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- Bostedt, Göran, 1956-, et al.
(författare)
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Motivation för lärande
- 2022
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Annan publikation (film/video) (populärvet., debatt m.m.)abstract
- Gymnasieskolan har under de senaste åren rapporterat om låg genomströmning, elever med ofullständiga betyg och elever med bristande motivation. Forskarna Lena Boström och Göran Bostedt går igenom viktiga resultat från forskningen. Inspelat på Mittuniversitetet i Sundsvall den 24 mars 2022.
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- Bostedt, Göran, 1956-, et al.
(författare)
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Motivation to study : Upper secondary school teachers´and students´views on students´motivation to study
- 2019
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Konferensbidrag (refereegranskat)abstract
- Students’ motivation to study in upper secondary schools Lena Boström (Professor in Education)lena.bostrom@miun..seGöran Bostedt (Associate Professor in Political science)goran.bostedt@miun.se Department of EducationMid Sweden UniversitySidsjövägen 5S- 851 70 Sundsvall Keywords: study motivation, extrinsic motivation, intrinsic motivation, upper secondary schoolAbstractIn order to increase the number of student who successfully complete upper secondary school, Sweden reformed its upper secondary school system in year 2011. Despite the new system "the throughput is in principle unchanged, which means that approximately every fourth student interrupts his upper secondary studies" (Sveriges elevkårer & Lärarnas Riksförbund, 2015, p 6). The main explanation for this was stated to be a lack of study motivation among students. Some 53 percent of the upper secondary school students reported low study motivation.The most important factors for improving students’ motivation are, according to Sveriges elevkårer & Lärarnas Riksförbund, a) the supportive interaction between teacher and student and b) access to student health. This means that both internal and external motivational factors are viewed as important for reaching better study results. Research often highlights internal factors as particularly interesting when focusing students’ study motivation (Wery & Thomson, 2013). However some researchers (Blomberg, 2016: Hugo 2011; Håkansson & Sundberg, 2012) also argue for a broader perspective on the issue of motivation. In order to analyze the lack of motivation to study as the cause of low throughput in upper secondary school, a perspective is thus chosen which not only focuses the individual student but also takes into account both the classroom situation as well as the entire school. International research on student motivation is extensive. While international research on student motivation is extensive, it is not as prominent in the Swedish educational context (Giota, 2013). The results of this study are based on empirical data from one of Sweden’s 20 largest municipalities. The municipality was chosen as a result of a decision taken by local politicians to focus raising the students’ motivation to study as a highly prioritized activity for the upper secondary school programs. In 2015, the chosen municipality was, compared to both Swedish municipalities of the same size as well as other municipalities in Sweden, in a troublesome situation in terms of student completion (Skolverket, 2015). The aim of the study is to describe and analyze what determines student motivation or lack of motivation to study. The research questions are:a) What determines upper secondary school students’ motivation/lack of motivation to study?b) What are teachers’ and students’ perceptions on how to increase students’ study motivation in upper secondary school and reasons/explanations for low study motivation? c) To what extent is motivation linked to specific course content? d) To what extent is motivation related to the conditions for the implementation of the course/didactical approaches? e) How can we understand and describe students’ ambitions or lack of ambitions in relation to acquire the knowledge and skills the programs and its courses are in line with the intentions? Students’ study motivation will be analyzed from a perspective where motivation is more about transaction than interaction (Perry, Turner and Meyer, 2006). Motivation should not only be understood as an individual aspects, but also as negotiating meaning in social interaction. Motivation is seen as a process integrated into a larger whole, impossible to separate from learning, individual differences, and the nature of tasks or social context. For these reasons, it is important to analyze and discuss the results in relation to learning and perspectives on knowledge. According to Perry et al. there are strong links between motivation and a) communicated expectations b) clear feedback on results, c) interaction between teacher and pupil and between students, d) positive climate and e) teacher leadership. Students` study motivation will thereby be discussed based on individual characteristics, group dynamics, didactics and learning environments. In other words, we will analyze how both internal and external motivational factors can affect the results. Since the study focuses on organizational conditions, perceptions of inter-human processes and individual properties, the study has been designed as a case study with an ethnographically inspired approach (Hammersley & Atkinson, 2007). The empirical data is based on 207 students’ responses in a web-survey containing 20 questions about motivation and six semi-structured group interviews with 12 students and 20 teachers. The students and teachers represent four different study programs (Social Science, Social Care, Individual choice and Vehicles and Transport programs). The programs were selected according to the principle of a) constituting a variation in what is theoretically versus practical oriented programs, b) ensuring a reasonable distribution between boys and girls, c) representing a possible variation in pupils with regard to learning strategies and d) representing student groups with different challenges in learning. All participants were informed about the project's objectives and applicable research ethics rules.The study is divided into two sub-studies. Sub-study one is based on a quantitative approach. The responses to the different questions in the questionnaire are presented by descriptive statistics with the four study programs divided into separate groups. The data were also analyzed with the help of other statistical methods, such as analysis of variance (ANOVA) and Kruskal-Vallis. The statistical calculations were conducting using SPSS.Sub-study two is based on