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DEVELOPING MOTIVATION IN A DIFFERENTIATED EDUCATIONAL PROGRAM FOR CHILDREN AGED 10-14
67-78Views:319Students’ effective motivation is an important requirement from modern education. The main objective of the survey is to examine the motivation of 10–14-year-old students participating in differentiated development. We hypothesize that the motivation to maintain high levels of employment differentiation promotes more efficient and effective knowledge acquirement. Sample: 5-8 classes, examining a total of 354 (177 experimental and 177 control group) students. Method: Using the longitudinal method I followed up how the motivation of students brought under a pilot group and developed in a differentiated way is changing for four academic years. I also measured the motivation of a control group where no differentiated development was carried out. The motivation was measured by the Kozéki-Entwistle learning motivation questionnaire. Results: Results show that in the pilot group there was a considerable positive change in all the three important motive groups (follower, inquirer, performer), while the control group did not produce the same. The efficient learning was advanced considerably by the high level of motivation in the pilot group. Discussion: Differentiated development has got a positive impact on learning motivation.
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MOTIVATIONS OF MENTOR CANDIDATES PARTICIPATING IN THE LET’S TEACH FOR HUNGARY MENTOR PROGRAM’S PREPARATION COURSE
21-41Views:648The present study focuses on the role of mentoring in education. The topic of mentoring has increasingly got into the focus of researchers in recent years (Bencsik és Juhász, 2017).In accordance with international practice, the role of mentors in Hungarian public education institutions has become more valuable. In proportion to recognizing its role in education, different mentoring programs have emerged in each type of school. In the present study, our orientation is specifically aimed at the students of the Teach for Hungary Mentoring Program in Debrecen, in order to map the aspects of the motivations of the student mentor candidates in Debrecen. Among other things, we are curious about their emotional and cognitive attitude toward mentoring, and we are interested in the extent (or lack thereof) of their commitment to mentoring. Our aim is to explore, what influences the final decision among students to become a mentor (material, mental resource, etc.) and how these factors interact/relate to each other. In the spring semester of the 2018/2019 academic year, we conducted our research with 151 young students who took part in a theoretical course to become a mentor. The foundation of our research is the questionnaire created by Ceglédi, Szűcs, Hüse, and Berényi (2019), and that form was filled in by a student who applied for a TMO1 course at the beginning of the 2019/20 academic year. Nearly 50% of respondents decided to commit themselves to mentoring, and the other 50% did not undertake mentoral activity for some reason. Based on our results, it can be said that assistance and financial support in the form of scholarship were the main motivating factors for mentors, but the latter was important mainly for male students, nor had the financial aspect primary importance for students with a disadvantaged background in the development of motivation. According to our conclusions, commitment and strong internal motivations play an important role in mentoring, while financial benefits in the form of external motivation can be secondary, but also play an important role in motivation.
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Achievement Goal Orientation and Self-Efficacy: Review of Theoretical Foundation and Empirical EvidenceTIVE REVIEW OF THEORETICAL FOUNDATION AND EMPIRICAL EVIDENCE
111-126Views:59Understanding why students pursue academic tasks and how confident they feel in their ability to succeed are among the most consequential questions in educational psychology. This narrative review examines the relationship between achievement goal orientation (AGO) and academic self-efficacy by tracing the theoretical origins of both constructs and synthesizing the empirical literature over four decades and multiple educational contexts. Drawing on achievement goal theory, in particular the 2x2 framework proposed by Elliot and McGregor (2001), and Bandura's (1977) social cognitive theory, this review argues that the type of goal a learner pursues has differential, meaningful, and empirically predictable consequences for the strength and stability of that learner’s confidence in their own academic capabilities. Mastery-approach goals are consistently and robustly associated with enhanced self-efficacy across educational levels and subject domains. Performance-avoidance goals are reliably linked to diminished efficacy beliefs and maladaptive motivational cycles. Performance-approach goals occupy a more contes-ted position in the literature, with findings varying as a function of initial ability level, measurement instrument, and social comparison context. Mastery-avoidance goals, though theoretically distinct, remain understudied. Chief among these gaps is the near-absence of research from sub-Saharan African and other developing-country, where motivational dynamics may differ substantially from the Western university samples that dominate the field. A conceptual model integrating both constructs is proposed to guide future empirical and intervention research.
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RESEARCH ON THE RELATION BETWEEN THE SUBJECTIVE SENSE OF HEALTH AND PHYSICAL ACTIVITY AMONG SECONDARY SCHOOL STUDENTS
51-64Views:890A number of methods have evolved for assessing our health in parallel with the expansion of scientific knowledge. Medicine describes our health through objective methods and measurable variables. Of course, we also have an image of our own state of health, which, for all its subjectivity, is a good indicator of our physical and mental processes. Our sense of health can be a genuine reflection of our state of health, which directly and indirectly affects our professional/academic performance. We have a constantly expanding knowledge of the beneficial effects of the increase in physical activity on health, and its mechanism of action can be interpreted from a number of aspects. The examination of the health and physical activity of the secondary school age group provides useful information for individuals, parents, and those working in the field of education (education policymakers and educators). In this research, we examined the relationship between the level of physical activity (relative to the recommendations of WHO) and the sense of the health of high school students, their school performance, and the appearance of various emotional factors. Then we complimented it with a study of the motivational background for those aged 14 to 18. During the analysis, we identified a significant link between high levels of physical activity and the high quantified value associated with the sense of health. We found no significant correlation between academic performance and physical activity levels. We experienced a significant relationship between emotional factors when comparing the categories of happiness, mood, energy, as well as sadness, and fatigue with physical activity. Among the motivators for exercise, the improvement of physical condition is prominent, and this age group clearly rejects the expectations of others. It is also instructive for those working in the field of physical education that the experience of exercise is critical for members of the age group.