Primary and secondary students’ motivation in learning English: Grade and gender differences

Yeung, Alexander Seeshing; Lau, Shun; Nie, Youyan

doi:10.1016/j.cedpsych.2011.03.001

Cited by 85 publications

(77 citation statements)

References 58 publications

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“…Se conoce también como repercuten las materias de Inglés y Lengua en el rendimiento académico de los estudiantes (Kofou, 2015;Yeung, Lau, & Nie, 2011), demostrándose que aquellos alumnos que encuentran interesantes dichas materias y se sienten satisfechos en sus Baños, R., Ortiz-Camacho, M. M., Baena-Extremera, A., y Tristán-Rodríguez, J. L. (2017). Satisfacción, motivación y rendimiento académico en estudiantes de Secundaria y Bachillerato: antecedentes, diseño, metodología y propuesta de análisis para un trabajo de investigación.…”

Section: Introductionunclassified

“…Espiral. Cuadernos del Profesorado,10(20) clases, se comprometen con la realización de las tareas, mostrando menos conductas de desapego y aumentando su rendimiento académico (Rotgans & Schmidt, 2011;Yeung, Lau, & Nie, 2011). Por otro lado, los altos niveles de aburrimiento en la materia de Matemáticas aumentan la probabilidad de abandono escolar aunque no se relaciona con el rendimiento académico (Mora, 2012).…”

Section: Introductionunclassified

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Satisfacción, motivación y rendimiento académico en estudiantes de Secundaria y Bachillerato: antecedentes, diseño, metodología y propuesta de análisis para un trabajo de investigación

Baños

Ortiz-Camacho

Extremera

et al. 2017

ESPIRAL-CUADERNOS DEL PROFESORADO

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Facultad Ciencias de la Educación, Universidad de Granada, España RESUMEN: Existen distintas variables contextuales que influyen en la satisfacción, la motivación y el rendimiento académico de los adolescentes en la escuela, dándole importancia a la figura del docente. El objetivo de este trabajo será analizar los perfiles de satisfacción, motivación y el clima de aprendizaje en función del rendimiento académico del discente y de las competencias del profesorado, así como ejemplificar el diseño, metodología y posibles análisis a realizar para responder a los objetivos planteados. La muestra estará compuesta por 890 adolescentes estudiantes de EF (442 hombres y 448 mujeres), con una media de edad de 15.49 años (DT = 1.79), pertenecientes a centros públicos y privados de ESO y BACH de la Región de Murcia y la provincia de Alicante (España). El instrumento a utilizar será un cuestionario compuesto por las escalas: Rendimiento académico, Satisfacción con la vida (SATV), Satisfacción con la escuela (ISC), Sport Satisfaction Instrument (SSI), Evaluation of Teaching Competencies Scales (ETCS), Perceptions of Teacher's Emphasison Goals Questionnaire (PTEGQ), Physical Education Classroom Instrument (PECI), Intention to partake in leisure-time physical activity, Importancia y utilidad de la Educación Física (IEF).En este artículo presentamos el diseño de la investigación. Pensamos que los resultados obtenidos tendrán una gran repercusión en el sistema educativo español e incitarán a reflexionar sobre diferentes aspectos del currículo en la ESO y BACH. Palabras clave: satisfacción, rendimiento académico, competencias docentes, secundaria, Educación Física.ABSTRACT: There are several contextual variables that influence the satisfaction, motivation and academic performance of adolescents in school, giving importance to the teacher figure. The aim of this work will be to analyze the satisfaction profiles, motivation and the learning climate in function of the academic performance of the student and the competition of the teachers as well as to exemplify the design, methodology and possible analysis to be carried out in order to respond to the stated objectives. The sample will be composed of 890 PE students (442 men and 448 women), with a mean age of 15.49 years (SD = 1.79) belonging to public and private ESO and BACH centers in the Region of Murcia and Alicante. The instrument to be used will be a questionnaire composed by the scales: Academic Performance, Satisfaction with Life (SATV), Satisfaction with Leisure-Time Physical Activity, Importance and Utility of Physical Education (IEF). In this article we present the design of the research. We believe that the results obtained will have a great impact on the Spanish educational system and will incite to reflect on different aspects of the curriculum in secondary and high school. School (ISC), Evaluation of Teaching Competencies Scales (ETCS), Perceptions of Teachers Emphasis on Goals Questionnaire (PTEGQ), Physical Education Classroom Instrument (PECI), Intention to Partake in

