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Descriptors:
Factor Analysis; Reliability; Learning Motivation; Foreign Countries; Construct Validity; Factor Structure; Chinese; Measures (Individuals); Academic Achievement; Correlation; Self Concept; Asians; Networks; Cross Cultural Studies; High School Students; Mastery Learning

Abstract:
The aim of this study is to assess the cross-cultural applicability of the Chinese version of the Inventory of School Motivation (ISM; McInerney & Sinclair, 1991) in the Hong Kong context using both within-network and between-network approaches to construct validation. The ISM measures four types of achievement goals: mastery, performance, social, and extrinsic goals. A total of 697 high school students participated in the study. Results of the within-network test showed that the ISM had good internal consistency reliability. Confirmatory factor analysis supported the hypothesized four-factor structure. In addition, multigroup confirmatory factor analyses showed factorial invariance across students of different genders, year levels, and school types. The between-network test indicated that the achievement goals assessed by the ISM correlated systematically with different aspects of students' self-concepts. These findings provide evidence of the applicability of the ISM among Hong Kong Chinese students. Implications for cross-cultural research are discussed. (Contains 4 tables, 1 figure, and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Strategies; Learning Theories; Metacognition; Measures (Individuals); Self Control; Cooperative Learning; Goal Orientation; Reliability; Emotional Response; Learning Motivation

Abstract:
Self-regulated learning (SRL) research has conventionally relied on measures, which treat SRL as an aptitude. To study self-regulation and motivation in learning contexts as an ongoing adaptive process, situation-specific methods are needed in addition to static measures. This article presents an "Adaptive Instrument for Regulation of Emotions" aimed at accessing students' experiences of individual and socially shared regulation of emotions in a socially challenging learning situation. The instrument, grounded in self-regulated and socially regulated learning theory, comprises four interrelated components: the socio-emotional challenges experienced in a collaborative learning situation; individual and group-level attempts to regulate the immediate emotions evoked by the challenges; the personal goals; and goal attainment pursued in that situation. The theoretical foundation of the instrument and its components are outlined and some reliability issues illustrated. The limitations but also educational potential of the instrument to understand regulation of emotions in socially challenging learning situations are discussed. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Factor Analysis; Learning Motivation; English (Second Language); Second Language Learning; Curriculum; Language Attitudes; Study Abroad; Positive Attitudes; Adult Students; Intensive Language Courses; Questionnaires; Self Efficacy; Second Language Instruction

Abstract:
The present study reports on the motivations of adult, international learners of English, studying English 20 hours a week in a US-based Intensive English Program (IEP). Though often used as participants in language acquisition studies, there are few studies of these learners' motivational profiles. In the current study, a questionnaire designed to measure language attitudes, learning orientations, and learning confidence was administered to 131 IEP learners. Factor analysis of the responses revealed five motivation components: Learning Self-Confidence, Attitudes toward English Language Learning/Community, Personal English Use, Value of English Learning, and International Posture. The results attest to a dualistic nature of instrumentality and suggest that even in a study abroad setting, international English learners are less motivated by positive attitudes toward the English community and more motivated by a sense of personal pride in learning and using English, even when learning confidence is low. (Contains 3 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academically Gifted; Student Attitudes; Play; Rural Schools; Focus Groups; Online Surveys; Talent; Urban Schools; Suburban Schools; Socialization; Barriers; Attention Control; Learning Motivation; Retention (Psychology); Teamwork; Problem Solving; Cognitive Development; Social Development; Physical Development

Abstract:
The purpose of this study was to explore the concept of play through the eyes of talented and gifted (TAG) fifth- and sixth-grade students. Three focus groups consisting of fifth- and sixth-grade TAG students were conducted in one urban, one suburban, and one rural school district in the Midwest. Students were asked to describe the value of play in the cognitive, physical, and social domains. Additional open-ended questions were asked about the importance of play and its relevance to their lives. From these results, an online survey was created. Data from an additional 162 fifth- and sixth-grade TAG respondents substantiated that play is a significant activity for learning and socializing in the general classroom, gifted programs, and outside their classrooms. Despite its importance, students experienced structural barriers for time to play. Putting the Research to Use: Results of this study hold implications for teachers to acknowledge the value of play as a tool for learning. Children see play as a renewal activity. They see play as motivating and as a way to increase attention, retention, and focus in learning. Children emphasized that play develops teamwork and problem-solving skills. Play enhances meaningful activities in the talented and gifted program as well as the general classroom. Results of this study suggest that parents should acknowledge their children's need for play in all three domains (cognitive, physical, and social) and allow time for self-directed play after school with limits on scheduled activities. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Professional Development; Questionnaires; Semi Structured Interviews; Learning Motivation; Goal Orientation; Learning Activities; Self Evaluation (Individuals); Work Experience; Internal Medicine; Expertise; Self Management; Physicians; Workplace Learning; Learning Processes; Graduate Students; Medical Students; Physician Patient Relationship

