Intrinsic Motivation of Pre‐service Primary School Teachers for Learning Chemistry in Relation to their Academic Achievement

Juriševič, Mojca; Glažar, Saša A.; Pučko, Cveta Razdevšek; Devetak, Iztok

doi:10.1080/09500690601148517

Cited by 55 publications

(35 citation statements)

References 23 publications

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“…Also, the group with low intrinsic motivation and higher prior knowledge showed comparatively higher student achievement. This result is consistent with prior research on the effects of intrinsic motivation in improving student achievement, as conducted by [5][6] [7][8] [9][10] [19]. In addition, the findings provide evidence to support findings by [15] [20], who examined the effects of prior knowledge on learning outcome in a game-based learning.…”

Section: Resultssupporting

confidence: 82%

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Exploring Effects of Intrinsic Motivation and Prior Knowledge on Student Achievements in Game-based Learning

Baek¹,

Xu²,

Han³

et al. 2015

SmartCR

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This study investigates the effects of students' intrinsic motivation and prior knowledge on student achievement in learning Chinese in a game-based learning environment. A total of 140 fourth-grade students from an elementary school in South Korea participated in this study. An instructional game called "Hanjamaru," which is designed to teach Chinese characters, was implemented for four weeks. During the experiment, students' prior knowledge, intrinsic motivation in gaming, and achievements learning Chinese were quantitatively measured. Findings from this study demonstrate that both students' prior knowledge and intrinsic motivation affect their achievements in learning Chinese. Also, there students' prior knowledge and intrinsic motivation affected each other; that is, a group low in intrinsic motivation but with higher prior knowledge showed comparatively higher student achievements. These findings suggest that students' prior knowledge should also be considered while designing and adopting game-based learning in order to engage students with different levels of intrinsic motivation.

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Section: Resultssupporting

confidence: 82%

“…[10] reported the same result on student's reading performance. Also, [19] reported a positive correlation between intrinsic motivation and chemistry concepts.…”

Section: ■ Does Intrinsic Motivation Impact Student Achievement?mentioning

confidence: 99%

Exploring Effects of Intrinsic Motivation and Prior Knowledge on Student Achievements in Game-based Learning

Baek¹,

Xu²,

Han³

et al. 2015

SmartCR

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“…For more details on theory descriptions and their implementation in ITLS model see Juriševič et al (2008) and Devetak et al (2009). Mayer and Moreno (2001) argued that, in the process of constructing meaningful knowledge for students, teachers should follow the multiple representation principle: presenting the concept in words and pictures together.…”

Section: Introductionmentioning

confidence: 99%

Comparing Slovenian year 8 and year 9 elementary school pupils’ knowledge of electrolyte chemistry and their intrinsic motivation

Devetak¹,

Lorber²,

Juriševič³

et al. 2009

Chem. Educ. Res. Pract.

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This study explored the differences between eight-year elementary school pupils (before the curriculum reform) and nine-year elementary school pupils (soon after the curriculum reform) in Slovenia, as regards specific chemistry knowledge and motivation to learn chemistry. Altogether, 191 elementary school pupils participated in the study. The results show that pupils of nine-year elementary school are not significantly better at chemistry knowledge test scores than eight-year elementary school pupils. Similar results were obtained when comparing intrinsic motivation. The results also show that those students who exhibit a higher level of intrinsic motivation to learn chemistry do not perform better at the test as a whole, but the correlation is low, although statistically significant, between motivation and pupils' performance at solving selected problems presented in this paper. Results show that students develop different misconceptions of selected chemical concepts. Based on the results of this study, some guidelines for teachers are suggested.

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“…Gülüzar EYMUR and Ömer GEBAN (2011) remark that "understanding the relationship between academic achievement and motivation may help increase academic achievement" (p. 251). Klug's (1989) conceptual model explains the relationship between motivational factors and achievement.…”

Section: Relevant Scholarshipmentioning

confidence: 99%

The Relationship between Motivational Factors and Mandarin Performance in a Higher Education Institution

Mee¹,

Jano²,

Hanipah³

2015

ASS

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Mastering Mandarin is an asset for international business. The purpose of this study was to ascertain the relationships between motivational factors and academic achievement. It provides a numerical estimate of how closely or distantly these two variables are related. A quantitative analysis was used through a survey questionnaire among selected undergraduates learning Mandarin at Universiti Teknikal Malaysia Melaka. Besides, classroom assessments were also conducted to enrich the data. The findings showed that there was a significant relationship between Mandarin scores and all the six motivational factors which were future occupation, intrinsic value and self-development, friendship, entertainment, Chinese influence and travel, requirement motivation, and Chinese culture and community. The strength of the relationship is moderate and positive. The results are important in determining the content of Mandarin learning material which may lead to effective and efficient learning process. Future studies should focus on more variables to enhance performance in learning Mandarin.

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Intrinsic Motivation of Pre‐service Primary School Teachers for Learning Chemistry in Relation to their Academic Achievement

Cited by 55 publications

References 23 publications

Exploring Effects of Intrinsic Motivation and Prior Knowledge on Student Achievements in Game-based Learning

Exploring Effects of Intrinsic Motivation and Prior Knowledge on Student Achievements in Game-based Learning

Comparing Slovenian year 8 and year 9 elementary school pupils’ knowledge of electrolyte chemistry and their intrinsic motivation

The Relationship between Motivational Factors and Mandarin Performance in a Higher Education Institution

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