Motivation / Motive / Fremdsprachenlernen / Sozio-edukatives Modell / Kognitiv-situative Ansätze / prozessorientiertes Modell / Befragung an Wiener Volkshochschulen
motivation / motives / second language learning / socio-educational model / cognitiv-situative approaches / process-oriented model / survey at Adult Education Centres in Vienna
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AbstractThema der vorliegenden Diplomarbeit sind Motivation und Motive zum Lernen von Fremdsprachen. In einem ersten Teil der Arbeit wird ein Überblick über verschiedene theoretische Modelle von Motivation beim Fremdsprachenlernen gegeben. Es wurde der durch die Sozialpsychologie geprägte Zugang charkaterisiert, der Motivation v.a. in Zusammenhang mit Einstellungen zu Zielsprache und –kultur sieht. Das sozio-edukative Modell, das das Zusammenspiel von Motivation mit soziokulturellen Faktoren, individuellen Lernervariablen, verschiedenen Lernsituationen und Erfolg veranschaulicht, wurde ausführlich behandelt. Weiters wurde auf die Diskussion um eine Überlegenheit integrativer Orientierungen eingegangen. Ein weiteres Kapitel beschäftigt sich mit der Diskussion um eine Erweiterung des sozio-edukativen Modells und mit kognitiv-situativen Ansätzen. Genauer wird auf die Selbstbestimmungstheorie sowie auf die attributionale Theorie eingegangen und Studien sowie aus deren Ergebnissen abgeleitete Schlussfolgerungen für die Unterrichtspraxis besprochen. Von den situativen Ansätzen wird die Task-Motivation näher dargestellt. Das letzte Kapitel des Theorieteils beschäftigt sich mit einem prozessorientierten Modell von Motivation. Das Modell beruht auf der Unterscheidung von Selektions- und Realisierungsmotivation und der Unterteilung des Lernprozesses in drei Stadien. Im zweiten, empirischen Teil dieser Arbeit wurden die Ergebnisse einer Befragung zu Motiven von LernerInnen in Sprachkursen der Wiener Volkshochschulen präsentiert. Für die Untersuchung wurde ein quantitatives Forschungsdesign entwickelt. Die Datenerhebung fand mittels Fragebogen in insgesamt 24 Anfängerkursen der Sprachen Englisch, Französisch, Tschechisch, Italienisch und Griechisch statt. Zentrales Erkenntnisinteresse der Studie waren die Motive der Lernenden und wie sich diese in Hinblick auf die gewählte Sprache unterscheiden. Die Ergebnisse wurden in Zusammenhang mit der zunehmenden Verwendung des Englischen als lingua franca besprochen.
The present thesis deals with motivation and motives to learn a second language. In the first part an overview of several theoretical approaches to motivation and second language learning is provided. An approach, which originates from Social Psychology and relates motivation to attitudes toward the target language, culture, and its speakers, is characterized. The socio-educative model of second language learning, which illustrates the interplay of motivation with sociocultural factors, other individual differences, language acquisition contexts and outcomes, is described in detail. Moreover, the discussion about an advantage of integrative orientations is referred to. Another chapter addresses a discussion that was aimed at expanding the socio-educational model. Cognitive-situative approaches such as the Self- Determination Theory and the Attributional Theory as well as results of studies and their implications for language learning and teaching, are discussed. Furthermore, Task-Motivation, a situative approach is characterized. The last chapter of the theoretical part deals with a process-oriented model of motivation. The model distinguishes choice motivation and executive motivation and proposes three action sequences, which are determined by various motivational influences. In the second part of this thesis the outcomes of a survey at Adult Education Centres in Vienna (Wiener Volkshochschulen) are presented. The survey took place in 24 language classes (English, French, Italian, Czech and Greek). The focus of the study is the learners’ motives and how they differ in respect to the language they learn. The findings were discussed in regard to the use of English as lingua franca.
Bichler, Brigitte (2008) Motivation und Motive zum Fremdsprachenlernen. Diplomarbeit, Universität Wien. Philologisch-Kulturwissenschaftliche Fakultät BetreuerIn: De Cillia, Rudolf
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Metacognition, Motivation and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical ProblemsMeirav Tzohar-Rozen; Bracha Kramarski (Mercy College, 2014-11-01)Mathematical problem solving is among the most valuable aspects of mathematics education. It is also the hardest for elementary school students (Verschaffel, Greer & De Corte, 2000). Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation which hamper their efforts (Kramarski, Weiss, & Kololshi-Minsker, 2010). 9–11 seems the critical stage for developing attitudes and emotional reactions towards mathematics (Artino, 2009). These metacognitive and motivational-emotional factors are fundamental components of Self-Regulated Learning (SRL), a non-innate process requiring systematic, explicit student training (Pintrich, 2000; Zimmerman, 2000). Most self-regulation studies relating to problem-solving focus on metacognition. Few explore the motivational-emotional component. This study aimed to develop, examine, and compare two SRL interventions dealing with two additional components of self-regulation: metacognitive regulation (MC) and motivational-emotional regulation (ME). It also sought to examine the significance of these components and their contribution to learners' problem-solving achievements and self-regulation. The study examined 118 fifth grade students, randomly assigned to two groups. Pre- and post-intervention, the two groups completed self-regulation questionnaires relating to metacognition, motivation, and emotion. They also solved arithmetic series problems presented in two ways (verbal form and numeric form). After intervention we also examined a novel transfer problem. The intervention consisted of 10 hours for 5 weeks. Following the intervention the groups exhibited similar improvements across all the problems. The MC group performed best in metacognitive self-regulation and the ME group performed best in certain motivational-emotional aspects of self-regulation. Research implications are discussed.
