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What is Motivation to Learn

Chapter 8
Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education
Forceful stimuli from intrinsic and/or extrinsic powers which confer on students force to study successfully.
Published in Chapter:
Chinese International Graduate Students' Perceptions of Classroom Assessment at a Canadian University
Yue Gu (University of Windsor, Canada)
Copyright: © 2021 |Pages: 18
DOI: 10.4018/978-1-7998-5030-4.ch008
Abstract
The purpose of this chapter is to investigate Chinese international students' perceptions of classroom assessment in Canadian higher education. Data collection for the study took place in a Canadian university and was comprised of two parts: an online survey for the collection of quantitative data, and semi-structured interviews for the collection of qualitative data. Sixty-two participants (n=62) voluntarily finished the online questionnaire and ten interview participants took part in semi-structured interviews. The exploration into the participants illustrated that Chinese graduate students held positive perceptions of classroom assessment at the Canadian university where the study was conducted, in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity.
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Chapter 8
Integrated Physics Learning Using an Interdisciplinary Inquiry Learning Space: An Exploratory Study Using Computer Programming
Has been described as a student's 'energy and drive to learn, work effectively and achieve to their potential, in addition to the behaviors associated with this energy and drive.
Published in Chapter: Integrated Physics Learning Using an Interdisciplinary Inquiry Learning Space: An Exploratory Study Using Computer Programming; From: Handbook of Research on Interdisciplinarity Between Science and Mathematics in Education
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Chapter 35
Critical Success Factors for E-Learning Adoption
Motivation as a concept is intimately linked with learning (Schunk, 2000) and refers to what people will do rather than what people can do. It is closely related to arousal, attention, anxiety, and feedback/reinforcement (Keller, 1987; Wlodkowski, 1981). Motivation can be intrinsic or extrinsic (Schunk, 2000): Extrinsic motivation has external causes such as social approval/disapproval, rewards, or avoiding negative consequences. Intrinsically motivated action is that which occurs for its own sake, action for which the only rewards are the spontaneous affects and cognitions that accompany it (Wlodkowski, 1981). Intrinsically motivated behaviors require no external supports or reinforcements for their sustenance.
Published in Chapter: Critical Success Factors for E-Learning Adoption; From: Handbook of Research on Instructional Systems and Technology
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Chapter 5
Motivating the Adult Learner in Online Discussion
A student’s drive and energy to learn.
Published in Chapter: Motivating the Adult Learner in Online Discussion; From: Motivation and Momentum in Adult Online Education
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Chapter 42
Ageing, Learning, Technology, and Health Management
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Chapter 21
The Mediating Role of Proactive Personality in the Relationship Between HEXACO Personality and Motivation to Learn: A Study on Hospitality Sector Employees
A sense of desire for the educational experience that emerges in accordance with both an internal inclination and an external requirement.
Published in Chapter: The Mediating Role of Proactive Personality in the Relationship Between HEXACO Personality and Motivation to Learn: A Study on Hospitality Sector Employees; From: Organizational Behavior Challenges in the Tourism Industry
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Chapter 117
E-Learning Design Quality
Motivation as a concept is intimately linked with learning (Schunk, 2000) and refers to what people will do rather than what people can do. It is closely related to arousal, attention, anxiety, and feedback/reinforcement (Keller, 1983; Wlodkowski, 1981). Motivation can be intrinsic or extrinsic (Schunk, 2000): extrinsic motivation has external causes, such as social approval/disapproval, rewards, or avoiding negative consequences. Intrinsically motivated action is that which occurs for its own sake, action for which the only rewards are the spontaneous effects and cognitions that accompany it (Wlodkowski, 1981). Intrinsically motivated behaviors require no external supports or reinforcements for their sustenance.
Published in Chapter: E-Learning Design Quality; From: Encyclopedia of Distance Learning, Second Edition
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