Communication Skills and Time Management as the Predictors of Student Motivation

Demirdağ, Seyithan

doi:10.17220/ijpes.2021.8.1.222

Cited by 16 publications

(15 citation statements)

References 34 publications

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“…34 Additionally, better communication skills and free time management are also associated with greater motivation in students. 35 The peer leader key competencies assessed in this study were more accurate than those reported in other health interventions that evaluated only the skills gained by the participants. 27 For example, the American nonprofit NutriBee, which performed a communitybased high school adolescent peer leader (13-18 years old) online nutrition intervention, encouraged 10 healthy diet behaviours in middle school students (10-12 years old).…”

Section: Discussionmentioning

confidence: 64%

“…Adolescence is a good time to learn certain skills, for example, communication because it is known that nonverbal and verbal communication techniques will be important for adolescents' futures in job interviews 34 . Additionally, better communication skills and free time management are also associated with greater motivation in students 35 …”

Section: Discussionmentioning

confidence: 99%

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Adolescents encouraging healthy lifestyles through a peer‐led social marketing intervention: Training and key competencies learned by peer leaders

Llauradó

Aceves‐Martins

Prades

et al. 2021

Health Expectations

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Background Adolescents who participate as peer leaders can benefit and acquire competencies from their peer leadership experience. Objectives To identify the competencies gained by adolescents who participated as peer leaders in a healthy lifestyle study and to determine whether the training characteristics were related to improvement in competencies. Design The present study was part of the European Youth Tackling Obesity (EYTO) project, a multicentre social marketing intervention involving four European countries. Setting and Participants Eighteen peer leaders (aged 13–15 years, three or five leaders per country) from disadvantaged neighbourhoods received training in designing and implementing activities for their peers. Measures The peer leaders' confidence, experience and interest in 11 tasks related to lifelong learning competencies were assessed with questions rated on a colour scale at baseline and at the end of the study. Results The peer leaders demonstrated improvements in experience, confidence and interest in different tasks, such as research, website or logo design, oral presentations, social media use and collaboration with people from other countries. They increased their confidence in management tasks (p = 0.03) and their confidence and experience in communication tasks (p = 0.01). The peer leaders from Spain and Portugal had greater improvements than those from the other countries. Conclusion The peer leaders improved their confidence in management tasks and their confidence and experience in communication tasks. Slight differences were detected in improvement in competencies by country, likely due to the differences in the peer training applied. Recommendations for peer leader training are proposed, although these results should be verified with larger sample size. Patient or Public Contribution The peer leaders contributed to the design and implementation of the training and intervention.

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Section: Discussionmentioning

confidence: 64%

Section: Discussionmentioning

confidence: 99%

Adolescents encouraging healthy lifestyles through a peer‐led social marketing intervention: Training and key competencies learned by peer leaders

Llauradó

Aceves‐Martins

Prades

et al. 2021

Health Expectations

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show abstract

“…Extrinsic motivation arises from external influences from individuals, such as orders and even coercion from others so that students will do something (Daniati et al, 2020;Hornstra et al, 2018;Winata et al, 2019). While motivation is determined by participation in seeking pleasure, the goal in which the activity itself becomes to increase student motivation (Aprilia et al, 2020;Demirdağ, 2021;Franco et al, 2019). Motivation to learn in students must be increased so that they can participate in learning enthusiastically to get satisfactory results.…”

Section: Introductionmentioning

confidence: 99%

Parental Communication Increases Student Learning Motivation in Elementary Schools

Amin

Alimni

Kurniawan

et al. 2021

International j.of Elementary Education

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There is still a lack of parental communication on students' learning motivation at the elementary school level. It has an impact on the level of student learning motivation that is less. This study aims to analyze parental communication on students' learning motivation in the learning process of Islamic religious education. This type of research is a mixed-method, namely quantitative and qualitative with an explanatory design. The subjects in this study were parents and elementary students. Data collection techniques used in this study were the distribution of questionnaires and interviews. The data analysis method used is a quantitative descriptive analysis by testing the findings using apps, record results, and concluding. Quantitative description by distributing questionnaires and conducting interviews. The results showed differences and influences between parental communication and student learning motivation in Islamic religious education subjects. So, it can be concluded that parental communication on student learning motivation has been carried out very well, although not optimally. Parental communication has been done well so that students' learning motivation will also increase and impact increasing student learning discipline.

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“…The attitude of collaboration provides benefits for students, namely better academic test scores, improved social skills, making students more confident, and a better understanding of the material (Márquez-García et al, 2020;Rabgay, 2018;Rattu, 2017). An independent attitude in planning and implementing the results of investigations help students develop their thinking and communication skills (Demirdağ, 2021;Wildan et al, 2019). Science curriculum, school textbooks, teachers, and their teaching practices are important factors that are considered to negatively influence student attitudes towards science and interest in science.…”

Section: Introductionmentioning

confidence: 99%

Students' Attitudes in Science Learning: Comparison Between Public and Private Junior High Schools

Maison

Kurniawan

Zain

2021

JERE

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Students' negative attitude is a problem that interferes with the science learning process in public and private schools. Students' negative attitude in learning science is a complex problem to solve. The negative attitude shown is that students are disobedient when given assignments and dislike them. It will have an impact on low student learning outcomes. This study aims to determine students' attitudes towards science subjects by comparing private and public schools. The type of research used is a descriptive mixed method. The instrument of this type of quantitative research is in the form of a questionnaire, while the qualitative instrument is an interview sheet for students and teachers of science subjects. The number of samples was 236 students using the purposive sampling technique, while the qualitative samples were eight students and two science teachers. The quantitative analysis technique used is descriptive statistics, and the qualitative analysis technique summarizes the results of the interviews. The result is that students' attitudes towards science subjects in public and private junior high schools are already promising. Based on student attitudes, public schools are categorized as having slightly better attitudes than private schools. The results of interviews with students and teachers can also be revealed that most students have positive attitudes towards science, students who are not positive with actions such as teachers, are active alone when learning activities take place, disturb friends, etc. are at least harmful. Attitudes must be changed in students. The results show that public junior high school students have slightly more positive attitudes than private students.

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Communication Skills and Time Management as the Predictors of Student Motivation

Cited by 16 publications

References 34 publications

Adolescents encouraging healthy lifestyles through a peer‐led social marketing intervention: Training and key competencies learned by peer leaders

Adolescents encouraging healthy lifestyles through a peer‐led social marketing intervention: Training and key competencies learned by peer leaders

Parental Communication Increases Student Learning Motivation in Elementary Schools

Students' Attitudes in Science Learning: Comparison Between Public and Private Junior High Schools

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