Theories of Motivation in Education: an Integrative Framework

Urhahne, Detlef; Wijnia, Lisette

doi:10.1007/s10648-023-09767-9

Cited by 37 publications

(28 citation statements)

References 194 publications

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“…28 An example of a motivational model is self-determination theory. 53,54 https://doi.org/10.2147/AMEP.S428897…”

Section: Humanistic Learning Theory Of Maslowmentioning

confidence: 99%

Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance

Ngene

2023

AMEP

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Background: Teaching philosophy defines the beliefs and ideas that guide practices in teaching and learning. Writing teaching philosophy statements for promotion or employment is daunting for inexperienced new faculty members. Aim: This article aims to discuss the principles of relevant educational domains that academics need to know to be well informed when writing their teaching philosophy. It also provides a new perspective on how to write the personal statements. Methods: Journal articles published in English language between 2018 and 2023 (as well as important older ones) in electronic databases (Google Scholar, MEDLINE, PubMed, and SCOPUS) were searched, sifted, reviewed and used for this narrative literature review. Additionally, the websites of educational organisations such as higher education institutions were selected using convenience sampling method and searched to ascertain practices. Results: Educators need to link teaching philosophy statements to the literature about teaching. However, there is a scarcity of literature that provides a comprehensive overview of the required domain knowledge. These domains are Supervision, Curriculum development, Assessment, Mentorship, Pedagogy, and Scholarship of teaching and learning (S-CAMPS domains). Conclusion: Using various teaching practices and models to achieve the best quality learning and valued transformation is crucial in achieving a comprehensive Scholarship of Teaching and Learning. Therefore, developing a personal philosophy provides the opportunity for reflection on utilizing the theory-practice-philosophy perspective best to serve the students, academic institution, and society.

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“…28 An example of a motivational model is self-determination theory. 53,54 https://doi.org/10.2147/AMEP.S428897…”

Section: Humanistic Learning Theory Of Maslowmentioning

confidence: 99%

Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance

Ngene

2023

AMEP

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“…Many theories have been developed in the educational eld to describe, explain and predict the direction, initiation, intensity and persistence of learning behaviours. The most cited theories of academic motivation include expectancy-value theory, social cognitive theory, self-determination theory, achievement goal theory and attribution theory [19].…”

Section: Introductionmentioning

confidence: 99%

Why do undergraduate medical students choose medical humanities? A cross-sectional study at an Italian university

Tusoni,

Giusti,

Iagnemma

et al. 2024

Preprint

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Background Medical humanities can contribute positively to clinical practice and medical education. Therefore, in many countries, medical schools have been progressively incorporating medical humanities into their curriculum. In Italy, only a few medical schools offer a variety of medical humanities courses, often as elective. What induces Italian medical students to take a medical humanities course has not yet been explored. The aim of this study is to fill this gap by investigating whether academic performance, sociodemographic and psychological variables may influence student motivation. Methods We conducted a cross-sectional study in a medical school and collected data from 260 medical students, from the 3rd to the 6th years of study course. The students who took a course in Medical Humanities were compared with those who took not, analysing numeric variables (age, grade point average, psychometric scores) and categorical variables (gender, nationality, educational level, living conditions). Motivations were investigated by open-ended questions and categorized prior to analyses. Results The two subgroups showed no significant differences in sociodemographic characteristics, except for age, which was lower for the students who chose to take a medical humanities course (p < 0.001). Psychological scores were worse for the students taking a Medical Humanities course. However, only anxiety differed significantly (p < 0.05). Regarding academic performance, the number of examinations passed was similar between the groups, while the average grade was lower for the students taking the course (p < 0.01). Interest in the humanities and their educational potential were the main reasons for choosing to take a course in medical humanities (76.2%). Concurrent commitments and lack of time were the major obstacles to this choice (39%). Conclusions Age, anxiety levels and expectations of academic performance can play a decisive role in the choice of whether to attend a medical humanities course. Considering the workload due to curricular activities when scheduling elective courses could increase student participation.

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“…Motivation to learn is the factor that not only commences education but also keeps it going and guides it. According to Urhahne and Wijnia [ 14 ], motivation to learn is an intrinsic drive and mental capacity that positively impacts the education of students. The kind and level of motivation to learn has a meaningful impact on the orientation, pace, and outcome of the learning process.…”

Section: Introductionmentioning

confidence: 99%

The mediating role of learning motivation in the relationship among perceived stress and emotional regulation among Saudi nursing students in clinical practice

Albagawi,

Alsalamah,

Nashwan

et al. 2024

BMC Nurs

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Background Nursing students often face high levels of stress due to demanding responsibilities during clinical placement. Emotional regulation, the ability to manage and regulate one’s emotions effectively, is crucial for nursing students in dealing with stress and maintaining their overall well-being. Additionally, learning motivation plays a vital role in students’ engagement and academic success. The current investigation aimed at studying the link that exists among stress, learning motivation, and emotional regulation among Saudi undergraduate nursing students. The study also aimed at investigating the sequential mediating effects that motivation might perform in this association. Methods A quantitative cross-sectional methodology was used in the present research, which recruited 367 Saudi undergraduate nursing students. Results The results of the ANOVA showed that the level of perceived stress was linearly and negatively correlated with emotional regulation and motivation. Upon conducting structural equation modeling, significant direct and indirect effect pathways were identified between perceived stress, emotional regulation, and motivation, while only indirect pathways were identified between perceived stress and emotional regulation. Conclusions This study provides evidence of the mediating role of learning motivation in the relationship between perceived stress and emotional regulation among Saudi nursing students. The results highlight the negative impact of stress on emotional regulation and learning motivation and emphasize the importance of addressing motivational factors in interventions aimed at enhancing emotional regulation among nursing students.

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Theories of Motivation in Education: an Integrative Framework

Cited by 37 publications

References 194 publications

Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance

Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance

Why do undergraduate medical students choose medical humanities? A cross-sectional study at an Italian university

The mediating role of learning motivation in the relationship among perceived stress and emotional regulation among Saudi nursing students in clinical practice

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