IMPORTANCE OF THE MOTIVATION OF STUDENTS FOR LEARNING - PREMISE FOR ACADEMIC PERFORMANCES. INVENTORY OF REASONS FOR WHICH STUDENTS LEARN

Abstract

The paper approaches the problematic of the motivation for learning in Higher Education. The study emphasizes the results of a recent research accomplished using a semi-structured essay addressed to 130 students, aged between 19 and 24 years, from various faculties from University of Bucharest. Therefore is divided into two sections, one that substantiates the importance of the motivation of students and second section are presented the main reasons to learning in opinion the students. Results of the analysis of research data shows that students consider a major motivation for learning in the classroom.

Headnote

Abstract: The paper approaches the problematic of the motivation for learning in Higher Education. The study emphasizes the results of a recent research accomplished using a semi-structured essay addressed to 130 students, aged between 19 and 24 years, from various faculties from University of Bucharest. Therefore is divided into two sections, one that substantiates the importance of the motivation of students and second section are presented the main reasons to learning in opinion the students. Results of the analysis of research data shows that students consider a major motivation for learning in the classroom.

Keywords: motivation, learning, communication, Higher Education, students motivation, academic performance.

1. Introduction

The issue of motivation for learning is one of present interest for the contemporary society, is studied and presented in the relevant literature in many different ways.

This article is organized as follows. The theoretical perspectives regarding the definition of motivation, also the importance of motivation in learning of the students are presented in section 2; the research methodology it developed in section 3; the results research is presented in section 4; finally, conclusions are specified in section 5.

2. Theoretical perspectives

Although the topic of motivation is intricate, and may be approached from the various of theoretical perspectives, certain fundamental aspects of student motivation for learning can be collected by from the numerous studies performed on the issue. The motivation for learning is very important not only in Higher Education but also in society.

2.1. Definition of motivation

More definitions of motivation exist in the considerable volume of literature on the subject. Myers (1996, 297) stated that "motivation as a need or desire that serves to energize behavior and to direct it towards a goal" (in Rehman & Haider, 2013, 140).

According to Mladenovic et al. (2015) various definitions of motivation exist (Kleinginna & Kleinginna, 1981), but none deny the most basic one defined in the Cambridge International Dictionary of English: motivation is enthusiasm for doing something (Cambridge University Press, 2008)1.

According to Ryan and Deci, students are more motivated and stay motivated, driven by intrinsic rewards such as constructive criticism than extrinsic, such as good grades because the intrinsic rewards give more satisfaction than the extrinsic rewards. To be motivated means indeed to be moved to act (Ryan & Deci, 2000)2.

After reviewing of the literature Brophy (2010) asserts that motivation is a theoretical construct used to explain the initiation, direction, intensity, persistence, and quality of behavior, especially goal-directed behavior (Maehr & Meyer, 1997). Furthermore, motives are hypothetical constructs used to explain why people are doing what they are doing. Motives are distinguished from related constructs such as goals (the immediate objectives of particular sequences of behavior) and strategies (the methods used to achieve goals and thus to satisfy motives). For example, a person responds to hunger (motive) by going to a restaurant (strategy) to get food (goal) (in Brophy, 2010, pp. 3-4).

Brown (2001) defines motivation based on behaviourism and cognitive definition. Based on behaviourism, author defines motivation as anticipation of reinforcement which is powerful concept for the classroom. Based on cognitive definition, the author classified motivation definition into three categories. First based on drive theory, motivation stems from basic innate drives, so motivation have been exist since we are born. Second based on hierarchy, motivation is something that comes from individual needs. Third, based on self-control theory, motivation is something that appear if there is opportunity to make someone to make own choices about what to pursue and what not to pursue (self-control)3.

Motivation can be seen as a form of cognitive and emotional arousal that makes us want to do something or attain a result. Such a desire often leads to making a decision to act and sustain our efforts for a period of time to achieve our aim (William, 1997)4.

We present a synthesis of the definitions of motivation (apud. Pânisoara & Pânisoara, 2010)5:

· "Motivation is what energises, directs and supports behaviour" (Steers and Porter apud. Saal, Knight, 1988, p. 256).

