Assessment of learning environment motivational quality from the point of view of secondary and high school learners |
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| Institution: | 1. Department of Radiation Oncology, Stanford University, Stanford, California;2. Department of Radiation Oncology, University of Medicine and Dentistry of New Jersey, Robert Wood Johnson Medical School, New Brunswick, New Jersey;3. Department of Therapeutic Radiology, Yale University School of Medicine, New Haven, Connecticut;1. Department of Chemistry-Biochemistry and Physics, Université of Québec at Trois-Rivières, C.P. 500, Trois-Rivières, Québec, Canada G9A 5H7;2. Department of Physics and Atmospheric Science, Sir James Dunn Building, Dalhousie, University, Lord Dalhousie Drive, Halifax, NS, Canada B3H 4R2;1. Geological Survey of Canada (Calgary), 3303-33rd Street N.W., Calgary, Alberta T2L 2A7, Canada;2. Department of Geoscience, University of Calgary, 2500 University Drive N.W., Calgary, Alberta T2N 1N4, Canada;1. Faculté des Sciences de Tunis, Tunis El Manar University, Tunis, Tunisia;2. Instituto Superior Técnico, Technical University of Lisbon, Lisbon, Portugal;1. Association EXMED, 1, rue du Moulin, 21570 Brion-sur-Ource, France;2. Service de réanimation polyvalente, hôpital Manchester, CHG, 45, avenue Manchester, 08000 Charleville-Mezières, France;3. Cabinet médical du parc, 21570 Brion-sur-Ource, France;4. Département d’anesthésie-réanimation, CHR, Metz-Thionville, France;1. Polish Geological Institute – National Research Institute, Holy Cross Mountains Branch in Kielce, Str. Zgoda 21, 25-953 Kielce, Poland;2. AGH – University of Science and Technology, Mickiewicza 30 Av., 30-059 Kraków, Poland |
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| Abstract: | There is a growing interest about learning environments enhancing learning motivation. However, two questions need to be answered to improve learning environment motivational quality: how much motivational value do students attribute to each particular component of learning environments? and in what degree is such value mediated by students' motivational orientations? To answer both questions and in an effort to replicate results coming from previous studies, 630 students, 15–17 years old, from three different schools were given two questionnaires. The first included different learning environment characteristics aimed at enhancing learning motivation. Students had to declare how much motivation to learn was arisen in them by these characteristics. The second assessed students' motivational traits and orientations: Learning orientation, Outcome orientation and Avoidance orientation. Mean, correlation and multiple-regression analyses were performed to answer the questions. As in previous studies, results support predictions concerning both questions. Teaching patterns assessed and expected to enhance learning motivation do it. However, the motivational value attached to the different patterns assessed is modulated by students' motivational characteristics. Implications of these results for designing learning environments aimed at enhancing students' motivation and for teachers' motivational training are discussed. |
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