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Original Title
Relations between students’ motivation, and perceptions of the learning environment
Parallel titlePovezave med motiviranostjo studentov in zaznavanjem ucnega okolja
Authors
SourceCEPS Journal 5 (2015) 2, S. 115-138
Document  (305 KB)
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Keywords (German)
sub-discipline
Document typeArticle (journal)
ISSN2232-2647; 22322647
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):In this research, we have examined the characteristics of university students’ motivation and its connection with perceptions of the learning environment. Higher education teachers often find it challenging to decide how to organize their lectures and what instructional strategy they should use to be most effective. Therefore, we endeavoured to determine which characteristics of the learning environment best predict the motivational orientation of students and their satisfaction with the course. The survey included 120 postgraduate students of the Faculty of Arts at the University of Ljubljana. In order to measure their motivation, we employed several scales of the Motivated Strategies for Learning Questionnaire (Pintrich et al., 1991). For the purpose of this research, we created a new questionnaire for their evaluation of the learning environment. The results revealed a high correlation between the intrinsic goal orientation, self-efficacy, and control beliefs. The most important factors of the learning environment that are connected with the formation of intrinsic goal-orientation and the enjoyment of education are the perception of the usefulness of the studied topics, a feeling of autonomy, and teacher support. To an extent, these findings are supported by the findings of those authors who recommend using those methods of teaching that are in compliance with the student-centred understanding of teaching and learning. (DIPF/Orig.)
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Date of publication24.07.2015
CitationRadovan, Marko; Makovec, Danijela: Relations between students’ motivation, and perceptions of the learning environment - In: CEPS Journal 5 (2015) 2, S. 115-138 - URN: urn:nbn:de:0111-pedocs-109994 - DOI: 10.25656/01:10999
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