Abstract:
This study examined physicians' motivation to engage in work-related learning and its contribution to expertise development beyond work experience. Based on deliberate practice theory, semi-structured interviews were conducted with 17 residents and 28 experienced physicians in internal medicine, focusing on the activities they engaged in during work that might contribute to professional development and the goals underlying this behavior. Learning motivation was also measured using a goal orientation questionnaire. Expertise was measured by a case test derived from the Medical Knowledge Self Assessment Program (MKSAP). The interviews showed that participants' learning was largely embedded in everyday work; most of their learning activities were inherent to the job rather than motivated by competence improvement goals. The problems encountered in patient care played a key role in prompting learning. Role, work experience and work situation affected the type of activities engaged in, as well as the intensity of practice. Deliberate engagement in work-related learning activities was related neither to goal orientations nor to case test performance, except activities by the experienced physicians to keep up-to-date. Work experience, in contrast, showed a clear positive relationship with the performance of residents. Two main conclusions can be drawn from this study: (1) patient care induced relevant learning activities aimed at performance improvement for the patient's sake; (2) deliberate investments in learning can be enhanced to promote expertise development. Self-regulated learning by physicians needs to be strengthened and the organization for which they work should facilitate and encourage learning in daily practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Learning Motivation; Program Effectiveness; Student Attitudes; Structural Equation Models; Educational Environment; Teacher Student Relationship; Interaction; Outcomes of Education; Learner Engagement; Social Justice; Foreign Countries; Secondary School Students

Abstract:
In this study, we have investigated the associations between the students' perceptions of teachers' interpersonal behaviour and some school outcomes--namely, academic achievement, learning motivation, and a sense of class belonging--considering the mediating role of classroom justice. Moreover, the impact of the school type was analysed. The research was performed on a population of 614 Italian students enrolled in 2 different types of secondary school, one with an academic orientation, the other with a vocational orientation. Structural equation modelling (SEM) was used to see the effect of the teachers' behaviour on the dimensions of justice (i.e., equality, equity, needs, and interpersonal) and that of all these variables on academic achievement, learning motivation, and class belonging. The mediation role of classroom justice was confirmed by the analyses, and so was the impact of the school's orientation. Limitations to the study and future research ideas have also been outlined. (Contains 2 figures, 2 tables, and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Factor Analysis; Factor Structure; Educational Attitudes; Achievement Need; Comparative Education; Cross Cultural Studies; Outcome Measures; Individual Differences; Social Differences; Comparative Analysis; Learning Motivation; Self Motivation; Measurement Objectives; Measurement Techniques; International Education; Achievement Tests; Attitude Measures; Predictor Variables; Educational Research; Data Analysis; Achievement Rating; Evaluation Methods; Evaluation Research

Abstract:
We estimated the invariance of educational achievement (EA) and learning attitudes (LA) measures across nations. A multi-group confirmatory factor analysis was used to estimate the invariance of educational achievement and learning attitudes across 55 nations (Programme for International Student Assessment [PISA] 2006 data, N = 354,203). The constructs had the same meaning (factor loadings) but different scales (intercepts). Our conclusion is that comparisons of the relationships between educational achievement and learning attitudes across countries need to take into consideration two sources of variability: individual differences of students and group differences of educational systems. The lack of scalar invariance in EA and LA measures means that the relationships between EA and LA may have a different meaning at the level of nations and at the student level within countries. In other words, as PISA measures are not invariant in scalar sense, the comparisons across countries with nationally aggregated scores are not justified. (Contains 2 figures and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Motivation; Evidence; Drinking; School Policy; College Freshmen; Peer Influence; Student Motivation; Friendship; Academic Achievement; Correlation; College Students; Hypothesis Testing; Path Analysis; Attachment Behavior; Student School Relationship; Gender Differences

Abstract:
Previous studies suggest that social relations can increase one's motivation to learn in school. However, other evidence showed that having more friends may also distract from one's academic involvement. To understand the mechanisms behind this apparent contradiction, this study identified and tested the effects of a potentially important positive and negative mediator between social relations and academic motivation. A total of 226 university students were used to test the hypothesized path model. Results showed that the impact of social relations on students' academic motivation was negatively mediated by alcohol use, but positively mediated by their place attachment to the university, although the model fit differed for women and men. Implications for social relations, school policy and freshman orientation programs are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Career Education; Career Guidance; Counseling Effectiveness; Secondary School Students; Vocational Education; Prevocational Education; Competence; Learning Motivation; Internship Programs; Career Choice; Professional Identity; Personality Theories

Abstract:
In this article we focus on the effects of career education and guidance among students (ages 12-19) enrolled in prevocational and secondary vocational education in The Netherlands. Our study included 3,499 students and 166 teachers in 226 classes in 34 schools. The results showed that career competencies positively contributed to learning motivation, experienced quality of study choice, experienced fit of choice with learning tasks, and experienced fit of internship. Career identity positively contributed to career outcomes, and career dialogue contributed more than traditional interventions have with respect to career outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Student Motivation; Semi Structured Interviews; Educational Practices; Science Instruction; Rural Areas; Indigenous Populations; Foreign Countries; Observation; Learning Motivation; Teacher Student Relationship; Educational Environment; Student Needs

Abstract:
Many rural indigenous communities rely on science knowledge and innovation for survival and economic advancement, which requires community members to be motivated for learning science. Children in these communities have been viewed by some as unmotivated due to their low science achievement as they progress in school, particularly into majority secondary schools. Current theories of motivation, such as achievement goal theory, take classroom context into account when examining individual motivation. However, motivational climate can also be considered as tightly woven with the cultural and social practices of a community rather than individual perception. In this study, researchers spent time in two indigenous villages observing classrooms, participating in community events, and talking with community members. During those visits, Attayal/Sediq children in Taiwan (n = 18) and Mopan Mayan children in Belize (n = 18) participated in three semi-structured interviews about their experience learning science in school, home, and community. Results indicate that motivation for learning science is closely linked with their identity as science learners. Three themes emerged to illuminate how social practices may or may not support individual identity, and consequently motivation, for learning science--student/teacher relationships, support for learning, and motivational climate. Differences between children in Taiwan and Belize are explored. Implications for motivation theory, educational practice, and policy are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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