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., & Daana, H. (2013). Jordanian undergraduates’ motivations and attitudes towards learning English in EFL context. International Review of Social Sciences and Humanities, 4 (2), 159-180.
Vaezi, Z. (2008). Language learningmotivation among Iranian undergraduate students. World Applied Sciences Journal, 5 (1), 54-61.
Zusho, A., Anthony, J. S., Hashimoto, N., & Robertson, G. (2014). Do video games provide motivation to learn? In F. C. Blumberg (Ed.), Learning by playing: Video gaming in education (pp. 69-86). NY: Oxford University Press.
Research on motivation in the field of applied linguistics seeks to better understand how and why learners become involved in learning activities and maintain their efforts in this regard. Dörnyei provided a seminal model drawing essentially from cognitive and social psychology (Dörnyei, 2001). In the wake of his reflection, and after investigating motivation in a range of academic contexts, we are now able to present our own model, which is dynamic, weighted, and polytomic (Raby, 2007). After presenting cognitive ergonomics as a new pathway for research in second language acquisition, we shall present the results of our investigations in foreign language learning motivation in technologically enhanced contexts, outlining major methodological difficulties pertaining to this sort of this grounded research.
Today’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.
Katarzyna Olczak, Jacek Nowicki and Czesław Klocek
Equine husbandry is carried out in an environment unnatural to horses, which enforces their adaptation to artificial conditions. Besides housing conditions, the management and human-horse relationship is very important for both human safety and a high level of animal welfare and performance. This would not be possible if horses were not able to learn. For equestrians, independently of the horse’s use (sport, work, recreation, therapy etc.) the performance is of the highest importance. Deep knowledge about learning mechanisms is essential to maintain high level of horses’ welfare and to achieve effective training. Cognition can be influenced by motivation and stress. Motivational mechanisms are based on positive or negative reinforcement but still it is not known what motivates horses more and how food motivation influences learning. It was already shown that a low level of motivation decreases animal performance. The effect of stress is an increasingly popular research topic. It has been shown that acute stress decreases horses’ learning performance, but the exact standard is still unknown. The Yerkes-Dodson law claims that low and too high arousal decreases learning. What is more, the relation between learning and sex, breed and some temperamental traits has been shown in several studies.
Romana Oancea, Vlad-Andrei Barsan and Iulian Bouleanu
The differentiated designing of lessons from the virtual environment can have beneficial effects on the student. In order to achieve the objectives proposed in the course, the content should not only meet the student’s expectations but must be designed adaptively according to the defining elements of each learner. Adaptability in content is an essential factor in maintaining motivation, involving the student, and engaging him/her in the study. The paper analyses approaches for the adaptive building of content by identifying the elements that can influence the achievement of the objectives - motivation, expectation, learner’s style, a priori knowledge
Crookes, G. & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning , 41, 469-512.
Csizér, K. & Dörnyei, Z. (2005). The internal structure of language learningmotivation and its relationship with language choice and learning effort. The Modern Language Journal , 89, 19-36.
Deci, E.L. & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E.L. & Ryan, R.M. (2000). Intrinsic and extrinsic motivations: Classic
Personality has been considered an important factor influencing trainee efficiency & organizational productivity. Similarly, work climate factors have been recognized as primary influencers in post training context influencing productivity. But research concerning the impact of personality and work climate on trainees’ learning motivation has been very scant and mostly conducted in the western context. The present study was an attempt therefore, to extend this line of research in the Indian context involving educational sector of the State of Jammu & Kashmir. A sample of 517 teacher trainees was drawn for the present study using convenience sampling method. Results indicate that personality traits (i.e., conscientiousness, openness to experience, and internal locus of control) do not influence training transfer directly or indirectly, while, transfer climate factors do affect training transfer both directly as well as indirectly via learning motivation. The implications of the results are discussed and the limitations of the study are noted, along with suggested avenues for future research.
The research investigates the German language learning motivations of Polish secondary school students and university students. Questionnaire data were collected from 247 students (126 from secondary school and 121 from university). The aim of this research was to examine the relationships among language attitudes, instrumental, cultural interest, integrative, L2 self and motivated learning. The results show the existence of age and gender difference in variables under consideration. Relationships were found between age and gender to the motivational attitudes: older and female students had a more integrative attitude than younger and mail students and experienced more intensive motivation.
In recent years, the significance of quality in higher education has been emphasised, with special emphasis placed on the opinion of students. The present paper analyses the attitude of college students towards self-study assignments as a factor essential for the development of generic competences, presently related to the widely discussed educational paradigms, such as student-oriented learning, metacognitive study strategies, and holistic personality development. The changes in the educational paradigms and recent fundamental and applied research reveal the importance of student independent work in the study process and the development of abilities necessary for learning, the enhancing of motivation, and the promotion of reflection and critical thinking. A new attitude towards the development of student thinking and the enhancing of their activity has been formed. Students‘ generic abilities necessary for independent work and relevant for the solution of the problems arising in their professional activity in the future (monitoring, organisation, communication, work in a team, etc.), as well as their learning motivation, are different. Student selfstudy activity is a major integral part of college studies, and it has to be appropriately organised, monitored, assessed, and provided with the most important sources of information and technologies. The research aim is to identify the views of college students on self-study assignments in the process of implementation of study programmes in social sciences. The analysis of the outcomes of the student survey and of the research of other authors is expected to lead to the identification of the weaknesses in the organisation of self-study activities and to contribute to the forecasting of the improvement trends and the development of generic competences that integrate individual knowledge, abilities, and attitudes into a whole and and consciously channel them in the chosen direction.