Motivation and its importance in the classroom learning process and teaching
Keywords:
importance, knowledge, learning, motivation, strategyAbstract
This article aims to analyze the motivation and importance in the teaching-learning process for students and teachers, as well as how the interrelation of meaningful learning between the educational that imparts knowledge-generating to stimulate their classes and students who can explore, investigate, learn, and new skills through the motivation provided by the educational setting. The research is qualitative and describes theoretical content, guided by the deductive-inductive method, using references from journals, bibliographies. The result is motivation as a power in students, managing techniques, and methodological strategies to achieve their goals. Motivational techniques should be increased educationally and with the benefit of learning for students, so that they generate values and demands in their knowledge, interest in the skills that they manage to develop during education. Teachers must positively provide greater motivation in the students inside and outside the learning context giving productivity to the educational environment and at the same time strengthening the values in their teaching.
Downloads
References
Alcivar, C. M. M., Quimi, T. L. I., & Barberan, M. F. Z. (2020). The motivation and its importance in the teaching-learning process. International Research Journal of Management, IT and Social Sciences, 7(1), 138-144.
Alemán Marichal, B., Navarro de Armas, OL, Suárez Díaz, RM, Izquierdo Barceló, Y., & Encinas Alemán, TDLC (2018). Motivation in the context of the teaching-learning process in medical sciences careers. Electronic Medical Journal , 40 (4), 1257-1270.
Álvarez, B., Gonzales, C., & Garcia, N. (2008). Motivation and evaluation methods as fundamental variables to stimulate autonomous learning. Journal of University Teaching.(2), 13.
Berger, J. L., & Karabenick, S. A. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and instruction, 21(3), 416-428. https://doi.org/10.1016/j.learninstruc.2010.06.002
Carrillo, M., Padilla, J., Rosero, T., & Sol Villagomez, M. (2009). Motivation and learning. Alteridad-revista de educacion, 4(2), 20-32.
Chandi, K. (2015). Motivation for learning in students. Thesis.
David, K., & Newstrom, J. W. (2007). Organizational Behavior: Human Behavior at Work.
Ferreira, M., Cardoso, A. P., & Abrantes, J. L. (2011). Motivation and relationship of the student with the school as factors involved in the perceived learning. Procedia-Social and Behavioral Sciences, 29, 1707-1714. https://doi.org/10.1016/j.sbspro.2011.11.416
Guilloteaux, M. J. (2013). Motivational strategies for the language classroom: Perceptions of Korean secondary school English teachers. System, 41(1), 3-14. https://doi.org/10.1016/j.system.2012.12.002
Herianto, E. (2017). The effect of learning strategy, achievement motivation, and communication skill toward learning outcomes on the course PMPIPS-SD at PGSD. International research journal of management, IT and social sciences, 4(5), 1-11.
Kiemer, K., Gröschner, A., Pehmer, A. K., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science. Learning and instruction, 35, 94-103. https://doi.org/10.1016/j.learninstruc.2014.10.003
Llanga Vargas, EF, Murillo Pardo, JJ, Panchi Moreno, KP, Paucar Paucar, MM, & Quintanilla Orna, DT (2019). Motivation as a factor in learning. Atlante Notebooks on Education and Development , (June).
Maggiolini, L. (2013). Motivational Strategies in a Digital Age: Phones and Facebook in a classroom. Digital Education Review, (24), 83-97.
McCombs, B. L. (1988). Motivational skills training: Combining metacognitive, cognitive, and affective learning strategies. In Learning and study strategies (pp. 141-169). Academic Press. https://doi.org/10.1016/B978-0-12-742460-6.50015-3
Mero, C. M. M., & Martinez, M. E. M. (2019). Importance of brain knowing for receiving information. International journal of social sciences, 3(1), 7-12.
Moreno, AE, Rodríguez, JVR, & Rodríguez, IR (2018). The importance of emotion in learning: Proposals to improve student motivation. University pedagogy notebook , 15 (29), 3-11.
Morris, C. G., & Maisto, A. A. (2005). biological basis of behavior. Psychology: An introduction.
Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia-Social and Behavioral Sciences, 29, 994-1000. https://doi.org/10.1016/j.sbspro.2011.11.333
Ospina, J. (June 2006). Motivation, engine of learning. Journal of Health Sciences., 4(2).
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International journal of educational research, 31(6), 459-470. https://doi.org/10.1016/S0883-0355(99)00015-4
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological bulletin, 130(2), 261.
Robbins, S. P., & Timothy, A. Judge, 2009, Organizational Behavior.
Rodríguez, M. (2012). Motivation in the teaching-learning process. EFDeportes.com, Digital Magazine. Buenos Aires(170).
Santrock, JW (2002). Educational psychology .
Soler, MG, Cárdenas, FA, & Hernández-Pina, F. (2018). Approaches to teaching and approaches to learning: promising theoretical perspectives for the development of research in science education. Science & Education (Bauru) , 24 , 993-1012.
Spörer, N., & Brunstein, J. C. (2009). Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance. Contemporary Educational Psychology, 34(4), 289-297. https://doi.org/10.1016/j.cedpsych.2009.06.004
Valenzuela, J., Muñoz Valenzuela, C., Silva-Peña, I., Gómez Nocetti, V., & Precht Gandarillas, A. (2015). School motivation: Keys for the motivational training of future teachers. Pedagogical Studies (Valdivia) , 41 (1), 351-361.
Villalobos, C., & Quaresma, M. L. (2015). Chilean school system: characteristics and consequences of a market-oriented model. Convergencia, 22(69), 63-84.
Yunus, M. M., Osman, W. S. W., & Ishak, N. M. (2011). Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom. Procedia-Social and Behavioral Sciences, 15, 2637-2641. https://doi.org/10.1016/j.sbspro.2011.04.161
Zhao, J. (2010). School knowledge management framework and strategies: The new perspective on teacher professional development. Computers in human behavior, 26(2), 168-175. https://doi.org/10.1016/j.chb.2009.10.009
Published
How to Cite
Issue
Section
Copyright (c) 2021 International research journal of engineering, IT & scientific research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Research Journal of Engineering, IT & Scientific research (IRJEIS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IRJEIS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IRJEIS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IRJEIS volumes 6 onwards. Please read about the copyright notices for previous volumes under Journal History.