· "Motivation refers to the interior factors of an individual which stimulate, maintain and channel behaviour in relation to a goal" (Huffman, Vernoy, Williams and Vernoy, 1991, p. 381).

· "Motivation refers to the dynamics of behaviour, the process of initiating, supporting and directing the organism's activities" (Goldenson, apud. Coon, 1983).

According Pânisoara & Pânisoara (2010) the three definitions underline:

ü Dynamics: motivation (1) initiates/ energises/stimulates; (2) directs/ channels; and (3) supports/maintains a behaviour, everything being a dynamic, fluent process;

ü Motivation "is being made" by means of forces that lie within us;

ü The behaviour generated by motivation is directed toward needs satisfaction (which generically were named "goal").

We ask ourselves what is student motivation? Student motivation has to do with students' desire participate in the learning process. But it also concerns the reasons or goals that underlie their involvement in academic activities (Ryan & Deci, 2000).

According to Brophy (1987), motivation to learn is a competence acquired "through general experience but stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by significant others (especially parents and teachers)"6. In his study Brophy (1987) asserts that the state of motivation to learn exists when student engagement in a particular activity is guided by the intention of acquiring the knowledge or mastering the skill that the activity is designed to teach. In particular, students are more likely to want to learn when they appreciate the value of classroom activities and when they believe they will succeed if they apply reasonable effort.

2.2. The importance of motivation in learning of the students

Richmond (1990, p. 194) in his study suggests "the critical link between teachers' communicative behaviors and student learning may be the impact of those behaviors on student motivation. It is probable that motivation and learning are mutually causal, those who are more motivated learn more and those who learn more become more motivated. If this is the case, the role of communication in the classroom is much more than simply the means of transmitting content and messages of control"7. As the saying Rehman & Haider (2013) without motivation learning is not possible so it is necessary for teachers to motivate their students. In our life motivation is base of any work because without motivation we cannot achieve anything8.

Frith (2009) examines the internal and external factors that influence the motivation to learn, as well as the principles of motivation as applied to instructional design9.

Absence of motivation to learn may be at the origin of the problem. In one study by Smilkstein (1989), a group of students they were asked to enumerate the stages of the learning process. The students elaborate a sixstep process, with the number one step being motivation. Therefore, motivation was believed to be the necessary foundation on which the other steps follow and build10.

Other studies (Brophy, 1987; McCutcheon, 1986; Wilkenson, 1992; Small, 1996) have suggested that teachers have main responsibility for motivating students to learn. Brophy (1987) mention that teachers viewed themselves as active socialization agents who were capable of stimulating students' motivation to learn.

McCutcheon (1986) further reported that a survey indicated students believed that out of 51 possible choices, the main reason they missed a class was their negative perceptions of the professor and the course.

Wilkenson (1992) believed that teachers should judge their success by the success of their students and that the purpose for teachers was to serve students. Additional studies have supported Wilkenson's strong views on the responsibility of the teacher to motivate students to learn. One of the major findings in a study by Small (1996) was that instructors were perceived by students as having the prime responsibility for learners' interest or boredom11.

While researchers use different frameworks for thinking about motivation, they essentially agree on the major factors students need to have in order to be motivated: competence (the belief that they're capable of doing something); autonomy/control (the ability to set appropriate goals and see a correlation between effort and outcome); interest/value (a vested interest in the task and a feeling that its value is worth the effort to complete it), and relatedness (the need to feel part of a group or social context and exhibit behavior appropriate to that group) (Murray, 2011; Pintrich, 2003; Deci & Ryan, 2000)12.

These dimensions of motivation, which are drawn from the work of several major scholars, are important to understand because they form the basis for many of the policies and programs explored in other papers in this series. The box below is a simplified summary of these dimensions, which we will refer back to in the five other papers.

Moreover, as says Ambrose et al. (2010) "students' motivation determines, directs, and sustains what they do to learn. As students enter college and gain greater autonomy over what, when, and how they study and learn, motivation plays a critical role in guiding the direction, intensity, persistence, and quality of the learning behaviors in which they engage. When students find positive value in a learning goal or activity, expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely to be strongly motivated to learn"14. Also, articulating learning goals is important for a variety of reasons, but it plays a key role in motivation by showing students the specific value they will derive from a particular course, unit, or activity.

