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- Boström, Lena, 1960-, et al.
(författare)
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Student conceptions of motivation to study revealed through phenomenography: Differences and similarities among primary school students
- 2023
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Ingår i: Social Sciences & Humanities Open. - 2590-2911. ; 8:1, s. 100505-100505
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Tidskriftsartikel (refereegranskat)abstract
- This study examined a group of primary Swedish students' conceptions of their own motivation for learning. Altogether, 68 students in Grades 3, 6, and 8 participated in the study, in which similarities and differences among students in the three grades were considered. Theoretical and methodological aspects were guided by the phenomenographical approach. For most students, positive and negative influences on motivation emerged in seven distinct categories: feelings, teachers, teaching, subjects, learning environment, classmates, and well-being. The apparent importance of good teachers, structured and varied lessons, practical aesthetic subjects and more group-rooms was similar across the three different grades. Differences that emerged were students' reduced joy in learning, decreased interest in mathematics, higher levels of stress and pressure, more worry and anxiety, higher degree of preparation for the future, and a greater need for individualisation for the older students. The study's results confirm previous research but also provide new knowledge about variations across the grades and more specific factors that promote or inhibit students' motivation to study.
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- Stenberg, Ingela, 1970-, et al.
(författare)
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Examining the relationship between gender, school year, and perceptions of the learning environment
- 2024
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Konferensbidrag (refereegranskat)abstract
- This study aims to investigate the impact of age and gender on self-perception and views of the learning environment in light of the consistent gender disparities in academic performance between boys and girls. The study adopts a pragmatic approach to motivation, given that perceived motivation and schoolwork engagement are closely related to students’ academic outcomes. An adapted PALS questionnaire was used to investigate the relationship between a learning environment and students' self-perception and motivation. 831 compulsory school students participated in school year 3, 6, and 8 (n=831). Data was analyzed with Principal Component Analysis (PCA), t-tests, and multi-regression analysis. Findings indicate that as students advance in age, their overall perception of the school, goal orientation, and confidence in their teacher's classroom management skills decline. This decline is most pronounced prior to adolescence, indicating that factors beyond pubertal onset may contribute to this trend. Gender differences were also evident in the students' perceptions, with boys exhibiting a more positive outlook across all aspects considered in this study, particularly towards their teachers. more positive throughout the school years in all the aspects mentioned above, especially towards the teacher.
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