Student Motivation and Independent Learning in Social Studies, English, and Math: The Impact of the Classroom Environment

Abstract

Recent studies on self-learning have emphasized the importance of the cognitive and motivational elements of the classroom environment. Most of these studies have explored these elements by considering the potential for contextual variation. The current study examined inequalities in students' average assignment scores in social studies, math, and English education, as well as several non-cognitive variables, namely self-efficacy, exam anxiety, the use of cognitive strategies, the use of regulatory strategies, and academic success in the class. Employing an in-subject correlational design, students of mathematics, social sciences, and English were divided by gender. Multivariate regression was used to evaluate the relationships among performance, strategy utilization, and motivation indicators. The participants in the study were 545 students in the seventh and eighth grades of a secondary school (51 percent girls) who were asked to complete a self-report questionnaire. The results of the study showed that factors involving motivation and cognitive strategies varied by gender and subject, but not the use of regulatory approaches or academic achievement. However, according to the data, the relationships between these constructs appear to be relatively similar across the three subject areas studied. The importance of the findings to understanding the context-specificity of students' self-learning is highlighted.

Incorporated Tri Pramana Philosophy on Learning Science in Elementary School Culture

“…Activities like this can be boring and weaken student activities in learning, (4) conventional learning model support systems focus on utilizing the available facilities, which are still very limited, for example, textbooks (Mynbayeva Sadvakassova, & BakhytkulAkshalova, 2017). One conventional method that teachers use in the learning process, especially in science learning, is the lecture, question-and-answer, and assignment method (Hidayat, Rakhmat, Fattah, Rochyadi, Bayu, Nandiyanto, & Maryanti, 2020;Puspitarini & Hanif, 2019;Susiani, 2022). In these methods, the role of the teacher is very large.…”

Influences on student motivation and independent learning skills: cross-cultural differences between Hong Kong and the United Kingdom

“…This study examined the potential correlations between diverse cultural influences on student motivation and the cultivation of independent learning (IL) skills, and the consequent adoption of varied IL strategies (ILS). Previous studies on student motivation and IL have suggested the potential for differing conceptualizations of IL and ILS (Susiani et al, 2022), prompting questions as to the sources of these distinctions. This Lo 10.…”

Utilizing Classroom Application of Facial Recognition Techniques through Internet of Things (IOT) Devices

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