A Comprehensive Literature Review on Student Motivation and Learning

This literature review examines the multifaceted aspects of student motivation and learning within the context of higher education. The review synthesizes the views of various authors, focusing on the crucial role of motivation in fostering a conducive classroom environment and enhancing student ...Read More

LITERATURE REVIEW

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
Relation of motivation and student learning..........................................................................1
Involvement of students in learning activities and its relation to motivation.........................2
Self Determination of students and its relation to Motivation .............................................3
CONCLUSION................................................................................................................................3
REFERENCES................................................................................................................................5

INTRODUCTION
Literature review is different evaluations by various authors on a specific topic which
helps in developing critical understanding over research topic. Report will outline views of
authors with the help of 7 articles which will be focused on motivation of students in higher
education, engagement and efficacy. Motivation plays an important role for class room
environment as it aims at boosting the learning and performing confidence of learners.
Engagement in this study is based on cognitive, behavioural and emotional involvement of
students in learning activities which helps the person in developing competitive spirit. Apart
from this, efficacy is based on individual’s own efforts towards motivation and involvement in
class room plans to accomplish learning goals. Thus, the report will recognise different ways
which are beneficial for motivating and engaging learners in higher education system.
MAIN BODY
Relation of motivation and student learning
According to Ames, 1992, learning environment for students in higher education plays an
important role and therefore, it is important for the teachers to implement use of goals theory.
The theory aims at motivating learners where educators develop meaningful learning objectives
as per student’s interest. Further, the goals for students will be set in challenging format which
boost their confidence and learning spirit. In addition, the scholar stated about setting short term
goals for learners as it helps to motivate them by their short term wins. However, as per Zusho,
Pintrich and Coppola, 2003, the study is based on investigation which was done on 458 enrolled
students where it was discovered that due to lack of motivation, there was decline in student’s
interest in classroom activities. To overcome this, self-regulatory and cognitive learning were
implemented which enhanced learner’s interest and achievements.
Apart from this, Krause and Coates, 2008, have stated low and high performers of
classroom with regard to motivation and engagement; the study is based on learners. The study
outlined general motivational and interest level of low and high performing students. However,
as per Krause and Coates, 2008, the motivation of students encouraged with the help of goal
theory but on the hand, the scholar discussed about mastery approach where the performance of
student is not recognised by his or her self-worth level rather it is analysed by comparing with
other student. It is focused on developing competitive spirit among students to boost their
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confidence. Nevertheless, Ryan and Deci, 2000, has discussed about intrinsic and extrinsic
motivation where self-determination theory is implemented. As per author, the theory
differentiate between motivational levels of students on the basis of their goals. In addition, the
motivation level of students is discovered as per situation like when the learner is enjoying and is
interest in class room learning then that situation is intrinsic motivation. On the other hand, if
students is focused on own goals and own target then it is termed as extrinsic motivation. Thus,
both the situation denotes learner’s involvement and focus on higher education.
Involvement of students in learning activities and its relation to motivation
Zusho, Pintrich and Coppola 2003, has stated about cognitive development of students in
which the scholar focused on involvement of learning in classroom activities but also the study
of author reflects about self-efficacy of students in motivation and control over performance.
Similarly, as per the views of Ames, 1992, it has been determined that cognitive medium for
engagement is effective mode of encouraging students participation in learning classroom
activities. The strategy aims at functional significance where the students are allowed to share
their experience. In students engage in decision making, determination of real choices and
evaluation. In contrast, Kim and et.al., 2017, has stated about effective engagement for cognitive
development. As per this engaging in learning activities and people helps in developing
knowledge according to different academic success. Moreover, it stated that these days
educational activities prescribed in schools are not designed to be intrinsically interesting