s a qualitative research design, which ca be characterized as a hybrid content analysis (Fereday & Muir-Cochrane 2006), which started initially with deductive analysis, switched to inductive analysis and finally linked with deductive analysis and then switched to an inductive analysis and finally linking the theoretical starting points in the result. Here deductive analysis (theory-driven) means that themes have been determined in advance before the interview material is analyzed, which can be described as themes based on existing theories and research results (Mayring, 2000). The four themes we build the analysis on are the concepts of motivation, motivational strategies, learning environments and other environment. In order to analyze the content of the interviews, an inductive content analysis was used which was based on the interview responses. In other words, the analysis switched to an inductive approach. With the four themes as a basic structure, a categorization matrix was developed and all data were sorted into relevant theme. Based on the results from the two sub-studies, the research questions will be addressed and discussed.The statistical data show differences between study programs in terms of positive/negative attitude towards schoolwork, absence from school, expectations on teachers and on results, competitiveness in realizing personal ambitions, support in terms of personal feedback and attitudes towards learning (i.e. learning for exams or learning for knowledge). There are also differences in self-esteem and self-confidence that affect motivation among the students. On the other hand, students tend to appreciate school as an institution, they feel safe being at school and the teachers have legitimacy in the eyes of the students. The results from the interviews indicate that both teachers and students view the complex interplay between results and motivation as an important part of the concept of motivation. Study results affect motivation and vice versa in both a positive and a negative way. Teachers and teachers' leadership are also of great importance for students’ study motivation. Teachers focus their leadership tasks on the importance of knowledge. Students relate to teacher leadership in relation to personal qualities such as being understood and getting support.A difference between the two samples, is that teachers emphasize "life skills" in learning such as strategies for purposes, intermediate goals and sense of belonging, whiles students do not ll mention these strategies at all. A category where the perceptions between teachers and students coincide is the importance of well-being and safety in the learning environment and that the class/group/peers represents a motivational source for them. The teachers pointed to the importance of adaptations and smaller groups in the learning environment. The students believed that the external learning environment also played an important role. Regarding the surrounding environment, the two groups mentioned the importance of peers as a motivational factor, either helping to increase or reduce study motivation. ReferencesBlomgren, J. (2016). Den svårfångade motivationen: elever i en digitaliserad lärmiljö. (Diss) Gothenburg studies in educational sciences 393 Giota, J. (2013). Individualisering i skolan – vilken, varför och hur? Enforskningsöversikt. Vetenskapsrådets rapportserie, 3, Stockholm: Fereday, J. & Muir-Cochrane, E. (2006). Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development. International Journal of Qualitative Methods, pp 80-92.Hammersley, M. & Atkinson, P. (2007). Ethnography: Principles in practice. New York Routledge,Håkansson J. & Sundberg, D. (2012), Utmärkt undervisning: framgångsfaktorer i svensk och internationell belysning. Stockholm: Natur och kult
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- Bostedt, Göran, 1956-, et al.
(författare)
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Student Conceptions of Motivation to Study Revealed Through Phenomenography : Middle School and High School Students
- 2022
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Konferensbidrag (refereegranskat)abstract
- The aim of this study is to describe and analyze how students conceptualize their motivation to study. Empirical data has been gathered through group interviews with 54 Swedish students in middle and high school. In Sweden, a decrease in motivation to study is both evident and discordant. Studies by OECD (2022) has reported declining ratings internationally for the compulsory school in Sweden during the years 2000-2012, even though slightly improving the results in PISA ratings year 2012 and 2018 (Skolverket 2019), a high proportion of students with incomplete grades (Skolverket 2020a, 2020b), and a lack of motivation (Sveriges Elevkårer & Lärarnas Riksförbund, 2015). That study motivation is an important issue in both compulsory school and upper secondary school is also confirmed in statistics from the National Agency for Education. Many actors (parents, student organizations, teachers’ unions, the National Agency for Education, businesses, and politicians) are demanding measures to change the negative trend.When children start school, they encounter various challenges and demands in social, cognitive, and academic tasks. However, student motivation to learn seems to diminish over time as the students get older (Martin, 2009). Compulsory school teachers report that already in the intermediate stage, attention is drawn to the problem of a lack of study motivation among some students, preferably boys (Boström & Bostedt, 2021). The question of study motivation is thus relevant in most of the students’ year groups. Besides different age groups, it is also important to analyze variations in the student groups dependent on important background variables, such as gender, country of birth, parents’ level of education, and socioeconomic status. The concept of study motivation has not been researched to any great extent but more focused students' motivation in different subjects (Boström & Bostedt, 2022).Teachers try to help students to study effectively and to increase their motivation by introducing study techniques. Study techniques are often described as strategies for taking notes, reading, processing texts, and retention (Skoglund & Waje, 2000). Implicit is the assumption that the study techniques presented are suitable for all individuals. However, such advice often has a collective approach without taking into account students’ characteristics and study preferences. We believe that individual variations in the motivation to study are important but that they should not be considered on the basis of surface learning or as instrumental competencies. A broader analysis of and insight into study