la oposición desafiante con una escala adaptada a la EF. El análisis de los resultados evidenció la importancia del apoyo a la autonomía para satisfacer y evitar la frustra-ción de ésta. De igual modo, la frustración de la autonomía se configura como una variable influyente sobre la opo-sición desafiante. Estos hallazgos suscitan la necesidad de crear un clima orientado al apoyo a la autonomía en EF, alejado de un estilo más controlador, evitando de este modo la frustración de la autonomía en el aula y previniendo de esta manera las conductas desafiantes del alumnado. Palabras clave: teoría de la autodeterminación; apoyo a la autonomía; estilo controlador; educación física; indisciplina. The lack of autonomy support created by the Physical Education (PE) teacher can trigger disinterested and undisciplined behaviors in students. Grounded in Self-Determination Theory, this study tested an integrated model that related autonomy supportive teaching with autonomy satisfaction and autonomy frustration, as well as oppositio-nal defiance of PE students. 196 students (age = 13.32, SD = 1.38), 95 men and 101 women, from the first cycle of secondary school, answered the following questionnaires: Questionnaire to assess support of basic psychological needs (Spanish acronym CANPB), Basic Psychological Need Scale (BPNS) and Psychological Need Thwarting Scale (PNTS). For these questionnaires, only the items of autonomy factor were measured. Besides Oppositional Defiance was measured using a scale adapted to the PE. The results showed the importance of autonomy supportive teaching to satisfy autonomy and avoid this need frustration. Similarly, autonomy frustration is established as an influential variable on oppositional defiance. These findings raise the need to create an autonomy support climate in PE, away from a control teaching, to avoid autonomy frustration in the classroom and to prevent defiance behaviors of students. Abstract Recibido el 31 de Mayo de 2015; Aceptado el 5 de Noviembre de 2015

Student motivation is an essential component of all educational and learning processes. Without motivation, students lack cognitive presence resulting in little, if any, learning. In the traditional classroom setting, it’s up to the teacher to facilitate and maintain student motivation. In an e-learning course however, there is less teacher or facilitator presence and the learner is left alone to interact with the instruction mostly alone. E-learning designers and developers must integrate appropriate motivational elements to ensure the learner sustains his/her motivation throughout the entire instruction to maximize the learning outcome. Over the past few years the Norwegian Armed Forces (NoAF) has incorporated motivational design elements focused on promoting and sustaining motivation into our e-learning courses based on John Keller's ARCS Model of Motivational Design. This paper outlines the rationale, methodology, and resulting implementation.

Sınıf içi ili
kilerde öretim ve yönetimin etkili olabilmesi için olumlu dil kullanılması
ara
tırmalar sonucunda ula
ılan bir bilgidir. Uygulamalar da göstermektedir ki, özellikle öretmenin
sınıfın yönetimi esnasında kullandıı olumlu dil, örenci davranı
larını ve dolayısıyla sınıf atmosferini
olumlu yönde etkilemektedir. Sınıf ortamında örencilerin davranı
larını yönetmenin önemli bir boyutu
duyguların yönetilmesidir. Duyguların yönetilmesinin en kolay yöntemi ise olumsuz duyguların ortaya
çıkmasına neden olan öretmen davranı
larının mümkün olduu kadar ortadan kaldırılmasıdır. Sınıfta
istenmeyen örenci davranı
larının önemli bir kısmı örencinin dersin i
leni
i ile ilgili tepkilerinden
ortaya çıkıyor olması bilinse de, bazı davranı
larda bizzat öretmenin
ahsına kar
ı tepki olarak ortaya
çıkmaktadır. Bazı durumlarda örenciler öretmeni zor durumda bırakmak için kasten çok farklı

