A COMPARATIVE ANALYSIS OF THE STUDENT MOTIVATION IN LIGHT OF GLYNN AND KOBALLA 2006 FIVE FACTORS MODEL AT A HIGHER LEVEL

http://dx.doi.org/10.31703/gssr.2021(VI-II).30      10.31703/gssr.2021(VI-II).30      Published : Jun 2
Authored by : Jamila Begum , Javeria Shabbir , Quratul Ain Hina

30 Pages : 299-310

References

  • Bandura, A. (1997). Self-efficacy: The exercise of control, New York: Freeman.
  • Bandura, A. (2001). Social cognitive theory: An agentive perspective. Annual Review of Psychology, 52, 1-26.
  • Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499.
  • Cassady, J.C., & Johnson, R.E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270-295.
  • Cavallo, A. M. L., Potter, W. H., & Rozman, M. (2010). Gender differences in learning constructs, shifts in learning constructs, and their relationship to course achievement in a structured inquiry, yearlong college physics course for life science majors. School Science and Mathematics, 104(6), 288-300.
  • Cavallo, A. M. L., Rozman, M., Blinkenstaff, J., & Walker, N. (2003). Students' learning approaches, reasoning abilities, motivational goals, and epistemological beliefs in differing college science courses. Journal of College Science Teaching, 33(3), 18-23.
  • Danili, E. & Reid, N. (2004). Some Strategies to Improve Performance in School Chemistry, based on two Cognitive Factors. Research in Science and Technological Education, 22(2), 203-226.
  • Dearnley, C. & Matthew, B. (2007). Factors that contribute to undergraduate student success. Teaching in Higher Education, 12(3), 377-391.
  • Falout, J., Elwood, E. & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37(3), 403-417.
  • Freitas, F. A., & Leonard, L. J. (2011). Maslow's hierarchy of needs and student academic success. Teaching and Learning in Nursing, 6(1), 9-13. https://doi.org/10.1016/j.teln.2010.07.004.
  • Glynn, S. M., & Koballa, T. R. (2006). Motivation to learn in college science. In J. J. Mintzes & W. H. Leonard (Eds.), Handbook of college science teaching, 25-32. Arlington, VA: National Science Teachers Association Press.
  • Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with non-science majors. Journal of Research in Science Teaching, 46(2), 127-146.
  • Greene, B. A., & DeBacker, T. K. (2004). Gender and orientations toward the future: Links to motivation. Educational Psychology Review, 16(2), 91-120.
  • Greenfield, T. A. (1998). Gender and grade level differences in science interest and participation. Science Education, 81(3), 259-276.
  • Lai, P. Y., Chan, K. W., & Wong, K. Y. (2006). A study of intrinsic motivation, achievement goals and study strategies of Hong Kong Chinese secondary students. Paper presented at The Annual Conference of the Australian Association for Research in Education, Adelaide, Australia.
  • Maxwell, J.C, (2013). Sometimes you win, sometimes you learn. Center Street Hachette Book Group USA, New York, 101
  • Meece, J. L., & Jones, M. G. (1996). Gender differences in motivation and strategy use in science: Are girls rote learners? Journal of Research in Science Teaching, 33(4), 393-406.
  • Pintrich, P., & Schunk, D. (2002). Motivation in Education: Theory, Research and Applications. (2nd ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.
  • Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self- determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95(2), 375-392. https://doi.org/10.1037/0022-0663.95.2.375.
  • Rusillo, M. T. C., & Arias, P. F. C. (2004). Gender differences in academic motivation of secondary school children. Electronic Journal of Research in Educational Psychology, 2(3).
  • Schunk, D. H., Pintrich, P. R., & Meese, J. L. (2008). Motivation in education. (3rd ed.) . Upper Saddle River, NJ: Pearson.
  • Schunk, D.H. (2004).
  • Stewart, C., Bachman, C., & Johnson, R. (2010). Students' characteristics and motivation orientations for online and traditional degree programs. Journal of Online Learning and Teaching, 6(2), 367-379.
  • Taasoobshirazi, G. (2007). Gender differences in physics: A focus on motivation. Journal of Physics Teacher Education Online, 4(3), 1- 21.
  • Watters, J. J., & Ginns, I. S. (2000). Developing motivation to teach elementary science: effect of collaborative and authentic learning practices in pre-service education. Journal of Science Teacher Education, 11(4), 277-313.
  • Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193-202. https://doi.org/10.1016/j.cedpsych.2010.03. 002.
  • Zusho, A., Pintrich, P. R., & Coppola, B. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25(9), 1081-1094. https://doi.org/10.1080/0950069032000052 207.

