The Effects of the ADMIRE Program on the Learning Motivation and Self-regulated Learning of University Students
Learning motivation and self-regulated learning are prominent and essential characteristics to possess in this time of change, leading to lifelong lea.
- Pub. date: January 15, 2024
- Pages: 197-205
- 260 Downloads
- 238 Views
- 0 Citations
Learning motivation and self-regulated learning are prominent and essential characteristics to possess in this time of change, leading to lifelong learners. The aim of this study was to investigate the impact of the ADMIRE program on the learning motivation and self-regulated learning behavior of undergraduate students. The research consisted of a quasi-experimental design conducted for two months. The participants were divided into two homogenous groups including the intervention group (n = 85) and the control group (n = 79). Data were collected before and after the intervention using the learning motivation scale and self-regulated learning behavior scale. Finally, data were analyzed using MANOVA. The study results revealed that the ADMIRE program made a significant impact on the learning motivation and self-regulated learning behavior. Therefore, it can be concluded that the use of the ADMIRE program can lead to greater learning motivation and self-regulated learning behavior in the intervention group compared to the control group. The ADMIRE program gives students the opportunity to participate in initiatives to reach the desired learning outcomes. Instructors can also use the ADMIRE program during the process of proactive learning in various forms.
Keywords: Learning motivation, learning opportunity, self-regulated learning behavior, undergraduate students.
References
Alam, A. (2022). Investigating sustainable education and positive psychology interventions in schools towards achievement of sustainable happiness and well-being for 21st century pedagogy and curriculum. ECS Transactions, 107(1), Article 19481. https://doi.org/10.1149/10701.19481ecst
Aldridge, J. M., & Rowntree, K. (2022). Investigating relationships between learning environment perceptions, motivation and self-regulation for female science students in Abu Dhabi, United Arab Emirates. Research in Science Education, 52, 1545–1564. https://doi.org/10.1007/s11165-021-09998-2
Boniwell, I., & Tunariu, A. D. (2019). Positive psychology: Theory, research, and applications (2nd ed.). McGraw Hill.
Cheng, E. C. K. (2011). The role of self-regulated learning in enhancing learning performance. The International Journal of Research and Review, 6(1), 1–16. https://shorturl.at/qvCN0
Chomeya, R., Phansri, G., & Piyakun, A. (2022). Students’ self-directed learning behavior: Cross cultural research (Thailand and Australia). Kasetsart Journal of Social Sciences, 43(2), 279–284. https://doi.org/10.34044/j.kjss.2022.43.2.03
DeBacker, T. K., & Nelson, R. M. (2000). Motivation to learn science: Differences related to gender, class type, and ability. The Journal of Educational Research, 93(4), 245–254. https://doi.org/10.1080/00220670009598713
Edisherashvili, N., Saks, K., Pedaste, M., & Leijen, Ä. (2022). Supporting self-regulated learning in distance learning contexts at higher education level: Systematic literature review. Frontiers in Psychology, 12, Article 792422. https://doi.org/10.3389/fpsyg.2021.792422
Hammill, J., Nguyen, T., & Henderson, F. (2022). Student engagement: The impact of positive psychology interventions on students. Active Learning in Higher Education, 23(2), 129–142. https://doi.org/10.1177/1469787420950589
Jie, Z., Roslan, S., Muhamad, M. M., Md Khambari, M. N., & Zaremohzzabieh, Z. (2022). The efficacy of positive education intervention for academic boredom and intrinsic motivation among college students: A quasi-experimental study. International Journal of Environmental Research and Public Health, 19(20), Article 13323. https://doi.org/10.3390/ijerph192013323
Lambert, L., Passmore, H.-A., & Joshanloo, M. (2019). A positive psychology intervention program in a culturally diverse university: Boosting happiness and reducing fear. Journal of Happiness Studies, 20(4), 1141–1162. https://doi.org/10.1007/s10902-018-9993-z
Ma, Y., & Guo, W. Y. (2023). Exploring the effect of learning motivation and self-regulated learning climate on undergraduates’ self-regulated learning in higher education. International Journal on Social and Education Sciences, 5(2), 354–366. https://doi.org/10.46328/ijonses.512
Maciejewski, M. L. (2020). Quasi-experimental design. Biostatistics & Epidemiology, 4(1), 38–47. https://doi.org/10.1080/24709360.2018.1477468
Mamedov, N. (2022). Student-led music curriculum: Achieving self-regulated learning through project-based and inquiry-based pedagogies. International Journal of Learning and Teaching, 8(2), 99–107. https://doi.org/10.18178/ijlt.8.2.99-107
McDevitt, T. M., Downey, J. A., Ormrod, J. E., & Garry, S. (2004). Child development: Educating and working with children and adolescents. Pearson/Merrill Prentice Hall.