ekillerde istenmeyen davranı
lar sergilemektedirler. Bu davranı
lar öretmenden kaynaklanan
istenmeyen örenci davranı
ları olarak isimlendirilirler. Bu örenci davranı
ları dier istenmeyen örenci
davranı
ları gibi yönetilemezler. Çünkü örencinin bilerek ve isteyerek yaptıı davranı
lardan
olu
maktadırlar. Bu yüzden istenmeyen örenci davranı
larını örencilerin kasıtlı olarak yaptıkları ve
herhangi bir kasıt olmadan dikkatin daılması ve dersin monotonla
masından kaynaklananlar olarak iki
ayrı bölümde ele almak mantıklı olabilir.
Bu yüzden ara
tırmada örencilerin bilerek ve isteyerek öretmeni sınıfta zor durumda
bırakmak amacıyla yaptıkları davranı
lar ve kullandıkları yöntemler incelenmi
tir. Ara
tırmada betimsel
yöntem kullanılmı
ve ilköretim örencilerinin bilerek ve isteyerek öretmenleri zor durumda bırakmak
için kullandıkları yöntemler ya da dier örencilerin kullandıkları yöntemler açık uçlu soruların olduu
nitel görü
me formuyla belirlenmeye çalı
ılmı
tır. Ara
tırmadan elde edilen verilere göre örenciler
öretmenleri sınıfta zor durumda bırakmak için her zaman mantıklı bir gerekçe aramamaktadırlar ve
böyle olduunu da itiraf etmektedirler. Bazı durumlarda sadece elence olsun diye veya kendilerini
çevrelerindeki arkada
larına ispatlamak için öretmeni sınıfta gülünç ya da zor durumda bırakacak farklı
yöntemler kullandıklarını ifade etmektedirler. Bunlardan en çok kullanılanları
unlardır; Sürekli
öretmenin sözünü kesmek, dersle alakası olmayan sorular sormak, dei
tirilmi
ve tuzak sorular sormak,
sürekli anlamadıını söyleyerek zaman kaybettirmek, dersten sıkıldıını belli edecek sesler çıkararak
öretmenin dikkatini ve motivasyonunu bozmak.
Anahtar Kelimeler: Öretmeni Zor Durumda Bırakmak, Örencilerin Kasıtlı stenmeyen
Davranı
ları, Örenci Davranı
ları, Sınıf Yönetimi.


Abstract
One of theimportantcomponents of management of studentbehavior in theclassroom is
managingtheiremotions. Theeasiestwaytomanageemotions is
removingteacherbehaviorsthatcausestudents’ negativeemotions. Although it is
knownthatsomeimportantpart of theundesirablestudentbehaviors in theclassroomarestudents’
reactionstothemethod of teaching, someundesirablebehaviorsarereactionsforteachers’ personality.
Inthatsituation, students can behaveundesirablyto put teachers in a
difficultposition.Thesebehaviorsarecalled as undesirablestudentbehaviorsarisingfromteachers. They can
not be managed as theotherundesirablestudentbehaviors can. Becausetheycomprised of
consciousandintendedbehaviors.
That is there asonwhythisstudyexaminedintendedandconsciousbehaviors of studentswhichaimto
put teachers in a difficultposition in theclassroom. Descriptivemethod is used in
thisstudyandqualitativeinterview form whichincludesopen-endedquestions is alsousedtoidentifymethodsthatprimaryschoolstudentsuseto put teachers in a difficultpositionortheothers’.
Accordingtotheresults of thisresearch, students do not always put theirteachers in difficultpositionbased
on reasonablegroundsandtheyalsoadmit thisfact.
Insomecasestheyexpressedthattheyusedifferentwaystomakefun of theirteachersortoleavethem in an
embarrassingsituationjustforfunwithoutanyreasons. Themostcommonlyways can be listed as
interruptingteacher, askingnon-relatedquestions, askingmodifiedtrickquestions, consuming time
bysayingthattheydon’tunderstandthesubject, distractingtheattentionanddemotivation of
theirteacherbymakingsomekind of weirdvoices in whichtheyshowthattheyarebored.

Keywords: Classroom Management, Students’ Behaviors, UndesirableIntentionalStudents’
Behaviors, to Put Teachers in a DifficultPosition

The article deals with the questions how to develop students' motivation to learn foreign languages. Its main purpose is to find the most appropriate and effective way out. The paper presents the analytical review of research on the problems concerning formation and development of educational motivation, describes its types and  highlights varieties that are specific to foreign language learning. Particular attention is paid to the close relationship between "feedback" and the level of students' subject motivation development. The article defines the functions of "feedback", characterizes its subtypes, that are commonly used in foreign language teaching, and finally, it determines the degree of feedback influence on the process of subject motivation development.

Language plays a crucial role in the development of human society. It is the main means of communication between individuals, groups and countries. Nowadays, more and more people are learning English as a foreign or second language, and their key objective is to get expertise in English. The abrupt changes in the broad field of economy, business, science, technology and education have triggered the youth and coming generation to improve their communication skills. Language acquisition involves four modules of teaching that includes Listening, Reading, Speaking and Writing. The teachers have to be dynamic and updated to teach these language skills to the students. The researcher has interviewed the participants on various aspects involved in teaching-learning process to find out the root cause of the problems encountered by students studying at Jazan University to attain the speaking and the writing skills. The problems are further critically analysed, evaluated to derive at conclusi...