motivation is required within school and subject contexts. In analyzing the motivation to study in compulsory school, it is therefore important to have a perspective that not only focuses on the individual student but also takes into account the entire school and classroom situation. According to Imsen (2006), an analytical model of learning requires that what is happening has to be connected to (a) individuals, (b) the interaction between two people, (c) as a triangular relationship between student, teacher, and subject matter, the didactic triangle, or (d) to a larger structured context, societal processes, as context.This study aims to describe and analyze how students of three different ages (3rd, 6th, and 8th grade) conceptualize the motivation to study. The research questions are as follows:1) What conceptions do students in compulsory school in three different age groups in Sweden have about study motivation?2) What are the similarities and differences among these groups of students?Our theoretical standpoint is that both internal and external factors are important for understanding and explaining motivation. By internal factors, we refer to the students’ driving forces, and, by external factors, we refer to the influence of the social and material environments, as well as teachers’ and students’ home situations.Methodology, Methods, Research Instruments or Sources UsedIn this study, we use a phenomenographical approach to explore students’ experiences of study motivation. From this perspective, each individual experiences the world differently due to the different degrees of awareness of things, feelings, or meanings that are embedded in a phenomenon (Akerlind, 2008). Phenomenography defines aspects that are critically different within a group involved in the same situation. These differences make one way of seeing the situation qualitatively different from another.According to Stamouli and Huggard (2007, p.1), “Phenomenography is a tool for understanding our students,” and it looks at how people experience, understand, and ascribe meaning to a specific situation or phenomenon (Marton & Booth, 1997). When research is conducted with a phenomenographical approach, the world can be seen from two different perspectives, two descriptive levels that are called first- and second-order perspectives (Uljens, 1989). From a first-order perspective, the researcher looks at reality objectively and describes how things are. The focus of this study is on examining how students perceive the motivation to study in compulsory school and hence the study will instead be based on second-order perspectives where the starting point is to describe how people experience their surroundings, that is, the subjective perception of things in the world (Uljens, 1989). The most central concept in phenomenography is thus the concept of perception. However, it is not the individual perception itself that is interesting; it is the possible variation in people’s perceptions of a phenomenon within the group that is of interest (Marton & Booth, 2000).This study involved 54 students in focus group interviews in primary school in Sweden with variations in their backgrounds in terms of gender, study experiences, academic qualifications, and classes (3rd, 6th, and 8th grade).Conclusions, Expected Outcomes or FindingsThere is a couple of expected and integrated outcomes. Firstly, variations of conceptions are important to produce in research. Previous research has shown only two studies (Boström & Bostedt, 2022; Szklarski, 2011) in this direction. Secondly, it is relevant to examine differences in perceptions between the three age groups. This, of course, is important for teachers' teaching and the students' understanding in different ages especially in view of the reduced study motivation in adolescence (Martin, 2009). Thirdly, the reasons underlying their motivation to study are often complex and encompass as well as hide different needs. To understand the phenomenon of motivation, a synthesis of theories is also needed. In this study, motivation has primarily been placed in a social and didactical context. What affects students’ motivation to study? Also, what do the students themselves think about the question? In research, different explanations partly overlap each other. In this study, the interest is mainly focused on factors directly linked to the school.In addition, the study describes and analyze possible causes for success and/or failure in the area of study motivation. The results emphasize the importance of understanding and studying study motivation in a broader perspective where internal and external motivational factors interact. Study results will be valuable not only for Swedish conditions but also from an international perspective.ReferencesÅkerlind, G. S. (2008). A phenomenographic approach to developing academics’ understanding of the nature of teaching and learning. Teaching in Higher Education, 13:6, 633–644. https://doi.org/10.1080/13562510802452350Boström, L., & Bostedt, G. (2022). Student conceptions of motivation to study revealed through phenomenography: “Good teaching materials are kind of like good teachers. They make it more fun to study.”(Manuscript in review)Boström, L., & Bostedt, G. (2020). What about study motivation? Students and teachers’ perspectives on what affects study motivation. What about study motivation? International Journal of Learning, Teaching and Educational Research, 10(8), 40–59Imsen, G. (2006). Elevens värld. Introduktion till pedagogisk psykologi. [The student’s world. Introduction to educational psychology]. StudentlitteraturMartin, A. J. (2009). Motivation and engagement across the academic life span. Educational and Psychological Measurement, 69(5), 794–824. https://doi.org/10.1177/0013164409332214Marton, F., & Booth, S. (2000). Om lärande [About learning]. Studentlitteratur.Marton, F., & Booth, S. (1997). Learning and awareness. Lawrence Erlbaum Associates.OECD (2022) PISA – Programme for International Students Assesment. PISA database. https://www.oecd.org/pisa/data/, 2022-01-16Skoglund, S., & Waje, L. (2000). Svenska Timmar – språket [Swedish hours – the language]. Gleerups.Skolverket (2019) PISA 2018. SkolverketSkolverket (2020a) Uppföljning av gymnasieskolan 2020, SkolverketSkolverket (2020b) Skolutveckling. Statistik. https://www.skolverket.se/skolutveckling/statistik/sok-statistik-om-forskola-skola-och-vuxenutbildning?sok=SokC&verkform=Grundskolan&omrade=Betyg%20%C3%A5rskurs%209&&lasar=2019/20&run=1. 2020-01-04Stamouli, I., & Huggard, M. (2007). Phenomenography is a tool for understanding our students. Proceeding, International Symposium for Engineering Education. Dublin City University
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- Bostedt, Göran, 1956-, et al.
