Sentence examples for motivation students from inspiring English sources

However, challenges can be seen in terms of the students' attitude towards the trainee teachers and the learning of the language, students' motivation, students' discipline, and support system.

In terms of components of academic motivation, students' attainment value of using eSchoolbag to learn English was correlated positively with their learning achievement.

To evaluate their levels of motivation, students' reactions were analyzed and categorized into four specific expressions: discussion, question, laughter, and screaming.

Placing more responsibility on students to engage cognitively during class time increases the effort they have to expend during a class period and therefore increases the motivation students need to fully participate (Sinatra et al. 2003; Leonard et al. 2014).

This study investigates and presents a new structural model for determinants of AD, linking types of motivation, students' attitudes, personality traits, and cultural backgrounds (presented by country according to Hofstede's cultural dimensions theory) as predictors of AD in the context of traditional and distance-learning courses in higher education.

The model further posits that parents' and teachers' expectations, parental involvement, values, and beliefs influence students' motivation, students' goals (e.g., educational aspirations), their competence beliefs (e.g., self-confidence) and task values (e.g., value for mathematics) (Eccles et al. 1990; Jacobs and Bleeker 2004; Jacobs and Eccles 2000).

In terms of components of student's academic motivation, student's attainment value of using eSchoolbag to learn English was correlated positively with their learning achievement.

The results of a pilot study show that the proposed teaching scheme significantly improves learning motivation, student creativity, and the teaching of creative design.

As these programs of study are developed, it would be of interest to design discipline-based education research studies to measure the short- and long-term effects of such courses on student motivation, student career choices, and student cultural competency.

The interest-motivated students showed significantly more self-study hours as compared to status-motivated students (p = 0.003) and also more self-study hours than interest + status motivated and low-motivation students, but this difference did not reach statistical significance.

The interest + status motivated students also had significantly less exhaustion from study as compared to low-motivation students (p = 0.01).