Learner motivation is considered a vital factor in second language instruction. An analysis of motivation types and degrees can reveal learners’ expectations and learning objectives. The present study analyzes the motivational patterns of a group of English for academic and professional purposes (EAPP) learners while focusing on types and degrees of motivation. The sample comprised 37 participants who were students in the EAPP program at a graduate school in California. The types of motivation were classified as intrinsic, extrinsic, or both, and the degrees of motivation were determined as low, medium, or high. The participants rated statements related to motivation type and degree on two Likert-type scales in a self-report questionnaire. The study reveals that most of the students had both types of motivation and their motivation degree was at a medium level according to the measurement scale. The results can help course instructors and administrators make informed decisions and choices in planning and revising the curriculum.

Die Grenzlanduniversität Kiel gilt als nationalsozialistische Musterhochschule, an der der Parteiwille regierte und die Professoren und Studierenden dem NS-Regime zuarbeiteten. Doch ausgerechnet zu den studentischen Funktionären des Studentenbundes existiert bislang keine eigenständige Untersuchung. Erstmalig wird daher das jungakademische »Führerkorps am Beispiel der Kieler Universität vor dem Hintergrund einer Politkarriere« betrachtet.

Die Studie widmet sich auf breiter Quellen- und Literaturbasis den spannungsreichen, von Kooperation wie Konfrontation geprägten Beziehungen zwischen dem studentischen Funktionärskorps, den Hochschulbehörden und den nationalsozialistischen Staats- und Parteistellen im Zeitraum von 1927 bis 1945 – einer Zeit gesellschaftlicher Umbrüche und zahlreicher politischer Konflikte.

This study aims at exploring the characteristics of classroom environment in Hong Kong's junior secondary schools, and investigates the influence of classroom environment on students' motivation and use of self-regulated learning strategy. A total of 1,955 Grade 7 to 9 junior secondary students responded to a questionnaire that comprised two sets of instruments, i.e., the Hong Kong Classroom Environment Scale and the Chinese version of Motivated Strategy for Learning Questionnaire. The findings of this study suggest that high teacher support and involvement is a salient feature of classroom environment in Hong Kong. However, in contrast to results of Western research, this study found that it was teachers rather than students who were more influential on students' self-regulated learning in Hong Kong, which might reflect some culture-specific features of teacher-centred classroom environment in Hong Kong. The implications of these findings for understanding Hong Kong classroom environment and students' self-regulated learning are discussed. Finally, suggestions for future research are put forward.

Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furth...

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Ensuring that students are engaged in learning is a key concern for instructors across many fields. With regards to vocabulary in language learning, teachers should provide students with tasks which promote high levels of motivation and resultant engagement. The recent trend of online systems which have dynamic, collaborative, and even competitive style approaches can potentially take students to new levels of physical and psychological engagement in and out of the classroom. Despite new found enthusiasm for such systems, there is currently little data regarding student engagement in using such systems when compared to textbooks or other more traditional paper version approaches. Recent survey data from 131 Japanese university students on the use of a vocabulary learning system
was collected. Findings unsurprisingly showed a clear improvement in the overall engagement of students through using an online system to learn vocabulary. However, a great deal more research is needed to ensure that such engagement amongst students actually leads to better learning and acquisition of words compared to traditional paper-based learning methods.

The old adage goes, “If you can find a career doing something you love and get paid for it, you’ve got it made.”  On the surface this may sound all good and a sound strategy, but based on research focusing on intrinsic and extrinsic motivation, this in not often the case.  Intrinsic motivation is the internally rooted positive draw that one feels towards performing an activity, often expressed by the joy of the experience during the activity or the satisfaction that one feels after the activity is completed.  In contrast, offering external rewards, often in the form of money, which influences the actor to perform and complete an activity, produces extrinsic motivation. Beyond simple monetary rewards, other forms of external rewards that develop extrinsic motivation may include positive reinforcement and social approval (Deci, 1971).

