Predicting students' cognitive learning activity and intrinsic learning motivation: How powerful are teacher statements, student profiles, and gender?

Jurik, Verena; Gröschner, Alexander; Seidel, Tina

doi:10.1016/j.lindif.2014.01.005

Cited by 90 publications

(71 citation statements)

References 38 publications

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“…Our findings are also relevant to work on the relationship between individual differences in student characteristics and achievement-related outcomes (e.g., Jurik et al, 2014) revealing that migrant students with high vertical collectivism endorsement suffer from stereotype threat effects. This is especially the case when their negatively stereotyped ethnic group membership is made salient.…”

Section: Resultsmentioning

confidence: 78%

The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students

Mok

Martiny

Gleibs

et al. 2017

Learning and Individual Differences

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outcomes. For this reason, we investigate the interaction between vertical collectivism and the activation of negative stereotypes on the academic performance of migrant students. More precisely, we argue that the more Turkish-origin students endorse vertical collectivism (i.e., the willingness to sacrifice individual interests for their group's interests), the more they try to meet their group's high achievement expectations after negative stereotype activation. This increases performance pressure and thus impairs their performance. We further argue that vertical collectivism increases migrants students' motivation to temporarily join a high performing outgroup in order to achieve high performance outcomes in the future. An experiment conducted in classrooms (N = 94) with Turkish-origin students confirmed our hypotheses. Implications for dealing with stereotype threat in educational contexts are discussed.

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Section: Resultsmentioning

confidence: 78%

The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students

Mok

Martiny

Gleibs

et al. 2017

Learning and Individual Differences

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“…having each person perceive and appreciate natural environment and artificial environment, present the knowledge of natural systems and ecological concepts, understand current environmental issues, and even make responsible decisions for the environment by survey, critical thinking, writing, and communication abilities, as well as develop the behavior to balance the quality of life and the environmental quality and solve environmental problems. Jurik et al (2014) argued that teachers were the key characters in people presenting environmental literacy, and the professional knowledge and competence of environmental education would affect the effectiveness of environmental education. In this case, teacher training is regarded as a critical work in the environmental education promotion process.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

A Study on the Teachers’ Professional Knowledge and Competence in Environmental Education

Yuan

Chen

et al. 2017

EURASIA J MATH SCI T

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The rapid development of technology and economy has largely enhanced the quality of life. Nevertheless, various social and environmental problems have emerged. It would be the key solution to develop environmental education in order to have people present the environmental knowledge and the attitudes and value to concern about the environment and develop the skills and action to solve environmental problems. Environmental education teachers in 25 colleges and universities in central and southern Taiwan are researched in this study. Total 250 copies of questionnaires are distributed, and 224 valid copies are retrieved. The research results conclude the significant positive correlations 1.between professional development and professional knowledge & competence, 2.between teacher belief and professional knowledge & competence, and 3.between teaching efficacy and professional knowledge & competence. According to the research result, suggestions are eventually proposed in this study. It expects to arouse the public cognition of environment to care for the environment through curriculum instruction of environmental education teachers and have people present the environmental knowledge and the attitudes and value to concern about environment.

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“…In another study having been conducted recently, it was found that intrinsically motivated students enjoy learning and want to learn more about the content (Jurik, Gröschner, & Seidel, 2014). In Wu's research (2003) it is pointed that perceived autonomy elicits significantly higher L2 intrinsic motivation.…”

Section: Discussionmentioning

confidence: 95%

Prediction of ELT Students’ Academic (Language) Achievement: Language Learning Orientation and Autonomous Learning

Karataş¹,

Alcı²,

Yurtseven³

et al. 2015

IOJES

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Learner autonomy is frequently debated among English language teachers and scholars around the world. From the perspective of Self-determination theory, autonomy supported learning environment has close relation with intrinsic motivation, higher perceived competence and academic achievement. The present study aims to define the prediction level of ELT students' academic achievement using their language learning orientation and autonomous learning. The participants of the study were the undergraduate students from two different universities studying in English Language Teaching departments. Results show that there is a positive correlation between intrinsic motivation and academic achievement, and also between autonomous learning and academic achievement. The regression analysis shows that autonomous learning and intrinsic motivation predict academic achievement strongly.© 2015 IOJES. All rights reserved Keywords: 1 Language learning orientation, autonomous learning, intrinsic motivation, extrinsic motivation, academic achievement IntroductionIn a normal educational context learners are not willing to take responsibility for their learning process and will not find it easy to reflect critically on the learning process. That is why there is a need for an intervention in ongoing classroom practice to promote learner autonomy. Learner autonomy has been regarded as an ultimate goal of education for a long time (Benson, 2001(Benson, , 2009. Especially in second language learning, the concept has been argued to be socially driven (Smith & Ushioda, 2009). Freedom, choice, and negotiation are often identified as important factors for learner autonomy improvement (e. g., Lamb, 2009).Researches carried out on language learning have consistently showed that autonomous language learners sustain their learning with a strong motivation, beliefs in what works in learning and strategies that help learners achieve their language learning objectives, all of which are essential elements of autonomous language learning (Gao, 2006;Oxford, 2003Oxford, , 2008 Wenden, 1998Wenden, , 2002Yang, 1999;Zhang, 2003).For several decades, researchers in social psychology and education have recognized the importance of motivation as an undeniable factor for successful second language learning. In fact, affective variables, such as attitude, orientations, anxiety, and motivation, have been shown to be at least as important as language aptitude for predicting language achievement (Gardner, 1985).Self-determination theory (see Ryan & Deci, 2000 for a review) suggests that one key aspect of the classroom climate is autonomy support. There has been a considerable growth of interest in the theory and practice of autonomy in language teaching and learning as a consequence of the innovations that have taken Hakan Karatas, Bulent Alci, Nihal Yurtseven & Hatice Gulru Yuksel 161 place in recent years. The recent innovations such as learner centered, resource-based, technology-based, and communicative approaches make the point clear that learners should...

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Predicting students' cognitive learning activity and intrinsic learning motivation: How powerful are teacher statements, student profiles, and gender?

Cited by 90 publications

References 38 publications

The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students

The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students

A Study on the Teachers’ Professional Knowledge and Competence in Environmental Education

Prediction of ELT Students’ Academic (Language) Achievement: Language Learning Orientation and Autonomous Learning

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