Hey!

Have you checked out selfdeterminationtheory.org? Deci and Ryan have developed a lot of instruments for measuring various aspects of motivation over a few decades of research.

For a less formal read, check out Daniel Pink's book Drive.

-brent

Hey Brent,

Thank you very much for your advice, I will check these sources. :)

@Pavel, You are going to get many information under the thread, link is attached!

https://www.researchgate.net/post/Does_someone_have_a_questionnaire_to_measure_students_motivation_for_learning_Science

Yes, Pavel, it's our thread. Belongs to all RG folks.

Sent from mobile.

@ Ljubomir, @Miranda,

Thank you guys - I will go from Miranda's question. :)

Pavel, you may see the (http://www.selfdeterminationtheory.org/) (SDT: Deci and Ryan) and you can find extremely papers about motivation there. Best wishes,

Chechk the process of kolb's learning cycle where u can relate which particular senses are active for the students to learn in much more in better manner and at the same time they will have the real knowledge by their own interests.

Consider exploring work done by literacy specialists who do research on high school and college reading and study. The Handbook of Reading Research, Vol. III contains a comprehensive review of research on college studying by Nist & Simpson. The www.reading.org website may provide additional more updated options.

The first part of the international project Chemistry is all around network was dedicated on the students'motivation. A collection of papers on that topic you can find in the link below:

http://chemistrynetwork.pixel-online.org/SMO.php

Prof. Adriana Tafrova

Sofia University

I read a great book this summer entitled "Self-theories: Their Role in Motivation, Personality, and Development," by Carol Dweck, although it's not a motivational, motivational book (doesn't have scales to measure motivation) it's great because it links motivation with perceptions of oneself, and, as I think we all know, motivation for one student does not necessarily mean the same thing for another.

Thanks for links!

Dweck's work is the most influential start point for understanding motivation.

The motivation is inextricably linked with emotion. Self-motivation is one of emotional skills in the thesis of Emotional Intelligence by Daniel Goleman. Emotional states such as passion, excitement, anxiety, compassion, cheer, happiness and other influence motivation. In the teaching-learning process the role of mentor / tutor can be decisive to increase motivation in students.

The Proctor's Model of Supervision reveals the formative function, normative and restorative or supportive of the role of mentor. The supportive function is critical to help manage the emotions of students and concomitantly self-esteem and motivation. For more details see:

- The supporting role of supervising nurse in the development of emotional skills in nursing students

https://encuentros.isciii.es/lleida2013/posteres/133.pdf

- Reassessing the concept of emotional labour in student nurse education: role of link lecturers and mentors in a time of change.

http://www.northumbria.ac.uk/static/hces_cr_word/link_lect.pdf

Pavel, the _Chronicle of Higher Education_ has an article (4/15/12) dealing with the question of whether colleges can manufacture motivation. Any book on the Adult Learner or Andragogy will talk about intrinsic motivation, or motivation from within, being more of an impetus than external (reward-centered) motivation.

Check out http://chronicle.com/article/Can-Colleges-Manufacture/131564

Dear colleagues,

Thank you all very much for your input - I will start with resources you suggested here and will move from there!

Handbook of motivation at school published at Routledge a few years ago. You will find a good starting point on most of the important theoretical frameworks.

We use motivational interviewing as well as the readiness ruler. This relates to self-motivation.

@ Sindie Castro,

Could you describe more this motivational interviewing?

I would suggest to find research on the motivation in educational settings grounded in the self-determination-theory (Deci & Ryan, 2000). There must be already tons of articles referring to the self-determination-theory. A plausible hypothesis might be that the more teachers are need-supportive in their approach; the more students personally value the assignments (a form of identified motivation), the more students search for more knowledge themselves (a form of integrated motivation), and the more students will enjoy their courses in stead of pursuing external recognition like a degree (intrinsic motivation).

Need-supportive teachers support three basic psychological needs in their students: the need for autonomy, the need for competence and the need for relatedness. The TASCQ (Teacher As a Social Context Questionnaire) has already been validated in educational settings to investigate the degree of need support of the teacher. The questionnaire exists in different forms: for both teachers and students a short and long questionnaire is available.

Although several factors (including the socio-political environment, students’ family backgrounds, and institutional cultures and structures) all influence student engagement (Zyngier 2008, 1769, Stefani, 2009, 4, Kahu 2011, 6), ‘learner-centred teachers and teaching are vital to engaging learners’ (Zepke 2011, 2). These findings align with those reported by many others that the single most important influence on student learning and engagement is the extent to which they perceive material to be ‘relevant’ (Hidi & Harackiewicz 2000, Hulleman et. al. 2008, cited by Crumpton & Gregory 2011, 44, Entwistle, et. al. 2002, 10, Nardi & Steward 2003, cited by Hockings et. al. 2008, 2, Sanacore, 2008, 40, Thomas & Jamieson-Ball 2011, 24, Yorke & Longden 2008, 20).

The most comprehensive motivational theory (including explanations of the role of motivation in the development of competence and achievement) is presented in M. E. Ford (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Sage. You may also wish to look at M. E. Ford & P. R. Smith (2007) Educational Psychologist, 4(3), 153-171.

Here are some articles on the subject but in Spanish:

http://www.monografias.com/trabajos-pdf5/factores-motivacionales-educacion/factores-motivacionales-educacion.shtml

http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/graham_weiner96.pdf

http://132.248.9.34/hevila/Actualidadesinvestigativaseneducacion/2005/vol5/no2/18.pdf

I agree with Marilla. I am reading that particular book with a few others that address the subject of motivation in academic contexts. Particular interest will be:

Motivation and Self Regulated learning- theory research and applications - Schunk and Zimmerman. Also research articles and papers by those researchers since they have written a lot on the subject. Good luck.

Selfdeterminationtheory.org

If you browse their publications they have a section for educational research, many of the citations have links to free articles. Attached is a good synopsis of the theory in education. It is required reading for our Educational Psychology Lab.

Maybe our paper related to intrinsic motivation can be useful for you...I have attached it...read and if you have any question or need please feel free to contact me..best regards :))