Murdoch University EDN561: Assignment 1 - Concept Analysis Report

This report presents a concept analysis of two key aspects of the learning process: motivation and sociocultural factors. The report begins by introducing the concept of motivation, emphasizing its significance in creating a positive learning environment and driving student engagement. It defines motivation as a learner's ability to generate interest, linking it to improved results for both students and teachers. The analysis explores defining characteristics such as creativity and curiosity, and the impact of engagement on the learning process, supported by a model case illustrating the relationship between motivation and engagement. The second part of the report focuses on sociocultural factors, highlighting their positive influence on learning by examining cultural belonging, social involvement, and domestic beliefs. It defines sociocultural factors as influences on the learning process and discusses how these factors shape learning objectives. The report emphasizes the impact of cultural and social associations on both students and teachers and concludes with a model case that underscores the importance of sociocultural factors in guiding individual learning experiences, including how cultural and social aspects are incorporated into the learning process to enhance outcomes. The report references multiple sources to support its analysis.

Running head: Assignment 1
Assignment 1

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Table of contents
Part 3: Motivation and engagement.................................................................................................3
Introduction of concept................................................................................................................3
Concept definition........................................................................................................................3
Discussion of concepts’ defining characteristics/principles........................................................3
The Model Case...........................................................................................................................4
Part 4: Sociocultural factors in the learning process.......................................................................4
Introduction of concept................................................................................................................4
Concept definition........................................................................................................................5
Discussion of concepts’ defining characteristics/principles........................................................5
The Model Case...........................................................................................................................5
References:......................................................................................................................................7

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Part 3: Motivation and engagement
Introduction of concept
This concept is based on assessment of motivation and engagement attributes across the process
of learning. These aspects are considered as key entities for building a better learning scenario
for both the students as well as the teachers. The objectives linked to teaching and learning
environment are discussed in detail under this concept and a more detailed overview is provided
(Buckley & Doyle, 2016). The fact that engagement drives performance holds true for this
particular section of course and a more descriptive approach is developed throughout the entire
system of learning. The provisions through which engagement and motivation impact the process
of learning are discussed throughout the entire course and thus a through analysis of each of
these aspects are carried out. This concept is of major value to the whole learning process.
Concept definition
Motivation is considered as the respective ability of a learner to generate its interest across the
process of learning. It is directly linked to improved results and better engagement opportunities
for both the teachers as well as the learners. Each of these sections are helped in a particular way
through the inclusion of motivation and engagement possibilities (Malkawi, 2018). These aspects
are liable to increase the efficiency factor across the entire process of learning and thus improve
end results. That is a major reason that inclusion of these aspects are quite appreciated across any
learning process. It helps in development of a belief towards learning process and thus improves
the ultimate goal associated to it. The provisions for learning as well as teaching are entitled to
initiate a better outcome for each and every objective of the process of learning (Moy, Renshaw
& Davids, 2016). Thus inclusion of engagement along with motivation are sufficient to bring a
desirable overview of the relative programs and are essential to promote effective results.
Discussion of concepts’ defining characteristics/principles
Engagement across learning process is also essential to bring a psychological impact that is
entitled to promote better overview and a more detailed assessment of the provisions set by the
learning process. Thus increasing the chances to succeed across the final approach and bring
better overviews to the desired provisions of learning (Oga-Baldwin & Nakata, 2017). Concepts

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such as creativity and curiosity are well managed across the provided attribute and thus increase
the possibilities of success for each of the learning outcomes. The overall operability factor for a
learning process is also based on amount of engagement and the sufficiency in terms of
engagement across the course. Thus provide the learning process a backup and initiates a more
reasonable form of analysis depending upon the nature and quality of operation.
The Model Case
Better engagement and motivation are both related to each other as well as with the improved
provisions of learning and teaching. For example, a set of learners who are more sincere and
motivated tend to achieve better outcomes as compared to the less motivated and sincere ones.
This is solely due to the huge dependency of engagement over final results and the ability to
initiate better outreach across the entire learning process (Fielding-Wells, O’Brien & Makar,
2017). Motivation makes students as well as teachers perform more than their relative threshold
and thus helps them achieve unexpected results. Thus motivation and engagement are two
important constituents of a learning process. There huge contribution for both learners as well as
teachers are significant to the process of better learning.
Part 4: Sociocultural factors in the learning process
Introduction of concept
Sociocultural factors across learning process is important due to its huge positive influence
across the process. This concept is based on defining better objectives for the whole system and
detailed analysis of the social factors that are in some or the other way impacts the process of
learning. Factors such as cultural belongingness, social involvement and domestic beliefs are of
huge importance in terms of assessing the desired attribute across the process of learning
(Alrabai, 2016). The various provisions are entitled to promote a more influencing structure
across the process of learning. The objectives of learning are developed according to available
surroundings and thus the social factors are largely deciding attribute for such implications. The
fact that a cultural alignment of opportunities are signalled to promote better learning process. A
learner is largely influenced by the process of cultural belongingness and social guidance
available to them. Thus this concept is important for assessing long term benefits linked to the
process of learning through cultural and social interventions (Kendal et al. 2018).