therefore students seek of engagement in extrinsic motivation.
In contrary Busse and Walter, 2013, has discussed about motivation and engagement on
the basis of various factor like, Behaviour which is based on cognitive learning where the student
involves with other learner in classroom. Thus, the interest of student in environment denotes
behavioural engagement. Apparently, emotional motivation depicts learner’s attitude towards
higher education and educator. Hence, the study focused on behavioural engagement of students
which is the practice that denotes individual motivation in learning activities. Apparently, as per
the views of Stewart, Stott and Nuttall, 2016, it has been identified that Self-determination theory
determines the importance of perceived competence for motivated engagement of individuals,
which is base of self-efficacy. The value of self-efficacy beliefs and motivated engagement in
learning assist students in increasing their participation in learning activities.
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Self Determination of students and its relation to Motivation
According to Ryan and Deci, 2000, self-efficacy is the determined self-strategy of
students which helps the learner in controlling class room performance. It does focus on
involvement but as per this student is motivated enough to focus on his or her ultimate goals.
Apparently, as per Zusho, Pintrich and Coppola 2003, has started about efficacy with regards to
goal theory where the person is focused on recognising own ability to accomplish determined
goals. In accordance to this, students focus on improving own learning by encouraging mistakes
as crucial part of learning and development. Ames, 1992, study states about extrinsic goal of
person in which self-determination plays a vital role. The study indicates about self-
determination of person to attain learning goals of higher education. Thus, in accordance to this,
scholar believes self-efficacy plays and crucial role in extrinsic motivation in learner’s life.
Nevertheless, Stewart, Stott and Nuttall, 2016, has argued that intrinsic value and self-efficacy
works together for motivation.
Like in case if educators organise learning activities where teachers focuses on proactive
question, them it helps in increasing their interest. In addition, if the discussion is not too hard
and nor simple then also it boosts other self-efficacy and interest in classroom learning. Thus, to
support argument the author outlined example of student which reflects its self-determination
and motivation that is “I’m certain I can understand the ideas taught on this course” Busse and
Walter, 2013, has stated about motivation and self-efficacy, where the discussion is based on
student motivation level and his or determination to learning and performance which can be
either extrinsic or intrinsic. Besides, is important for the person to have strong own positive spirit
and verbal persuasion to attain goals by controlling own performance. The study is based on
primary data collection where the researcher collected information from students about their own
views about higher education where the individual were learning German language.
CONCLUSION
The report summarized views of different authors on various motivational concepts of
higher education. From the discussion, it has been discovered that motivation plays an important
role in learner’s life as it helps the person in determining his or her own capability of involving
in learning activities and self-determination. Moreover, from different arguments, it has been
discovered that there are two types of motivation, that is, intrinsic and extrinsic. Apart from this,
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it has been analysed that engagement of learners in class room activities is based on behavioural
and emotional attributes where behavioural is based on their interest which can also be termed as
cognitive learning. However, emotional is based on individual’s attitude towards learning
environment and educator. Thus, from findings and discussion, it can be concluded that self-
strategy of students help scholar in controlling class room performance on the basis of self-
ability and determination.
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REFERENCES
Books and Journals
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of educational
psychology. 84(3). 261.
Busse, V. & Walter, C. (2013). Foreign language learning motivation in higher education: A
longitudinal study of motivational changes and their causes. The Modern Language
Journal. 97(2). 435-456.
Kim, C. and et.al. (2017). University students’ motivation, engagement and performance in a
large lecture-format general education course. Journal of Further and Higher Education.
41(2). 201-214.
Krause, K. L. & Coates, H. (2008). Students’ engagement in first‐year university. Assessment &
Evaluation in Higher Education. 33(5). 493-505.
Ryan, R.M. and Deci, E.L., 2000. Intrinsic and extrinsic motivations: Classic definitions and new
directions. Contemporary educational psychology. 25(1). pp.54-67.
Stewart, M., Stott, T. & Nuttall, A. M. (2016). Study goals and procrastination tendencies at
different stages of the undergraduate degree. Studies in Higher Education. 41(11). 2028-
2043.
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.
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