Nambiar, D., Alex, J., & Pothiyil, D. I. (2022). Development and validation of academic self-regulated learning questionnaire (ASLQ). International Journal of Behavioral Sciences, 16(2), 89–95. https://www.behavsci.ir/article_156226.html
Payan-Carreira, R., Sebastião, L., Cristóvão, A. M., & Rebelo, H. (2022). How to enhance students’ self-regulation. In J. Dutton (Ed.), The psychology of self-regulation (pp. 211-232). Nova Science Publishers.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Simon & Schuster.
Sicilia, I. N., Archilla, B. T., & Caro, E. T. (2021). Why students’ self-regulation is key towards the new normality? In T. Klinger, C. Kollmitzer, & A. Pester (Eds.), 2021 IEEE Global Engineering Education Conference (EDUCON 2021). Women in engineering (pp. 1712–1716). IEEE. https://doi.org/10.1109/EDUCON46332.2021.9454097
Spaulding, C. L. (1992). Motivation in the classroom. McGraw Hill.
Taranto, D., & Buchanan, M. T. (2020). Sustaining lifelong learning: A self-regulated learning (SRL) approach. Discourse and Communication for Sustainable Education, 11(1), 5–15. https://doi.org/10.2478/dcse-2020-0002
Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, Article 101976. https://doi.org/10.1016/j.cedpsych.2021.101976
Tur, G., Castañeda, L., Torres-Kompen, R., & Carpenter, J. P. (2022). A literature review on self-regulated learning and personal learning environments: Features of a close relationship. Interactive Learning Environments, 1–20. https://doi.org/10.1080/10494820.2022.2121726
van der Graaf, J., Lim, L., Fan, Y., Kilgour, J., Moore, J., Gašević, D., Bannert, M., & Molenaar, I. (2022). The dynamics between self-regulated learning and learning outcomes: An exploratory approach and implications. Metacognition and Learning, 17, 745–771. https://doi.org/10.1007/s11409-022-09308-9
Vanichvasin, P. (2021). Effects of visual communication on memory enhancement of Thai undergraduate students, Kasetsart university. Higher Education Studies, 11(1), 34–41. https://doi.org/10.5539/hes.v11n1p34
Warren, L. L. (2017). Positive psychology in helping students to be more motivated in the class. Journal of Modern Education Review, 7(2), 85–90. https://bit.ly/3R8NyPF
Yen, T. H. P., Nhung, T. P. N., & Thu, T. H. (2023). The effect of using project-based learning on improving self-regulated language learning among English-majored students at Ba Ria-Vung Tau University, Vietnam. International Journal of Current Science Research and Review, 6(4), 2632–2637. https://doi.org/10.47191/ijcsrr/V6-i4-42
Zarouk, M., Olivera, E., Peres, P., & Khaldi, M. (2020). The impact of flipped project-based learning on self-regulation in higher education. International Journal of Emerging Technologies in Learning, 15(17), 127–147. https://doi.org/10.3991/ijet.v15i17.14135
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135–147. https://doi.org/10.1080/00461520.2013.794676