The present study examined the relationship between goal orientation, coping with school failure and school achievement. Two questionnaires, Goal Orientation (Niemivirta, 1996a) and The School Failure Coping Scale (Rijavec & Brdar, 1997), were administered to 1057 high school students (aged from 15 to 17 years). The first goal of this study was to explore whether students can be classified in groups according to their goal orientation. The results identified four clusters of students with different achievement profiles: learning oriented, work-avoidance oriented, both performance and learning oriented and both performance and work-avoidance oriented group. Learning oriented group used emotion-focused coping the least frequently while students with combined performance and work avoidanc orientation used this kind of coping the most frequently. The second goal was to test the relationship between goal orientation patterns and the adoption of emotion-focused and problem-focused coping strategies, and academic achievement. It was hypothesized that goal orientation could predict school achievement directly and indirectly through coping strategies. Coping strategies were considered as mediators between goal orientation and school achievement. Path analysis demonstrated that direct effects of goal orientation on school achievement were not significant. The relationship between goal orientation and school achievement was mediated by coping strategies. La présente étude a étudié le rapport entre l’orientation vers un but en confrontation avec l’échec et le succès scolaires. Deux questionnaires: l’Orientation vers un But (Niemivirta, 1996a) et l’Echelle Relative l’Echec Scolaire (Rijavec & Brdar, 1997) ont été remplis par 1057 élèves de l’enseignement secondaire (âgés de 15 à 17 ans). Le premier objectif de cette étude était de constater si les élèves pouvaient être classés par groupes en fonction de l’orientation vers un but. Les résultats ont donné quatre clusters d’élèves avec différents profils d’accomplissement: orientés vers l’aquisition de savoir, orientés vers l’évitement du travail, orientés aussi bien vers l’acquisiton de savoir que les performances et orientés aussi bien vers l’évitement du travail que les performances. Les groupes orientés vers l’acquisiton de savoir ont recouru à la confrontation focalisée sur l’émotion le plus rarement, tandis que les élèves avec la combinaison des performances et de l’évitement du travail ont fait recours à cette sorte de confrontation le plus souvent. Le deuxième objectif était de tester le rapport entre, d’une part, les échantillons et l’adoption de deux types de stratégies de confrontation et, d’autre part, entre ces buts et stratégies et le succès académique. Il avait été supposé que l’orientation vers un but pourrait prévoir le succès scolaire directement ou indirectement au moyen des stratégies de confrontation. Ces stratégies de confrontation ont été considérées comme médiateurs entre l’orientation vers un but et le succès scolaire. Les résultats de l’analyse des pistes causales ont démontré que les effets directs de l’orientation vers un but sur le succès scolaire n’ont pas été significatifs. Les stratégies de confrontation ont médiatisé le rapport entre l’orientation vers un but et le succès scolaire.

" Based on insights and experiences developed during the course, examine how you as a teacher can support adolescent students' learning experiences. You may refer to motivational, learning or any pertinent educational psychology theories. " " Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey down the water. Through an active, reciprocal exchange, teaching can strengthen learning how to learn. " Loris Malaguzzi

We enquired 216 young people about their career orientation who live in Bekes county. We examined the student’s habit of choices of career, capabilities, needs of study. We knew their requirements of higher education and potential workplace. In the good workplace in students’ mind it is important to have calm atmosphere, good community, neat environment, possibility of progress. In our publication we write about the students’ requirements, views of colleges and universities. The new generation know the 21st century’s ways of getting information and we need to forget the old methods and devices. What do they know about the institute? They would like to get experiences, know how much chance they have to get into the college or university and how useful the institution is.

