NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ847453
Record Type: Journal
Publication Date: 2009-Mar
Pages: 13
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0196-5042
What Motivates Students to Learn? Contribution of Student-to-Student Relations, Student-Faculty Interaction and Critical Thinking Skills
Rugutt, John; Chemosit, Caroline C.
Educational Research Quarterly, v32 n3 p16-28 Mar 2009
This study used standard multiple linear regression to investigate relationships between student motivation, critical thinking skills, student-to-student relations, and student-faculty interaction with a sample of 2,190 undergraduate students. The study used measures first developed by Ellett, Culross, McMullen, and Rugutt, (1996), and later revised by Ellett, Loup, Culross, McMullen & Rugutt (1997). The measures assessed a wide variety of factors among college students. Data screening led to the elimination of twelve cases. Regression results indicate that the overall model significantly predicts motivation, R[superscript 2] = 0.408, R[superscript 2][subscript adj] = 0.407, F (3, 2178) = 500.152, p less than 0.000. This model accounts for 40.7% of variance in motivation. The study concluded with a discussion of the importance of teachers, administrators and counselors of institutions of higher learning to be cognizant of the contribution the variables discussed in this study make to teaching and learning environment so that they are fully involved in providing the kinds of educational experiences that can enhance the development of these correlates and predictors of motivation in their learners. (Contains 3 tables.)
Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://www.gram.edu/education/erq/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A