Motivation to learn tends to be high when students perceive their teachers as involved with them (liking them, sympathetic and responsive to their needs), but students tend to become disaffected when they do not perceive such involvement (Davis, 2001; Murdock, 1999; Osterman, 2000; Roeser, Midgley, & Urdan, 1996; Skinner & Belmont, 1993; Waxman, Huang, Anderson, & Weinstein, 1997; Wentzel, 1997, 1999)15. Davis identifies many factors that affect a given student's motivation to work and to learn: interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence16.

2.3. Teaching and learning - definition and principles

"...if we teach today as we taught yesterday, we rob our children of tomorrow." John Dewey.

As the author says Brophy (2004), "learning is fun and exciting, at least when the curriculum is well matched to students' interests and abilities and the teacher emphasizes hands-on activities. When teacher teach the right things the right way, motivation takes care of itself"17.

According to European Commission (2014), "students are unique, and so is the way they learn. Therefore, the teaching tools used in universities and colleges should cater for individual ways of learning, with the student at the centre. Some of our students will learn better and faster with the help of interactive media that incorporate images, graphics, videos and audio elements. Others will prefer static text and numbers in different measures (...) as well as improving the effectiveness of learning, such adaptation to individual needs can also have a significant effect on the reduction of drop-out"18.

The following list presents the basic principles that underlie effective learning19:

1. Students' prior knowledge can help or hinder learning.

2. How students organize knowledge influences how they learn and apply what they know.

3. Students' motivation determines, directs, and sustains what they do to learn

4. To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned.

5. Goal-directed practice coupled with targeted feedback enhances the quality of students' learning.

6. Students' current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning.

7. To become self-directed learners, students must learn to monitor and adjust their approaches to learning.

Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple tasks and goals simultaneously and flexibly. The following small but powerful set of principles can make teaching both more effective and more efficient, by helping us create the conditions that support student learning and minimize the need for revising materials, content, and policies20:

1. Effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform our course design and classroom teaching.

2. Effective teaching involves aligning the three major components of instruction: learning objectives, assessments, and instructional activities.

3. Effective teaching involves articulating explicit expectations regarding learning objectives and policies.

4. Effective teaching involves prioritizing the knowledge and skills we choose to focus on.

5. Effective teaching involves recognizing and overcoming our expert blind spots.

6. Effective teaching involves adopting appropriate teaching roles to support our learning goals.

7. Effective teaching involves progressively refining our courses based on reflection and feedback.

Teaching is more effective and student learning is enhanced when21:

· we, as teachers, articulate a clear set of learning objectives (the knowledge and skills that we expect students to demonstrate by the end of a course);

· the instructional activities (for ex. case studies, labs, discussions, readings) support these learning objectives by providing goal-oriented practice; and

· the assessments (for ex. tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the objectives, and for instructors to offer targeted feedback that can guide further learning.

According to Stipek (1998) motivating students to achieve is a challenging and often frustrating task for today's teachers. His book provides readers with the underlying theories behind motivating their students by integrating theory, research, and practical issues related to achievement motivation, the focus is on classroom learning22.

Biggs mentions that the job of a teacher is to organize the teaching context that the students can use in their learning processes. This can be achieved if all components are aligned according to the teaching and learning objectives (Biggs, 2012). The teaching methods adopted by the teachers encourage the students to undertake the learning activities that are likely to achieve their understanding. Assessment tasks determine how the learning objectives can be met23.

Much of the recent research (Toshalis & Nakkula, 2012) indicates that motivation, engagement, and voice are the trifecta of student-centered learning. Without motivation, there is no push to learn; without engagement there is no way to learn; and without voice, there is no authenticity in the learning. For students to create new knowledge, succeed academically, and develop into healthy adults, they require each of these experiences24.