Napjainkban a várostérségekből merítő felsőoktatási intézmények egyik küldetése lehet az újgazdaság, a szolgáltatások, a tudásgazdaság, a fenntartható fejlesztés elmaradott, periférikus, térséget felemelni képes diszciplináris (gazdálkodás és az üzleti szolgáltatások, a társadalomtudomány, a bölcsészettudomány, művészetek és pedagógusképzés) és interdiszciplináris területein oktasson, kutasson, innovációs szolgáltatásokat nyújtson. Ehhez kapcsolódóan Békés megyei középiskolások tanulási szokásait felmérő kutatás célja az volt, hogy a Békés megyében élő tehetséges középiskolás fiatalok közül minél többen kapcsolódjanak be a felsőfokú tanulmányokba, majd a felsőoktatási képzésében az explicit tudáson kívül a számukra releváns "soft skills", vagyis kommunikációs, szociális és vállalkozói kompetenciákat is adjunk az életen át tartó tanulás korszerű tartalmának megfelelően. Az életen át tartó tanulás korszerű tartalmával kapcsolatban Zachár László (2003) hangsúlyozza, hogy az mára a munkaerő-piaci pozíció megtartásának, vagyis a foglalkoztathatóság fenntartásának eszköze. Benedek (2007) a kifejezés értelmezésében azt a jellegzetességet emeli ki, hogy az egyén a munkaerőpiacra való belépéskor meglévő tudásával már nem képes megtartani társadalmi és gazdasági pozícióját, ezt csakis folyamatos és önálló fejlődésen, képzésen, művelődésen keresztül teheti meg. Célkitűzés A pályaválasztás Békés megyében című kutatás az EFOP 3.4.4 "Pályaorientáció és felkészülés az intelligens szakosodás szakmáira" című pályázat része. A kutatás célja, hogy feltárja a térségben élő középiskolások, és frissen végzett, de felsőoktatásba felvételt nem nyert fiatalok pályaválasztási és továbbtanulási motivációját, valamint képet adjon a válaszadók pályaválasztáshoz kapcsolódó önismeretéről, felsőoktatással, munkáltatóval kapcsolatos elvárásairól. A kutatás eredményei alapján összevethetővé válik egy korábbi, munkáltatói szervezetek megkérdezésén alapuló Békés megyei képességlista, amely a térség munkaerő-piaci szükségletére támaszkodik, és a középiskolások kompetenciáinak felmérését követően kidolgozandó felsőoktatási képesség lista, amelyek összevetése alapján a felsőfokú tanulmányok végzése során felkészíthetők a hallgatók a munka világának elvárásaira. Végső eredményként úgynevezett Skill-térkép dolgozható ki, amely a hallgatók, a felsőoktatási intézmény és a foglalkoztatók között közvetít. A kutatás eredményeinek összegzése a pályázat megvalósításának lényeges eleme annak érdekében, hogy a diákok tehetséggondozása és felzárkóztatása egymás mellett, ugyanakkor jól körülhatárolható szakmai elvárásokkal történjen. Módszertan

The aim of the present study is to determine the relationship between social appearance anxiety and motivational sources and problems of education faculty students. To achieve the objectives of the study 248 teacher candidates attending AbantIzzetBaysal University Faculty of Education were studied. Social Appearance Anxiety Scale and Motivational Sources and Problems Scale were used as data collection tools. Besides, standard deviations and correlation analysis were used as a tool for data analysis. From the research findings, it was discovered that prospective teachers' social appearance anxiety were found to be unacceptable. Specifically, their intrinsic, extrinsic and total professional learning motivation was found to be positive. A meaningful positive correlation, at low level between the social appearance anxiety of the trainee teachers and their negative motivation, has been determined while a meaningful negative correlation at low level by extrinsic motivation was observed.

การวิจัยครั้งนี้ มีวัตถุประสงค์เพื่อศึกษาความสามารถทางการสื่อสารภาษาอังกฤษ กลวิธีการเรียน และแรงจูงใจในการเรียนภาษาอังกฤษ และศึกษาความสัมพันธ์ระหว่างความสามารถทางการสื่อสารภาษาอังกฤษของนิสิต กับกลวิธีการเรียน และแรงจูงใจในการเรียนภาษาอังกฤษ ของนิสิตสาขาภาษาอังกฤษ คณะศิลปศาสตร์ มหาวิทยาลัยพะเยา ประชากรที่ใช้ในการวิจัยครั้งนี้คือ นิสิตที่กำลังศึกษาอยู่ชั้นปีที่ 1 – 3 จำนวน 400 คน ตัวอย่างคือ นิสิตชั้นปีที่ 1-3 จำนวน 144 คน โดยการเลือกกลุ่มตัวอย่างแบบบังเอิญ (accidental sampling) เครื่องมือที่ใช้ในการวิจัย ได้แก่ แบบทดสอบความสามารถทางการสื่อสารภาษาอังกฤษ แบบสอบถามกลวิธีการเรียน และแบบสอบถามแรงจูงใจ แบบประมาณค่า 5 ระดับ ค่าความเชื่อมั่นที่ .95 และ .91 ตามลำดับ ทำการวิเคราะห์ข้อมูลด้วย ร้อยละ ค่าเฉลี่ย ส่วนเบี่ยงเบนมาตรฐาน ทดสอบค่า t แบบ independent และหาค่าสัมประสิทธิ์สหสัมพันธ์แบบเพียร์สัน (r)
ผลการวิจัยพบว่า
1. นิสิตส่วนใหญ่มีความสามารถทางการสื่อสารภาษาอังกฤษอยู่ในระดับต่ำ โดยนิสิตมีการใช้กลวิธีการเรียนภาษาอังกฤษภาพรวมอยู่ในระดับปานกลาง เมื่อพิจารณาตามกลุ่มระดับความสามารถพบว่ากลุ่มปานกลางมีการใช้กลวิธีการเรียนมาก และกลุ่มต่ำมีการใช้กลวิธีการเรียนน้อย นอกจากนี้ยังพบว่านิสิตมีแรงจูงใจในการเรียนภาษาอังกฤษโดยภาพรวมอยู่ในระดับมาก
2. ความสามารถทางการสื่อสารของนิสิตมีความสัมพันธ์กับกลวิธีการเรียนอย่างมีนัยสำคัญทางสถิติที่ระดับ .01

