Assessment of Learning Environment Motivational Quality from the Point of View of Secondary and High School Learners

Autor/inn/en	Alonso-Tapia, Jesus; Pardo, Antonio
Titel	Assessment of Learning Environment Motivational Quality from the Point of View of Secondary and High School Learners
Quelle	In: Learning and Instruction, 16 (2006) 4, S.295-309 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2006.07.002
Schlagwörter	Educational Environment; Learning Motivation; Motivation Techniques; Questionnaires; Student Attitudes; Teaching Methods; Evaluation Methods; Multiple Regression Analysis; Correlation; Secondary School Students; Foreign Countries; High School Students; Spain + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Motivation for studies; Lernmotivation; Motivationsförderung; Fragebogen; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Sekundarschüler; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Spanien
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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10