According to Marshall (1987), motivation to learn referred to the meaningfulness, value, and benefits of academic tasks to the learner regardless of whether or not the tasks were intrinsically interesting. Therefore, student motivation to learn might come from intrinsic or from extrinsic sources25.

Basically, the reason as to why the concept of learning has become more vital it is because nowadays the students are learning through meaningful projects. The author refers to be good teaching, and how one teaches depends on what conception of teaching and learning that is at hand. Biggs (2012) argued that based on two strategies of teaching such as teacher focus and student focus learning can be able to transform learning environment20.

The students to be successful in school, their success will depend on their relationship with the teachers and their self-motivation because their personal effort contributes to a greater extent towards their performance26.

Feedback messages are a very important element of online learning not only for keeping track of students but also for letting students know how they might do better on their work (Askew, 2000). Students need feedback to monitor their progress (Ally, 2008)27.

The author Ambrose et alt (2010) demonstrated in his study as novice and expert knowledge organizations tend to differ in two key ways: the degree to which knowledge is sparsely versus richly connected, and the extent to which those connections are superficial versus meaningful. Although students often begin with knowledge organizations that are sparse and superficial, effective instruction can help them develop more connected and meaningful knowledge organizations that better support their learning and performance. Indeed, the second student in the example above shows proregression in this direction (see Fig. 2)28.

3. The research methodology

3.1. Objectives of the research

We have proposed to know that are the opinions of students on the importance of motivation to learn in the classroom and identify the reasons for which students learn.

3.2. Hypothesis

The hypotheses of our research were as:

· If they use effective communication methods and strategies in teaching activity then exist favorable conditions for increasing student motivation for learning.

· Teacher's teaching style is the most important in increasing the academic performance, positively influences the motivation to learning.

3.3. Research sample

There were analyzed subjects - students, aged between 19 and 24 years. The sample group for this research includes 130 students from various faculties, enrolled in Teacher Training Modules, level I and II, at University of Bucharest.

In the following, we present a more detailed description of the structure of the sample of subjects according to gender and the curricular area.

Investigated population counts 65,39%, respective 85 respondents female and the rest being 34,61%, respective 45 respondents male (see Fig. 3), also 56,92%, respective 74 subjects from Humanities and 43,08%, 56 subjects from Experimental Sciences (see Fig. 4)

3.4. Procedure

The results of the research were collected through a semi-structured essay. For the analysis of the assays data were transcribed.

4. Results

As results of the analysis of the data obtained from the investigation, we found that the subjects valued as important and very important motivation for learning in the classroom.

The results extracted from the categorization of the available data show that the time to say what the reasons are because they learn, students in the areas of knowledge have agreed on the main reasons that facilitate learning in the classroom.

Because what the responses were varied, they were grouped into different categories, as you can see below.

We notice the fact that most subjects appreciate the motivation as being very important for the exercise of the learning activity (58,10% subject's from Humanities, and a percentage of 51,78% subjects from Experimental Sciences). At the same time, a 32,43% percentage of subjects on Humanities consider the motivation important and a 21,42% percentage of the subjects' on Experimental Sciences.

A 5,4% percentage of subjects of area Humanities consider the motivation as being of medium importance, whereas a 16,07% percentage of the subjects of Experimental Sciences. It is noted that a 7,14% percentage of the subjects from Experimental Sciences consider it as being of little importance and only a 4,05% percentage of the subjects from Humanities.

We note that a small part of the subjects in the Experimental Sciences (3,57%) consider the motivation as being not at all important. From the obtained data, we can note that the motivation is considered as being very important and important in learning by a big part of the subjects (Humanities - 90,53%, Experimental Sciences -73,2%).

Want to know what influences students' learning motivation we have obtained the following data:

As shown in Table 3, we conducted a rank hierarchy and it was showed that the following reasons are important in the opinion of the students regarding motivation to learn for obtained academic performance, representing more than 50% of total the following: "because the teacher has an attractive style of teaching using the active teaching methods" (97,69% - rank I), "the teacher using effective communication methods and strategies in teaching activity" (93,84% - rank II), "the teacher show passion and enthusiasm in teaching activity" (81,53% - rank III), "the teacher gives students the chance to interact with their classmates more" (71,53% - rank IV), "when receiving positive feedback from the teacher" (66,92% - rank V), "the teacher using and integrating new technology in the classroom" (62,30% - rank VI), "the teacher demonstrating relevance to students' professional lives" (60% - rank VII), "when apply what they are learning (knowledge and competence) to real-life contexts" (58,46% - rank VIII), "in order to obtain very good grades" (53,07% - rank IX).