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Section: Introductionunclassified

Satisfacción, motivación y rendimiento académico en estudiantes de Secundaria y Bachillerato: antecedentes, diseño, metodología y propuesta de análisis para un trabajo de investigación

Baños

Ortiz-Camacho

Extremera

et al. 2017

ESPIRAL-CUADERNOS DEL PROFESORADO

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“…So, as Littlejohn (2008) has argued, in some ways the English teacher's main task is not to motivate learners but to prevent their DEmotivation, that is, the gradual loss of a pre-existing motivation to learn. Moreover, it is a well-established truth that more intrinsic forms of motivation tend to decline during the early years of secondary school (see Yeung, Lau & Nie 2011, for confirmation of this trend for English language learners in Singapore) and learner motivation is particularly vulnerable at transition points like primary to secondary (Burns et al 2013) or foundation course to HE (Woodrow 2013). It is not surprising then that during the 2000s a research literature began to appear on demotivation in L2, ably summarized in Dörnyei & Ushioda (2011).…”

Section: Demotivationmentioning

confidence: 99%

The motivational dimension of language teaching

2017

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Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this research effort, that which examines the motivational effects of language teaching. This is pertinent because, despite enhanced mobility and expanding access to foreign languages online, most learners' early encounters with the second language (L2) still take place in classrooms, and these encounters may shape attitudes and determine students' willingness to invest further in the L2. Four main types of research are reviewed: first, that which deliberately seeks to identify and evaluate strategies to motivate L2 learners; second, that which has tested the validity of psychological theories of motivation by applying their precepts in L2 classrooms; third, that which assesses the motivational effects of a pedagogical innovation or intervention; fourth, research on what has been too often the unintended outcome of language education, namely learner demotivation. The review highlights the complexity of the relationship between teaching and learner motivation but an attempt is made to articulate some emerging verities and to point towards the most promising avenues for future research.

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“…Moreover, a change in the environment of learning throughout adolescence can lead to a change in the developmental trend. Due to the less supportive classroom environment, Feldlaufer, Midgley, and Eccles (1988) argued that decrease in motivation may be seen in the transition from primary to middle school (cited in Yeung, Lau, & Nie, 2011).…”

Section: Motivationmentioning

confidence: 99%

“…A large number of investigators have proposed that students' motivation gradually weaken over time, particularly during adolescence (Broussard & Garrison, 2004;Guthrie et al, 2000;Murphy & Alexander, 2000;Watt, 2008;Yeung, Lau, & Nie, 2011;Yeung & McInerney, 2005). As a case in point, it is maintained that many students go through ''a deterioration in perceptions of self, affect, motivation, and performance during early adolescence and in particular, when they moved to middle-level schools'' (Midgley & Edelin, 1998, p. 195, cited in Yeung, Lau, & Nie, 2011.…”

Section: Motivationmentioning

confidence: 99%

Students’ educational level and their goal choices, self-efficacy, motivation, and writing performance

Fatemi¹,

Vahidnia²

2013

IJRSE

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This study sought to survey the potential effect of Iranian EFL learners' educational level on their motivation, self-efficacy, choice of goals, and writing achievement. To conduct such a research, a group of 93 university students (MA = 38, BA = 55) took part. The study was implemented in two levels. At level one, students' goal choice was surveyed by presenting them three levels (A, B, and C) as their goals for writing in which they had the choice to select one of these levels as their choice and model. The second level was based on three questionnaires gathered from the same students prior to writing examination. The findings of the study revealed that MA learners exhibited higher level of English and General self-efficacy and motivation. In addition, MAs surpassed BAs in writing scores and selected the most challenging goal as compared to BAs who preferred to pick the easy goal.

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Primary and secondary students’ motivation in learning English: Grade and gender differences

Cited by 85 publications

References 58 publications

Satisfacción, motivación y rendimiento académico en estudiantes de Secundaria y Bachillerato: antecedentes, diseño, metodología y propuesta de análisis para un trabajo de investigación

Satisfacción, motivación y rendimiento académico en estudiantes de Secundaria y Bachillerato: antecedentes, diseño, metodología y propuesta de análisis para un trabajo de investigación

The motivational dimension of language teaching

Students’ educational level and their goal choices, self-efficacy, motivation, and writing performance

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