The motivational function of the social work managerMalherbe, Blanche Regina; Willemse, Ursula Berenice (2009-08-25)Motivation is critical to the effective management of social workers in an organisation. A literature study of the concept motivation and an empirical study on the motivational function of the social work manager were conducted. This exploratory/descriptive study aimed to set scientifically grounded guidelines for the implementation of motivation as management function of social work managers.
The literature indicated that motivating employees is the responsibility of social work managers. Research showed that social workers, social work managers and the organisation do benefit from motivation. The respondents indicated that motivation as a management function is important. They highlighted that intrinsic motivation and internal and external motivators influence their motivation positively. Organisational policies and a leadership style characterised by autocracy and a laissez-faire approach are demotivating.
Social work managers should apply the principles of motivation theories, motivational strategies and guidelines to maintain and sustain motivation. Conclusions and recommendations were made regarding the motivational function of the social work manager.
ŉ Leesmotiveringsprofiel van en ŉ -raamwerk vir Afrikaanssprekende adolessentelesers / Judith ElizabethVosVos, Judith Elizabeth (2014-11-06)Reading plays a significant role in society and currently there is worldwide pressure for higher literacy results. The focus of this thesis is reading motivation and how it relates to a learner's amount of reading, reading comprehension and academic achievement since these problematic constructs are attracting the interest of researchers internationally. Researchers have investigated the relationships among these constructs with a variety of results. These relationships, however, have not yet been investigated in a South African context with Afrikaans-speaking adolescent readers, and the only information available on the reading motivation of Afrikaans-speaking adolescent readers is information on their reading preferences in regard to literary texts. Hence the following three research aims were determined for this study: the compilation of a reading motivation profile of Afrikaans-speaking adolescent readers, the analysis of the relationships among Afrikaans-speaking adolescent readers' reading motivation and their amount of reading, reading comprehension and academic achievement in an Afrikaans Home Language environment, as well as the development of a reading motivation framework, particularly for use in the school and classroom environment, for these adolescent readers. The study was carried out in the post-positivistic research paradigm by means of a non-experimental quantitative research approach. Three methods of data collection were used, namely a structured questionnaire (based on the eleven reading motivation dimensions of Wigfield and Guthrie's (1997) Motivation for Reading Questionnaire, which for this purpose had been adapted for the South African context), two reading comprehension tests and obtaining the data regarding the academic achievement of the respondents. The 823 respondents that had participated in this study were the grade 9 learners (Afrikaans Home Language) of seven schools from the Dr Kenneth Kaunda district (North West Province, South Africa), selected by means of purposive sampling so that different quintiles and geographic areas were represented. Information obtained from a comprehensive literature study on relevant motivation theories, on reading motivation in practice and on the relationship among their reading motivation, amount of reading, reading comprehension and academic achievement, as well as from the results of an empirical investigation of the reading motivation of specific grade 9 learners, was used to compile a reading motivation profile of Afrikaans-speaking adolescent readers. The motivation theories on which motivation in this study was based, were the social-cognitive theory, the self-efficacy theory, the ecological system theory of human development and the expectancy-value theory, because these theories emphasise the individual's behaviour within particular social contexts and because constructs such as self-efficacy, task value and mastery, which emanate from these theories, play a cardinal role in determining suitable reading motivation strategies for specific readers. It was essential to compile a reading motivation profile of Afrikaans-speaking adolescent readers before a reading motivation framework for these adolescent readers could be compiled. The reading motivation framework recommends specific reading motivation strategies various social role-players in the school and classroom environments can implement so as to improve Afrikaans-speaking adolescent readers' reading motivation levels. The various social role-players that would influence the Afrikaans-speaking adolescent reader's reading motivation and the reading motivation strategies each of them could use, was systematised (namely the Department of Education, the school principal and management team, teachers and parents). The essence of the contribution made by this study is that a reading motivation profile of a group of Afrikaans-speaking adolescent readers (grade 9 learners) could be compiled, that clear mutual relationships among the respondents' reading motivation and their amount of reading, reading comprehension and academic achievement came to the fore from this study and that a reading motivation framework could be developed by means of which to improve the reading motivation levels of these adolescent readers.