Creating a supportive learning environment: the impact of dominant love styles on students’ motivation

Creating a supportive learning environment: the impact of dominant love styles on students’ motivation

Автор: Trifonova I.S., Tokarev A.A., Levenkova A.Yu.

Журнал: Science for Education Today @sciforedu

Рубрика: Педагогика и психология для образования

Статья в выпуске: 5 т.13, 2023 года.

Бесплатный доступ

Introduction. The article reveals the influence of emotions on the intrinsic student motivation to studies. The aim of the article is to identify the dominant love styles, to validate their impact on the intrinsic student motivation to studies and the types of their motives in order to design a supportive learning environment. Despite the fact that different investigations into the role of emotional factors on learning have been frequently undertaken since the emergence of psychoanalysis, currently, the emotional reaction to the experience of love is insufficiently articulated in educational and methodological literature and is still peripheral.

Еще

Love styles, types of motives, student motivation, teaching strategies, supportive learning environment, pbl, assessment system, reflection

Короткий адрес: https://sciup.org/147242544

IDR: 147242544   |   DOI: 10.15293/2658-6762.2305.02

Список литературы Creating a supportive learning environment: the impact of dominant love styles on students’ motivation

  • Pishghadam R., Adamson B., Shayesteh Sh. Emotion-based language instruction (EBLI) as a new perspective in bilingual education. Multilingual Education, 2013, vol. 3 (1), pp. 9. DOI: https://doi.org/10.1186/2191-5059-3-9
  • Plass J. L., Kalyuga S. Four ways of considering emotion in cognitive load theory. Educational Psychology Review, 2019, vol. 31 (2), pp. 339-359. DOI: https://doi.org/10.1007/s10648-019-09473-5
  • Alpaslan M. M., Ulubey O., Yildirim K. Examining the contributions of support and class belonging to preservice teachers' career motivation in Turkey. Turkish Journal of Education, 2018, vol. 7 (4), pp. 196-209. DOI: https://doi.org/10.19128/turje.458535
  • Dincer A., Yeçilyurt S., Noels K., Vargas Lascano D. I. Self-determination and classroom engagement of EFL learners: A mixed-methods study of the self-system model of motivational development, SAGE Open, 2019, vol. 9 (2), pp. 215824401985391. DOI: https://doi.org/10.1177/2158244019853913
  • Kingir S., Tas Y., Gok G., Vural S. S. Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement. Research in Science and Technological Education, 2013, vol. 31 (3), pp. 205-226. DOI: https://doi.org/10.1080/02635143.2013.825594
  • Lee J. A. A typology of styles of loving. Personality and Social Psychology Bulletin, 1977, vol. 3 (2), pp. 173-182. DOI: https://doi.org/10.1177/014616727700300204
  • Hendrick C., Hendrick S. A theory and method of love. Journal of Personality and Social Psychology, 1986, vol. 50 (2), pp. 392-402. DOI: https://doi.org/10.1037/0022-3514.502.392
  • Chkhaidze A., Tsilinko I. Peculiarities of love manifestation in personalities with different types of stresses. Psychological Journal, 2019, vol. 23 (3), pp. 26-41. DOI: https://doi.org/10.31108/1.2019.3.23.2
  • Clemente M., Manuel G., Bugallo-Carrera C., Reig-Botella A., Gomez-Cantorna C. Types of love as a function of satisfaction and age. PsyCh Journal, 2020, vol. 9 (3), pp. 402-413. DOI: https://doi.org/10.1002/pchj .338
  • Khamedova G. N. To the problem of motivation formation for learning English in non linguistic environment. Vestnik of the Orenburg State University, 2012, no. 2, pp. 280-285. (In Russian) URL: http s: //elibrary. ru/item .asp?id=17855343
  • Malone T. W., Lepper M. R. Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow, M. J. Farr (Eds.), Aptitude, learning, and instruction. Conative and affective process analyses. Lawrence Erlbaum Associates, 1987, vol. 3, pp. 223-253. URL: https://www.taylorfrancis.com/chapters/edit/10.4324/9781003163244-10/making-learning-fun-thomas-malone-mark-lepper
  • Liu O. L., Bridgeman B., Adler R. M. Measuring learning outcomes in higher education. Educational Researcher, 2012, vol. 41 (9), pp. 352-362. DOI: https://doi.org/10.3102/0013189X12459679