References

  • Bandura, A. (1997). Self-efficacy: The exercise of control, New York: Freeman.
  • Bandura, A. (2001). Social cognitive theory: An agentive perspective. Annual Review of Psychology, 52, 1-26.
  • Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499.
  • Cassady, J.C., & Johnson, R.E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270-295.
  • Cavallo, A. M. L., Potter, W. H., & Rozman, M. (2010). Gender differences in learning constructs, shifts in learning constructs, and their relationship to course achievement in a structured inquiry, yearlong college physics course for life science majors. School Science and Mathematics, 104(6), 288-300.
  • Cavallo, A. M. L., Rozman, M., Blinkenstaff, J., & Walker, N. (2003). Students' learning approaches, reasoning abilities, motivational goals, and epistemological beliefs in differing college science courses. Journal of College Science Teaching, 33(3), 18-23.
  • Danili, E. & Reid, N. (2004). Some Strategies to Improve Performance in School Chemistry, based on two Cognitive Factors. Research in Science and Technological Education, 22(2), 203-226.
  • Dearnley, C. & Matthew, B. (2007). Factors that contribute to undergraduate student success. Teaching in Higher Education, 12(3), 377-391.
  • Falout, J., Elwood, E. & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37(3), 403-417.
  • Freitas, F. A., & Leonard, L. J. (2011). Maslow's hierarchy of needs and student academic success. Teaching and Learning in Nursing, 6(1), 9-13. https://doi.org/10.1016/j.teln.2010.07.004.
  • Glynn, S. M., & Koballa, T. R. (2006). Motivation to learn in college science. In J. J. Mintzes & W. H. Leonard (Eds.), Handbook of college science teaching, 25-32. Arlington, VA: National Science Teachers Association Press.
  • Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with non-science majors. Journal of Research in Science Teaching, 46(2), 127-146.
  • Greene, B. A., & DeBacker, T. K. (2004). Gender and orientations toward the future: Links to motivation. Educational Psychology Review, 16(2), 91-120.
  • Greenfield, T. A. (1998). Gender and grade level differences in science interest and participation. Science Education, 81(3), 259-276.
  • Lai, P. Y., Chan, K. W., & Wong, K. Y. (2006). A study of intrinsic motivation, achievement goals and study strategies of Hong Kong Chinese secondary students. Paper presented at The Annual Conference of the Australian Association for Research in Education, Adelaide, Australia.
  • Maxwell, J.C, (2013). Sometimes you win, sometimes you learn. Center Street Hachette Book Group USA, New York, 101
  • Meece, J. L., & Jones, M. G. (1996). Gender differences in motivation and strategy use in science: Are girls rote learners? Journal of Research in Science Teaching, 33(4), 393-406.
  • Pintrich, P., & Schunk, D. (2002). Motivation in Education: Theory, Research and Applications. (2nd ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.
  • Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self- determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95(2), 375-392. https://doi.org/10.1037/0022-0663.95.2.375.
  • Rusillo, M. T. C., & Arias, P. F. C. (2004). Gender differences in academic motivation of secondary school children. Electronic Journal of Research in Educational Psychology, 2(3).
  • Schunk, D. H., Pintrich, P. R., & Meese, J. L. (2008). Motivation in education. (3rd ed.) . Upper Saddle River, NJ: Pearson.
  • Schunk, D.H. (2004).
  • Stewart, C., Bachman, C., & Johnson, R. (2010). Students' characteristics and motivation orientations for online and traditional degree programs. Journal of Online Learning and Teaching, 6(2), 367-379.
  • Taasoobshirazi, G. (2007). Gender differences in physics: A focus on motivation. Journal of Physics Teacher Education Online, 4(3), 1- 21.
  • Watters, J. J., & Ginns, I. S. (2000). Developing motivation to teach elementary science: effect of collaborative and authentic learning practices in pre-service education. Journal of Science Teacher Education, 11(4), 277-313.
  • Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193-202. https://doi.org/10.1016/j.cedpsych.2010.03. 002.
  • Zusho, A., Pintrich, P. R., & Coppola, B. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25(9), 1081-1094. https://doi.org/10.1080/0950069032000052 207.

Cite this article

APA

    APA : Begum, J., Shabbir, J., & Hina, Q. A. (2021). A Comparative Analysis of the Student Motivation in Light of Glynn and Kobal-la (2006) Five Factors Model at a Higher level. Global Social Sciences Review, VI(II), 299-310. https://doi.org/10.31703/gssr.2021(VI-II).30

CHICAGO

    CHICAGO : Begum, Jamila, Javeria Shabbir, and Quratul Ain Hina. 2021. "A Comparative Analysis of the Student Motivation in Light of Glynn and Kobal-la (2006) Five Factors Model at a Higher level." Global Social Sciences Review, VI (II): 299-310 doi: 10.31703/gssr.2021(VI-II).30

HARVARD

    HARVARD : BEGUM, J., SHABBIR, J. & HINA, Q. A. 2021. A Comparative Analysis of the Student Motivation in Light of Glynn and Kobal-la (2006) Five Factors Model at a Higher level. Global Social Sciences Review, VI, 299-310.

MHRA

    MHRA : Begum, Jamila, Javeria Shabbir, and Quratul Ain Hina. 2021. "A Comparative Analysis of the Student Motivation in Light of Glynn and Kobal-la (2006) Five Factors Model at a Higher level." Global Social Sciences Review, VI: 299-310

MLA

    MLA : Begum, Jamila, Javeria Shabbir, and Quratul Ain Hina. "A Comparative Analysis of the Student Motivation in Light of Glynn and Kobal-la (2006) Five Factors Model at a Higher level." Global Social Sciences Review, VI.II (2021): 299-310 Print.

OXFORD

    OXFORD : Begum, Jamila, Shabbir, Javeria, and Hina, Quratul Ain (2021), "A Comparative Analysis of the Student Motivation in Light of Glynn and Kobal-la (2006) Five Factors Model at a Higher level", Global Social Sciences Review, VI (II), 299-310

TURABIAN

    TURABIAN : Begum, Jamila, Javeria Shabbir, and Quratul Ain Hina. "A Comparative Analysis of the Student Motivation in Light of Glynn and Kobal-la (2006) Five Factors Model at a Higher level." Global Social Sciences Review VI, no. II (2021): 299-310. https://doi.org/10.31703/gssr.2021(VI-II).30