Motivation is not only energize character or activator on behavior, but at the same time one directing the learning behaviors. We do not have a universal and general motivation but one oriented more or less precisely towards solving or the unresolved of problems specific to. Students need a "management" of knowledge through which to implement the new knowledge, to exploit knowledge in real-life contexts and challenging, to capitalize the individual learning by highlighting the benefits acquired at his lifetime.

According to literature recently (Ambrose et al., 2010) "students are more likely to exert effort in a course if they anticipate an eventual payoff in terms of their future professional lives. Consequently, instructors can enhance motivation by linking their course content to students' intended professions, pointing out how the skills and knowledge students are gaining in class will help them after they graduate".

As we have noted the students are motivated by the atmosphere during classes. The climate is established through some hours interesting and attractive by applying modern working methods (in groups, guided discussions, debates, use of the new technology). The climate need to the same time be relaxed and captivating, and the teacher to manifest enthusiasm and passion. Because the answers have been varied, we have examine the results of research, which confirms our hypothesis.

5. Conclusions

The findings obtained by the data analysis indicate the fact that:

· upon the evaluation of the importance of the motivation to learn, both the respondents male and female had opinions that coincided.

· understanding personal needs and learning objectives provide increased motivation.

· teachers teaching style positively affects motivation in learning.

· intense participation in classroom activities through modern methods, discussion, effective communication techniques increase learning motivation.

· the emphasis on the essentialization on the quality of the information in the act of teaching and not on quantity determines dynamic content to teach positive motivation.

· the subjects taught interestingly enough, attractive and which have a support practical and applicative influence motivation in learning.

Moreover, the teachers motivate the students and obtaining their task without motivation is hard to achieve. Motivation is helpful for achievement the objective for teachers.

Research has also shown that good everyday teaching practices can do more to counter student apathy than special efforts to attack motivation directly. Most students respond positively to a well-organized course taught by an enthusiastic teacher who has a genuine interest in students and what they learn. Thus activities a teacher undertakes to promote learning will also enhance students' motivation.

According to Shrivastava (2012)29 motivating students who are not well motivated is not an easy task. A teacher is therefore required to know what all he must do to arouse the interest of students in his subject and ensure its sustenance. A teacher does not really have to be a psychologist or a mind reader of his students. He needs to know his students well, be enthusiastic about his subject and accept any student problem as a challenge that needs to be overcome. The results obtained may constitute reflection points and valuable premises for the teachers and management staff within higher education institutions in view of addressing the needs of development of the competencies students by means of plans of training designed to innovate in the field of educational activity and lead to the increase of the student motivation learning.

It is very important to mention the professional importance of higherlevel competencies as public speaking, quantitative reasoning, persuasive writing, and teamwork, because students do not always recognize their importance in the work world.

Acknowledgements

This paper is a result of a research made possible by the financial support of the Sectorial Operational Programme for Human Resources Development 2007-2013, co-financed by the European Social Fund, under the project POSDRU/159/ 1.5/S/132400 - "Young successful researchers- professional development in an international and interdisciplinary environment".

Footnote

1 Cambridge University Press. Cambridge Advanced Learner's Dictionary. Cambridge University Press. British English Dictionary and Thesaurus - Cambridge Dictionaries Online, 2008: http://dictionary.cambridge.org/dictionary/british/motivation_1?q=motivation

2 Ryan, R.M., & Deci, E.L., Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 2000.

3 Brown, H. Douglas, Teaching by Principles an Integrative Approach to Language Pedagogy. White plains, NY. Longman, 2001 pp. 73-75.