A obra Permanência e êxito no IFRS: reflexões e práticas é uma coletânea de artigos construídos pela comunidade acadêmica do IFRS envolvendo diálogos, relatos de projetos e de experiências que permeiam os processos de ensino, pesquisa e extensão. Enquanto instituição educativa ressaltamos o compromisso com a função social de promover educação considerando a garantia desse direito com a preocupação no sucesso estudantil. Nesse sentido, esta coletânea é uma ação do Observatório de Permanência e Êxito do IFRS materializando inquietações, situações desafiadoras em potentes reflexões.

The paper deals with allegedly high motivation of undergraduate students. It lists reasons why many young adults choose to continue studies and their majors without really being motivated. Ways to increase motivation are viewed, such as (on the lecturer's part) creating at university in general and in the particular classrooms a pleasant atmosphere of trust in students' abilities, creativity, achievement, doing everything to increase students' self-esteem, being caring, enthusiastic, objective, selection of usable and necessary, at the same time exciting topics and educational materials clear presentation/explanation, good audio-video materials, good examples, interactive lecturing, providing student involvement in planning and fulfillment of the educational process, development of student creativity, etc. and (on the students' part) active learning, perceiving themselves as knowledge creators or at least co-creators, taking more responsibility over one's learning, observing themselves and finding efficient for them learning style, methods and strategies, regular self-assessment, being more self-critical and self-demanding, trying to study for knowledge, not for grades, etc. A study of student motivation for choosing to continue studies and selecting majors, and the impact on motivation of lecturer and student behavior was held, and the results are presented.

Comic books are not only a type of reading material but also a useful educative source for various lessons. Based on this, this study aims to examine the effects of comic books on middle school students' motivation and academic success in social studies course. Quasi-experimental research design was used in the current study, in which 19 students were in experimental group and 20 students were in the control group. The data gathered by the motivation scale and the achievement test. The study lasted for three weeks in 2015-2016 educational year. Findings revealed that students, who were taught by the comic book, in the experimental group, reached significantly better achievement score and higher motivation than their counterparts, who were taught in traditional classroom environment.

This book is now available for FREE to download at: https://tinyurl.com/MotivatingStudents2pdf

The title of the book, Motivating Students by Design, was chosen because the author explains how instructors can motivate students intentionally through the design of their courses. The two primary purposes of this book are to present a motivation model that can be used to design instruction and to provide practical motivation strategies and examples that can be used to motivate students to engage in learning. Based on decades of research, Dr. Brett Jones presents a framework to organize teaching strategies that motivate students. All of the strategies presented are followed by several examples, which provide readers with over 100 ideas for how the strategies can be implemented in courses. This book will be useful to graduate students and beginning professors, as well as professors who are more experienced and want to refine their instruction or try new strategies.

Numbers of students  participating in Erasmus Exchange Programme are constantly increasing. Although the  motives associated with this  programme have been studied extensively,  relatively little is known about academic attractiveness of a host country. The purpose of this paper was identified indicators which have statistical influence on a number  of  students coming to Poland for Erasmus Programme. To find a theoretical explanation of the factor  that makes Poland academically attractive, statistical data analysis was conducted. The findings have implications for those who are responsible for creating the exchange programme and for policy-makers involved in higher education process.

This study was designed to investigate the level of life satisfaction in university students. The sample of the study consisted of 275 students (124 Muzaffarabad university and 151 Hazara university). Among 275 students 152 were boys and 123 were girls. Age range of the sample was 18 to 23years. The data was collected from Muzaffarabad University and Hazara University. Satisfaction with life scale [1], was administered to assess the levels of life satisfaction with reference to age, gender and culture difference respectively along demographic form. For statistical analysis t-test was used. Findings showed that life satisfaction increases with increase in age, culture difference is also the predictor of life satisfaction and no difference found in life satisfaction with reference to gender.

