Understanding Motivation for Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".

Deadline for manuscript submissions: 31 May 2024 | Viewed by 3238

Special Issue Editors


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Guest Editor
Department of Psychology, Sociology and Philosophy, University os León, 24007 León, Spain
Interests: academic motivation; social education

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Guest Editor
Department of Education, International University of LaRioja, 26006 Logroño, Spain
Interests: motivation; learning; instruments; instrument design; questionnaire

Special Issue Information

Dear Colleagues,

The importance of motivation towards learning has been a recurring theme in education through the decades. Thus, the concept has been changing from more theoretical and philosophical approaches to practical cognitive–behavioral proposals that are the basis for achieving optimal learning based on an individual's intrinsic motivation.

This Special Issue aims to delve into the multifaceted realm of academic motivation, shedding light on its pivotal role in education. Focusing on intrinsic motivation in students, teacher methodologies for fostering motivation, the interplay between motivation and emotions, and the application of positive psychology, we are seek the submissions new proposals, methodologies, resources, research, innovations, reviews, etc., which would help to improve the personal, academic and social benefits of education through teaching.

The intrinsic motivation of students, driven by internal factors such as curiosity, interest, and personal satisfaction, lies at the heart of academic achievement, but the role of teachers in inspiring and nurturing student motivation is paramount. Therefore, studies about diverse pedagogical approaches and strategies employed by educators to create an engaging and motivating learning environment are welcome.

This Special Issue also aims to explore the relationship between motivation and emotion from the principles of positive psychology as emotional experiences can influence students' motivation levels and academic outcomes. It is necessary to understand the role of emotions in shaping motivation, strategies for managing negative emotions, and the reciprocal nature of motivation and emotional well-being.

Prof. Dr. Ana María De Caso Fuertes
Prof. Dr. Jana Blanco Fernández
Guest Editors

Manuscript Submission Information

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • academic motivation
  • teacher methodologies
  • motivation and emotion
  • positive psychology

Published Papers (3 papers)

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Research

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13 pages, 762 KiB  
Article
Musical Instrumental Self-Concept, Social Support, and Grounded Optimism in Secondary School Students: Psycho-Pedagogical Implications for Music Education
by Begoña Zarza-Alzugaray, Oscar Casanova and Francisco Javier Zarza-Alzugaray
Educ. Sci. 2024, 14(3), 286; https://doi.org/10.3390/educsci14030286 - 07 Mar 2024
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Abstract
Research in music education has shown that musical and academic self-concept, the social component, task achievement, and academic performance are highly interrelated constructs in musical learning in general and instrumental learning in particular in secondary school students. However, no studies in Spain have [...] Read more.
Research in music education has shown that musical and academic self-concept, the social component, task achievement, and academic performance are highly interrelated constructs in musical learning in general and instrumental learning in particular in secondary school students. However, no studies in Spain have analyzed the relationship between musical self-concept and the variables of social support and optimism in compulsory secondary education. Therefore, our study aimed to explore the relationships between instrumental musical self-concept, social support, and grounded optimism. We hypothesize that there is a significant relationship between the variables of musical self-concept, social support, and grounded optimism The variables were measured using the Instrumental Musical Self-Concept Scale (IMSCS), an adaptation of the Perceived Social Support Scale in Spanish Conservatory Music Students to the Secondary School Level, and the Grounded Optimism Scale (BEEGC-RA/BEECESA-RA24). The study sample consisted of 980 students enrolled in compulsory secondary education in public and semi-private schools in the autonomous communities of Aragon and Navarra. An analysis of correlations and regressions allowed us to explore and quantify the relationship among the variables under study, confirming the existence of a significant relationship among the variables “instrumental musical self-concept”, “social support” and “grounded optimism”. The present study thus provides more in-depth knowledge of the variables involved in the teaching–learning process of music as a school subject and instrumental music in particular, as well as a greater knowledge of the individual’s performance and motivation in the subject, with various future implications to be taken into account. Full article
(This article belongs to the Special Issue Understanding Motivation for Education)
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15 pages, 651 KiB  
Article
Intrinsic Factors Influencing Career Choice of Music Graduates in Fujian, China
by Xiaolu Wang, Chiew Hwa Poon and Ku Wing Cheong
Educ. Sci. 2024, 14(3), 256; https://doi.org/10.3390/educsci14030256 - 29 Feb 2024
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Abstract
Career choice has received significant attention in recent years, with research indicating a strong correlation between individual intrinsic motivations and career decisions. This study investigated the intrinsic factors influencing music graduates’ decisions to pursue a professional career in music in Fujian, China, using [...] Read more.
Career choice has received significant attention in recent years, with research indicating a strong correlation between individual intrinsic motivations and career decisions. This study investigated the intrinsic factors influencing music graduates’ decisions to pursue a professional career in music in Fujian, China, using the Exploratory Design research method. This research design involved two phases. In phase one, the influencing factors were explored through interviews seeking to obtain qualitative information (N = 18). In phase two, the codes derived from the qualitative study were utilized to build a Likert scale for the quantitative questionnaire (N = 221). The qualitative results revealed that music graduates’ professional career choices were intrinsically influenced by their commitment to the music profession, sense of self-worth derived from successful performing and teaching experiences, self-purpose in sharing and teaching music, interest in music playing and music teaching, confidence in music-playing skills, and working relationship between teacher and student. These variables were confirmed by the quantitative study to have an impact on career choice. Commitment to the music profession was the most influential variable, followed by a sense of self-worth. Confidence in music-playing skills was the least influential variable. These findings deepen our understanding of the variables impacting music majors’ job choices. Understanding these determinants can help educational institutions, policymakers, and career counselors better understand music majors’ particular needs and concerns, leading to more supportive career pathways for aspiring musicians in the region. Full article
(This article belongs to the Special Issue Understanding Motivation for Education)
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21 pages, 632 KiB  
Systematic Review
Flipped Learning in Higher Education for the Development of Intrinsic Motivation: A Systematic Review
by Rebeca Kerstin Alonso, Alexander Vélez, María Carmen Martínez-Monteagudo and Markel Rico-González
Educ. Sci. 2023, 13(12), 1226; https://doi.org/10.3390/educsci13121226 - 11 Dec 2023
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Abstract
Background: Flipped learning (FL) is being considered, in terms of new educational trends, a beneficial pedagogical model in the classroom. In particular, FL and intrinsic motivation (IM) are key components to the model since they can be crucial to a high-quality education. FL [...] Read more.
Background: Flipped learning (FL) is being considered, in terms of new educational trends, a beneficial pedagogical model in the classroom. In particular, FL and intrinsic motivation (IM) are key components to the model since they can be crucial to a high-quality education. FL for the development of IM in higher education, as well as searches for potential interventions have, thus improved over the past ten years. However, no reviews that analyze the findings and conclusions reached have been published. Consequently, the objectives of this paper were to analyze the relationship between the use of FL and the IM of students in higher education, and to identify the aspects that should be present in FL models to develop the IM that contributes to high-quality education. Methods: in accordance with PRISMA guidelines, a systematic review of PubMed, Web of Science, Scopus, and ProQuest was carried out. Results: Of the 407 studies that were initially discovered, 17 underwent a full examination in which all findings and conclusions were analyzed. After implementation, the majority of the FL interventions improved IM results. Conclusion: many key aspects have been identified that must be followed in order to intrinsically motivate students using the FL methodology. Full article
(This article belongs to the Special Issue Understanding Motivation for Education)
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