4 Williams, M., & Robert, R.L., Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press, 1997, 23-25.

5 Pânisoara I-O. & Pânisoara G., Motivation for teaching career. University of Bucharest Publishing House, 2010. Available: http://performante.ro/wp-content/uploads/2014/10/Motivation-for-teachingcareer.pdf http://performante.ro/wp-content/uploads/2014/10/Motivation-for-teaching- career.pdf

6 Brophy, J., Synthesis of Research on Strategies for Motivating Students to Learn, in Educational Leadership 45(2), 1987, 40-48.

7 Richmond, V.P., Communication in the classroom: Power and motivation , in Communication Education, 39(3), 1990, 181-195. Available: http://www.as.wvu.edu/~richmond/articles/commed-comm.pdf.

8 Rehman A., & Haider K., The impact of motivation on learning of secondary school students in Karachi: an analytical study, in Educational Research International, 2 (2), 2013, 139-147.

9 Frith, C., Motivation to learn, in Educational Communications and Technology, University of Saskatchewan, 2009. Available: http://www.usask.ca/education/ coursework/802papers/Frith/Motivation.PDF

10 Smilkstein, R., The natural process of learning and critical thinking, in Gamut, 1989, 38, 26-29.

11 Apud. Brewer W.E., & Burgess D., Professor's Role in Motivating Students to Attend Class, in Journal of Industrial Teacher Education, 42(3), 2005, p. 28.

12 Sources: What is motivation and why does it matter? Center on Education Policy, University Graduate School of Education and Human Development, 2012. http://www.cep-dc.org/cfcontent_file.cfm?Attachment=Usher Kober_Background1_Motivation_5.22.12.pdf

13 Sources: Bandura, 1996; Dweck, 2010; Murray, 2011; Pintrich, 2003; Ryan & Deci, 2000; Seifert, 2004.

14 Ambrose, S.A. et al., How Learning Works: 7 Research-Based Principles for Smart Teaching, San Francisco, CA: Josey-Bass, 2010.

15 apud. Brophy J., Motivating students to learn, (3rd edition), London, New Jersey, Lawrence Erlbaum Associates, Publisher, 2010, p. 28.

16 Davis, B.G., Motivating Students, Ch. 23 (pp. 193-201), in Tools for Teaching, San Francisco: Jossey-Bass, 1993.

17 Idem, p. 1.

18 European Commission, Report to the European Commission on New modes of learning and teaching in Higher Education, Luxembourg: Publications Office of the European Union, 2014, p. 18.

19 Apud. Ambrose, S.A. et al. How Learning Works: 7 Research-Based Principles for Smart Teaching. San Francisco, CA: Josey-Bass, 2010.

20 Apud. Eberly Center Teaching Excellence & Educational Innovation, sources online: https://www.cmu.edu/teaching/principles/index.html

21 Apud. Eberly Center Teaching Excellence & Educational Innovation, sources online: https://www.cmu.edu/ teaching/principles/index.html

22 Stipek, D., Motivation to learn: From theory to practice (3rd edition). Needham Heights, MA: Allyn & Bacon, 1998.

23 Biggs, J., What the student does: teaching for enhanced learning, in Higher Education Research & Development, 2012, 31(1), 39-55.

24 Toshalis, E. & Nakkula, M.J., Motivation, Engagement, and Student Voice: The Students at the Center Series, Washington, Teaching and Learning in the era of the common core a Jobs for the Future, 2012, p. 33.

25 Marshall, H.H., Motivational strategies of three fifth-grade teachers, in The Elementary School Journal, 1987, 88, 133-150.

26 Biggs, J., op.cit., 2012, p. 41.

27 Apud. Sarsar, Firat, The Effectiveness of Emotional Motivational Feedback Messages, Dissertation, Georgia State University, 2014. http://scholarworks.gsu.edu/msit_diss/131, p. 79.

28 Ambrose, S.A. et al., How Learning Works: 7 Research-Based Principles for Smart Teaching, San Francisco, CA: Josey-Bass, 2010, pp. 45-46.

29 Shrivastava Leena, Student's Motivation: A Teacher's Role, in International Journal of Research and Development - A Management Review (IJRDMR), vol. 1, Issue 1, 2012, pp. 63-65.

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