Background: The study aimed to elucidate previously observed associations between morningness-eveningness and depressive symptomatology in university students. Relations between components of depressive symptomatology and morningness-eveningness were analysed.
Methods: Nine hundred and seventy-four university students completed Polish versions of the Centre for Epidemiological Studies – Depression scale (CES-D; Polish translation appended to this paper) and the Composite Scale of Morningness. Principal component analysis (PCA) was used to test the structure of depressive symptoms. Pearson and partial correlations (with age and sex controlled), along with regression analyses with morning affect (MA) and circadian preference as predictors, were used.
Results: PCA revealed three components of depressive symptoms: depressed/somatic affect, positive affect, interpersonal relations. Greater MA was related to less depressive symptoms in three components. Morning circadian preference was related to less depressive symptoms in depressed/somatic and positive affects and unrelated to interpersonal relations. Both morningness-eveningness components exhibited stronger links with depressed/somatic and positive affects than with interpersonal relations. Three CES-D components exhibited stronger links with MA than with circadian preference. In regression analyses only MA was statistically significant for positive affect and better interpersonal relations, whereas more depressed/somatic affect was predicted by lower MA and morning circadian preference (relationship reversed compared to correlations).
Limitations: Self-report assessment.
Conclusions: There are three groups of depressive symptoms in Polish university students. Associations of MA with depressed/somatic and positive affects are primarily responsible for the observed links between morningness-eveningness and depressive symptoms in university students. People with evening circadian preference whose MA is not lowered have less depressed/somatic affect.

The teachers of best ICSE Schools in Bangalore & Karnataka encourage students to equally excel in education and extracurricular activities. Greenwood High teachers apply special techniques to motivate students for extracurricular activities. For more information on how teachers motivate students, please visit http://www.greenwoodhigh.edu.in/

This experimental research investigates the academic achievement and motivation of 104 sixth grade social studies students when incorporating mobile devices into the classroom. Specifically, this study was designed to test the use of mobile devices as a more effective approach to student learning than using paper materials. In addition, the current study specifically examined changes in students&#39; perceptions of learning, interest in learning and academic motivation when incorporating mobile devices into classroom instruction. The findings show that motivation can be enhanced when incorporating mobile devices. Yet, the current study found no effect of mobile learning on higher academic achievement in this sample. This study sheds light on the importance of mobile devices in the classroom. The findings encourage the use of mobile devices due to their effect on motivation, which may offer an interactive classroom environment where students feel enthusiastic and eager to learn.

Internetové rádio študentov – Rádio TLIS funguje na neziskovej, nezávislej báze a dobrovoľníctve zo strany študentov/iek vysokých škôl na Slovensku. Svojím alternatívnym zameraním vysielania (nie mainstreamovou hudbou, náročnými žánrami, undergroundovým štýlom) pokrýva a informáciami vypĺňa chýbajúci priestor v domácom éteri. Hoci rádio existuje už 28 rokov, stále sa potýka s vážnymi problémami v oblasti propagácie a financovania. Členovia TLISu boli motivovaní úspešnosťou niekoľkých podaných projektov a získaných grantov v roku 2008, ktoré použili na získavanie externých relácií od mladých ľudí z celého Slovenska. Týmto krokom dali možnosť rôznym subkultúram, menšinám a ďalším – prezentovať sa cez rozhlasový éter.

Students' feelings of relatedness (i.e., feeling connected to others) are crucial for success in any learning environment; however, online courses often limit relatedness development, either by removing spontaneous interaction (e.g., asynchronous delivery) or by introducing seemingly incompatible online and on-campus factions (e.g., synchronous hybrid delivery). It was hypothesized that the strengths of one delivery mode could offset the weaknesses of the other. The purpose of this study was to implement and evaluate an online discussion board intervention designed to scaffold relatedness development. Deci and Ryan's (1985) self-determination theory was adopted as the theoretical framework. Participants were 83 graduate students enrolled in synchronous hybrid Masters of Business Administration (MBA), Masters of Public Administration (MPA), and Masters of Aviation (MS-Avit) programs offered at a large midwestern research university. This study used a convergent parallel mixed methods approach (QUAN þ qual ¼ triangulation). The methods involved a pretest-posttest experimental design in which students were randomly assigned to either the experimental group, wherein they participated in the intervention, or the control group, wherein they attended classes without any auxiliary interactions. The results indicated that students who participated in the intervention improved their self-efficacy for developing relatedness with individuals who attended online. The qualitative analysis generated three key themes: relatedness beliefs, program delivery, and student-interface interaction. This study holds practical implications for online learning in that it explicated how a threaded discussion can be used to scaffold relatedness development. The theoretical implications of this study involved the substantiation of three key elements of SDT: the basic needs, the types of motivation, and the importance of contextual support.

