Relationship Between High School Students' Motivation Levels and Learning Strategies

Saraçoğlu, Gülçin

doi:10.29329/ijpe.2020.248.5

Cited by 6 publications

(3 citation statements)

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“…The cognitive strategies factor was positively and significantly correlated with the absence of dysfunctional metacognitive strategies, with a large magnitude. These results reveal that strategies, in general, are mutually present in students´ repertoire at different levels (McCombs, 2017;Saraçoğlu, 2020;Weinstein et al, 2011).…”

Section: Discussionmentioning

confidence: 75%

Learning Strategies Assessment Scale for High School (EAVAP-EM)

2021

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This study aimed to estimate validity evidence based on the internal structure and accuracy of the adapted version of the Learning Strategies Assessment Scale for High School (EAVAP-EM), using Confirmatory Factor Analysis (CFA). Participants were 701 first- to third-year high school students (M = 16.1; SD = 1.0), from public and private institutions in the states of Paraná and São Paulo. The CFA indicated the presence of the three factors of the EAVAP-EM, with adequate internal consistency. The instrument also showed good fit indices. There were positive and significant correlations between the factors, with magnitude ranging from medium to large. Moreover, students reported making more use of metacognitive strategies. The results evinced significant advances regarding measures with good psychometric parameters to assess learning strategies, considering their relevance to the psychoeducational context.

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Section: Discussionmentioning

confidence: 75%

Learning Strategies Assessment Scale for High School (EAVAP-EM)

2021

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“…It can drive learners in reaching learning goal. By having motivation students will be enthusiastic in teaching learning process, so they will be pushed to study English well (Saraçoğlu, 2020). Motivation can be a matter that explains why people decide to do something, how long they are willing to sustain an activity, or how hard they are going to pursue it.…”

Section: English Journal Of Education and Literaturementioning

confidence: 99%

Analysis Of Proficiency And Motivation On The Choices Of English Language Learning Strategies Of Smk Negeri 1 Bmr

Iluh karina,

Hadziq Fikri,

Zulaikah

et al. 2023

ENJEL

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The objectives of this investigation were twofold: 1) to identify language learning strategies commonly used by tenth graders at SMK Negeri 1 Belitang Madang Raya , and 2) to determine the roles of three variables contributing to their strategy use: language proficiency and motivation. A set of questionnaires consisting of the Strategy Inventory for Language Learning (SILL), and the Motivated Strategies for Learning Questionnaire. This study was a qualitative study using Descritive method. The population in this study were all tenth graders at SMK Negeri 1 Belitang Madang Raya for the academic year 2021/2022 with a total of 159 students from five classes. The writer using random sampling technique to take samples. The sampling technique was carried out in one class, namely (TKJ1) which consisted of 30 students. the writer found that memory strategies 228(76%) ,Cognitif strategies 59(20%), Compensation strategies 180(60%), Metacognitive 105(35%), Affective Strategies 160(53%), Social Strategies 200(67%), The analysis revealed that, in general, memory strategies were found to be the most common learning strategies, whereas Cognitive strategies were the least common. Motivation was reported to be the most significant variables affecting their choices of language learning strategies. The analysis revealed certain elucidating facts that can be utilized in future planning of English language teaching to improve the English performance of students SMK Negeri 1 Belitang Madang Raya. Keyword: Learning Strategies, Proficiency And Motivation

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“…Indikator dari faktor psikologis dalam penelitian ini adalah minat dan motivasi. Sejalan dengan indikator tersebut, motivasi menjadi salah satu unsur vital yang berperan dalam keberhasilan individu karena motivasi merupakan keinginan atau kebutuhan yang menjadikan seseorang mengambil tindakan untuk meraih apa yang diinginkan (Saraçoğlu, 2020). Teori psikologis menyebutkan bahwa motivasi memiliki dua dimensi, yaitu intrinsik dan ekstrinsik.…”

Section: Pengaruh Faktor Psikologis Terhadap Hasil Belajarunclassified

Faktor Dominan yang Mempengaruhi Hasil Belajar Mahasiswa pada Mata Kuliah Terapi Komplementer

Haryanti

Amaliyah

Maulana

2022

JI-KES

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AbstrakHasil belajar mahasiswa mencerminkan sejauh mana upaya belajar mereka. Hasil belajar ini dipengaruhi oleh faktor psikologis, keluarga, lembaga dan lingkungan. Tujuan dari penelitian ini adalah mengetahui faktor dominan yang berpengaruh terhadap hasil belajar mahasiswa pada mata kuliah terapi komplementer. Penelitian ini menggunakan desain cross sectional. Pengumpulan data menggunakan kuesioner yang telah diuji vailiditas dan reliabilitasnya. Jumlah total populasi adalah 146. Sampel diambil dengan random sampling sehingga didapatkan 136 responden. Analisis statistik dalam penelitian ini menggunakan regresi linier berganda. Hasil uji f didapatkan f hitung 60,168 dengan tingkat signifikansi 0,000. Hal ini menunjukkan bahwa faktor psikologis, keluarga, lembaga dan lingkungan secara simultan mempengaruhi hasil belajar. Hasil uji t pada faktor psikologis didapatkan t hitung sebesar 6,451, pada faktor keluarga sebesar -0,719 dengan nilai alpha 0,473, pada faktor lembaga sebesar 7,69 dan pada faktor lingkungan sebesar 4,497. Faktor dominan yang mempengaruhi hasil belajar adalah faktor psikologis dengan sumbangan efektif sebesar 35,5%. Upaya memunculkan minat dan motivasi mahasiswa untuk memahami bahwa peran seorang perawat dalam terapi komplementer baik dari segi promosi kesehatan, preventif dan kuratif akan memicu dimensi intrinsik yang berdampak pada hasil belajar yang baik.Kata kunci: Faktor Keluarga, Faktor Lembaga, Faktor Lingkungan, Faktor Psikologis,Â Hasil BelajarAbstractStudent learning outcomes reflect the extent of learning efforts. Learning outcomes are influenced by psychological, family, institutional and environmental factors. The purpose of this study was to determine the dominant factors that influence student learning outcomes in complementary therapy courses. Using a cross sectional design, this investigation. employing questionnaires that have undergone validity and reliability testing to gather data. There are 146 people in the whole population, 136 responses were drawn from the sample using random sampling. Multiple linear regression is used in this study's statistical analysis. Results of F test obtained F count 60.168 with significance level 0.000. This shows that psychological, family, institutional and environmental factors simultaneously affect learning outcomes. The results of t test on psychological factors obtained t count 6.451, on family factor -0.719 with Î± 0.473, on institutional factor 7.69 and on environmental factor 4.497. Dominant factor that affects learning outcomes is the psychological factor with an effective contribution of 35.5%. Efforts to provoke interest and motivation of students to understand that the role of a nurse in complementary therapy in terms of health promotion, preventive and curative will trigger an intrinsic dimension that has an impact on good learning outcomes.Keywords: Environmental, Family, Institutional, Learning Outcomes, Psychological Factor

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Relationship Between High School Students' Motivation Levels and Learning Strategies

Cited by 6 publications

References 0 publications

Learning Strategies Assessment Scale for High School (EAVAP-EM)

Learning Strategies Assessment Scale for High School (EAVAP-EM)

Analysis Of Proficiency And Motivation On The Choices Of English Language Learning Strategies Of Smk Negeri 1 Bmr

Faktor Dominan yang Mempengaruhi Hasil Belajar Mahasiswa pada Mata Kuliah Terapi Komplementer

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