  • Shin M., Bolkan S. Intellectually stimulating students' intrinsic motivation: The mediating influence of student engagement, self-efficacy, and student academic support. Communication Education, 2021, vol. 70 (2), pp. 146-164. DOI: https://doi.org/10.1080/03634523.2020.1828959
  • Calderón A., Meroño L., MacPhail A. A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers. European Physical Education Review, 2020, vol. 26 (1), pp. 241262. https://doi.org/10.1177/1356336X19850852
  • Bolkan S., Griffin D. J. Catch and hold: instructional interventions and their differential impact on student interest, attention, and autonomous motivation. Communication Education, 2018, vol. 67 (3), pp. 269-286. DOI: https://doi.org/10.1080/03634523.2018.1465193
  • Baker J. P., Goodboy A. K. The choice is yours: The effects of autonomy-supportive instruction on students' learning and communication. Communication Education, 2019, vol. 68 (1), pp. 80102. DOI: https://doi.org/10.1080/03634523.2018.1536793
  • Shin M.-H. Effects of project-based learning on students' motivation and self-efficacy. English teaching, 2018, vol. 73 (1), pp. 95-114. DOI: https://doi.org/10.15858/engtea.73.L201803.95
  • Li H., Xiong Y., Hunter C. V., Guo X., Tywoniw R. Does peer assessment promote student learning? A meta-analysis. Assessment & Evaluation in Higher Education, 2019, vol. 45 (2), pp. 193-211. DOI: https://doi.org/10.1080/02602938.2019.1620679
  • Pacharn P., Bay D., Felton S. The impact of a flexible assessment system on students' motivation, performance and attitude. Accounting Education, 2013, vol. 22 (2), pp. 147-167. DOI: https://doi.org/10.1080/09639284.2013.765292
  • Miller E., Konstantinou I. Using reflective, authentic assessments to embed employability skills in higher education. Journal of Work-Applied Management, 2021, vol. 14 (1), pp. 4-17. DOI: https://doi.org/10.1108/JWAM-02-2021-0014
  • Veine S., Anderson M. K., Andersen N. H., Espenes T. C., S0yland T. B., Wallin P., Reams J. Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development. International Journal for Academic Development, 2019, vol. 25 (2), pp. 147-161. DOI: https://doi.org/10.1080/1360144X.2019.1659797
  • Colomer J., Serra T., Cañabate D., Bubnys R. Reflective learning in higher education: Active methodologies for transformative practices. Sustainability, 2020, vol. 12 (9), pp. 3827. DOI: https://doi.org/10.3390/su12093827
  • Wedelin D., Adawi T. Teaching mathematical modelling and problem solving - A cognitive apprenticeship approach to mathematics and engineering education. International Journal of Engineering Pedagogy, 2014, vol. 4 (5), pp. 49. DOI: https://doi.org/10.3991/ijep.v4i5.3555
  • Gaita R. Love and teaching: Renewing a common world. Oxford Review of Education, 2012, vol. 38 (6), pp. 761-769. DOI: https://doi.org/10.1080/03054985.2012.745046
  • Lanas M., Zembylas M. Towards a transformational political concept of love in critical education. Studies in Philosophy and Education, 2014, vol. 34 (1), pp. 31-44. DOI: https://doi.org/10.1007/s11217-014-9424-5
  • Badmaeva N. Ts. Influence of the motivational factor on the development of mental abilities. Ulan-Ude: East Siberia State University of Technology and Management, 2005, 203 p. (In Russian) URL: https://www.elibrary.ru/item.asp?id=20085883
  • Dawadi S., Shrestha S., Giri R. A. Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2021, vol. 2 (2), pp. 25-36. DOI: https://doi.org/10.46809/jpse.v2i2.20
  • Frerejean J., van Merrienboer J. J. G., Kirschner P. A., Roex A., Aertgeerts B., Marcellis M. Designing instruction for complex learning: 4C/ID in higher education. European Journal of Education, 2019, vol. 54 (4), pp. 512-524. DOI: https://doi.org/10.1111/ejed.12363
  • Astuti S. W., Bajari A., Rachmiatie A., Venus A. Love is one of the reasons students communicate: Study about motive communication and relational satisfaction students. Psychology, 2021, vol. 58 (2), pp. 4655-4667. DOI: https://doi.org/10.17762/pae.v58i2.2853
Еще
Статья научная
SciUp 2024 © 2024 ©