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Concept definition
The learning or teaching process is largely controlled through a well managed attribute that is set
over cultural and social obligations. Each of these attributes are signalled to promote better
objectives for the learning process. Concepts related to behavioural alignment and cultural
influences initiate amore reasonable form of understanding throughout the entire process of
learning. Social and cultural obligations are not only influential in terms of student or learner
oriented processes. But the impact of these aspects are equally assessed across the teaching
process. The impacts of cultural and social associations are largely felt across each of the two
sections involved (Kear et al. 2016). Thus the Sociocultural attributes are of major importance
for both of the aspects. These are liable to initiate better outreach and improved obligations
throughout the whole learning process. The potential to influence a learning process in a
significant manner makes sociocultural attributes an important segment across the process of
teaching and learning.
Discussion of concepts’ defining characteristics/principles
Learning principles and concepts are often developed on the basis of sociocultural factors and
thus these are of huge importance to the entire process of learning. The learning outreach and
significances are assessed equally throughout the process in accordance to the surrounding
factors. The objectives are liable to be incorporated throughout the social segments and cultural
obligations and thus promote better objectives for teaching (Ma, 2017). The social dimensions
and their respective concepts are liable to initiate a better overview of the process and that too in
a significantly less time interval. Thus these concepts are used to build a more responsive format
of learning process throughout the system. The dependency on these factors make specific
changes across behaviour of students as well as teachers that are of huge importance in reference
to the learning process.
The Model Case
Social and cultural obligations for an individual guide them through the process of learning. This
is a major factor for consideration. For example, there are specific differences based on cultural
orientations for different places for learning based on their respective social structure and
cultural orientation. This is mainly due to limit the characteristics of culture and social aspects by

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including them across the learning process (Henwood et al. 2017). It helps the teachers in
establishing a better relativity with the learners while teaching this improving result. Social and
cultural orientations help in building better provisions for success of a learning process and
initiate a more suitable overview of the operational guidelines all across the process of learning.

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References:
Alrabai, F. (2016). Factors underlying low achievement of Saudi EFL learners. International
Journal of English Linguistics, 6(3), 21-37.
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive learning
environments, 24(6), 1162-1175.
Fielding-Wells, J., O’Brien, M., & Makar, K. (2017). Using expectancy-value theory to explore
aspects of motivation and engagement in inquiry-based learning in primary
mathematics. Mathematics Education Research Journal, 29(2), 237-254.
Henwood, R., Wood, B., Sewell, A., Gray, D., Blair, H., Cranston, L., ... & Morris, S. (2017).
Engaging with individuality in agricultural learning: a sociocultural study of innovation
in a farmer-scientist community. Rural Extension and Innovation Systems Journal, 13(2),
76.
Kear, K., Jones, A., Holden, G., & Curcher, M. (2016). Social technologies for online learning:
theoretical and contextual issues. Open Learning: The Journal of Open, Distance and e-
Learning, 31(1), 42-53.
Kendal, R. L., Boogert, N. J., Rendell, L., Laland, K. N., Webster, M., & Jones, P. L. (2018).
Social learning strategies: Bridge-building between fields. Trends in cognitive
sciences, 22(7), 651-665.
Ma, Q. (2017). A multi-case study of university students’ language-learning experience mediated
by mobile technologies: a socio-cultural perspective. computer assisted language
learning, 30(3-4), 183-203.
Malkawi, E. (2018). Using Students' Self Reflection to Improve Motivation and Engagement in
Learning Physics. The Eurasia Proceedings of Educational and Social Sciences, 9, 64-
70.
Moy, B., Renshaw, I., & Davids, K. (2016). The impact of nonlinear pedagogy on physical
education teacher education students’ intrinsic motivation. Physical Education and Sport
Pedagogy, 21(5), 517-538.

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Oga-Baldwin, W. Q., & Nakata, Y. (2017). Engagement, gender, and motivation: A predictive
model for Japanese young language learners. System, 65, 151-163.