ENG
The creation of the “new goliard” was the main objective of the fascist policy for university students and was part of the more general construction of the “new man”, which the regime tried to pursue throughout the Ventennio.
Universities had to produce the ruling class of the future and, as a consequence, the fascistization of students was indispensable for the building of the totalitarian State. Sport was one of the main tools to achieve it and the regime expected that, making sports, students became virile, faithful to Mussolini and ready to be permanently mobilized.
To reach these goals, the management of university sport was entrusted to the Guf and a system of control from above was implemented, in order to not only impose the practice of sport on all students, but also establish which disciplines they had to privilege.
Results were significant and the diffusion of sport, also thanks to the development of the mass society, reached levels previously unimaginable, contributing to build the consensus of the students.
However, the expectations of the political authorities were not met completely. The consensus of students for fascism remained superficial and sport didn’t succeeded in creating the “new goliard” so desired by the regime.


ITA
La creazione del «nuovo goliardo» era il principale obiettivo della politica fascista per gli studenti universitari e rientrava nella più generale costruzione dell’«uomo nuovo», che il regime cercò di perseguire per tutto il Ventennio.
Dalle università doveva emergere la classe dirigente del futuro e, di conseguenza, la fascistizzazione degli studenti era indispensabile per l’edificazione dello Stato totalitario. Lo sport era uno dei principali strumenti per realizzarla e il regime si aspettava che, praticando attività sportive, gli studenti diventassero virili, fedeli a Mussolini e pronti a essere permanentemente mobilitati.
Per raggiungere questi obiettivi, la gestione dello sport studentesco fu affidata ai Guf e fu istituito un sistema di gestione dall’alto delle attività, allo scopo non solo di imporre la pratica dello sport a tutti gli universitari, ma anche di stabilire quali discipline dovessero prediligere. I risultati furono significativi e le attività sportive, anche grazie allo sviluppo della società di massa, si diffusero a livelli non immaginabili in precedenza, contribuendo alla creazione del consenso degli studenti
Le aspettative delle autorità politiche, però, non furono realizzate in maniera completa. Infatti, l’adesione degli universitari al fascismo rimase superficiale e lo sport non riuscì a creare il «nuovo goliardo» che il regime tanto desiderava.

The concept paper will discuss the relationship that exists between high school students' participation in leisure activities and social well-being of individuals. The participation of students with leisure activities is important in order to perform activities that have a positive impact on themselves. Free time filled with good help to calm and relax the human psyche mainly concerned with busy work or study. Furthermore, the involvement of individuals with positive leisure time affects the personality of the individual. Secondary school students are often the people who start looking for a suitable spare time to do them based on their interest. If teenagers are involved with a negative free time, this will affect the social welfare of their people. This is because the high school students of today are the generation that must be taken seriously in the establishment of social welfare based on participation and election activities in their spare time, especially when the personal formation of students who will be the leader and the continuation of the legacy of the country's administration.

As the number of prospective students decreases and competition intensifies, student satisfaction should be a core element of the universities’ marketing strategy. Students’satisfaction is influenced by the degree to which higher education institutions meet or exceed their expectations. Higher education managers in general and business higher education managers in particular need to determine the students’ level of satisfaction in order to assess their performance. This, however, is difficult to achieve because satisfaction is an abstract concept and no clear consensus exists over its definition and measurement. Although, on account of education’s complexity and peculiarities, the investigation of satisfaction with educational services has been laborious, the literature review reveals a growing number of papers dealing with this issue. These papers consider the factors affecting satisfaction mostly as individual coefficients and ignore the
latent relationships between constructs. However, since the determinants of partial student satisfaction simultaneously manifest in the overall satisfaction, it may be considered that an individual
approach to them, would partially cover the issue being studied. For this reason, the purpose of this paper is to develop a model for measuring student satisfaction with business education services, a model which should be approached holistically and whose latent
structure should be taken into account. The proposed measurement tool, based on the study of the literature, was tested on the students of a business educational institution and the results confirm the goodness-of-fit, reliability and validity of the model. The developed tool encompasses a number of factors that allow the assessment of student satisfaction with a wide range of services provided by business education institutions and relate to: educational process (syllabus, training of teaching staff, examination policy), administrative staff, admission process (information, staff), management of the faculty, image of the faculty,library, general information, cafeteria, cam
pus climate, tutors, collaboration between faculty and business environment, international cooperation, leisure activities supported by
the faculty.