(författare)
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Students’ Study Motivation – A Question for All Actors in Daily Work in School
- 2022
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Ingår i: ATINER’s Conference Paper Proceedings Series EDU2022-0273. - Athens : Athens Institute for Education and Research (ATINER). ; , s. 1-9
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Konferensbidrag (refereegranskat)abstract
- This study aimed to describe and analyze what determines upper secondary students’ motivation or lack of motivation. The theories used are social cognitive theory and didactic theory. The study design is a mixed method approach, followed by an inductive content analysis. The empirical results show many similarities in perceptions of study motivation, such as the role of the teacher, study results, friends and family, and teaching. There were also crucial differences between the three groups, such as such as the view of that the physical and social environment, and aspects of the importance of teachers and the content. Students, teachers, and principals can together create a situation with high study motivation and thus make the students become more successful in their learning.
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- Bostedt, Göran, 1956-, et al.
(författare)
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Study motivation - complexity in social interactions and didactics : Upper secondary school teachers' and students' views on students' motivation to study
- 2020
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Ingår i: 22<sup>nd</sup> Annual International Conference on Education. - : Athens Institute for Education and Research (ATINER). - 9789605983253 ; , s. 24-25
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Konferensbidrag (refereegranskat)abstract
- In order to increase the number of student who successfully complete upper secondary school, Sweden has reformed its school system. The new system has not changed the throughput, mainly due to low study motivation. The multifaceted concept of study motivation includes various definitions and understandings of the motivation to study. Internal and external motivation factors are important for our study. Motivation originates from dynamic relationships between people; it is context-bound and changeable rather than generalizable and stable. To analyze the lack of motivation to study as the cause of low throughput in the upper secondary school, the perspective must account for the entire school and for the classroom situation. Students’ perceptions of their self-worth, competence, experience, and individual goals are also crucial for the motivation to study. This interacts with how students perceive their duties—if they are relevant, how much benefit they see in them, their difficulty level and working methods, feedback, group dynamics, and other factors relevant to classroom work to influence students’ motivation to study. The aim of this study is to describe and analyze what determines students’ study motivation. Interaction and transaction is used as theoretical tools. The study is based on a multimethod approach. The empirical data comes from 207 students’ responses to a web-survey containing 20 questions about motivation and from six semi-structured group interviews with 12 students and 20 teachers. The statistical data show significant differences between students in study programs regarding positive and negative attitudes toward schoolwork, absence from school, expectations for teachers and for results, competitiveness in realizing personal ambitions, personal feedback, and attitudes toward learning. Significant differences in self-esteem and in self-confidence that affect motivation also exist among the student groups. On the other hand, the results also indicate similarities among the students. They appreciate school as an institution, they feel safe at school, and they recognize teachers’ legitimacy. The interview results indicate that teachers and students both view the complex interplay between results and motivation as important for motivation. Study results affect motivation and vice versa in both positive and negative ways. Teachers and their leadership are also greatly important for students’ study motivation. Teachers focus their leadership on the importance of knowledge. Students relate to teacher leadership in relation to personal qualities, such as being understood and getting support. One difference between the two samples is that teachers emphasize “life skills” in learning, such as strategies for purposes, intermediate goals, and a sense of belonging, but students do not mention these strategies at all. A category where teacher and student perceptions coincide is the importance of well-being and safety in the learning environment and that the class, groups, and peers motivate them. This study highlight the importance to understand study motivation from different perspectives and different student groups.
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