Motivation and study skills Essay Example

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Article 1: First-Year Study Success in Economics and Econometrics: The Role of Gender, Motivation, and Math Skills.

Student attrition is a major area of concern in higher education and it has generated a wide range of educational literature. A number of variable have been closely linked to educational factors, spanning student factors, student drop out and government policy (Arnold & Rowaan 2014). Math skills are seen as being of great importance in the studying of economic, in addition to these the GPA scores attained in preparatory education are also seen as essential predictors in success in economics in higher education. Gender is also said to have an impact on the performance of students but the evidence seems to be mixed with some reporting that male’s students are more successful when compared to their female counterparts when it comes to studying economics (Arnold & Rowaan 2014). Other report that there exist no gender differences in the studying of economist among the male and female students and that they tend to perform equally. Additionally, the gender effect in regard to economics tends to be overestimated and with time the gap seem to be reducing and this seems to be in order with the finding made by Johnson and Robson and Taengnoi (2011) since documents a decline in the gap over the years. Arnold and Straten 2012, also argues that intrinsic motivation has a strong relation with academic performance in economics and it plays an essential role in that it helps in overcoming the inadequate preparatory math education. Results from the study shows that motivational factors may be gender specific. For instance, among the economics students involved in the study, a noteworthy gender difference in relation to intrinsic motivation is noted. The female students scored positively on this factor while the male students scored negatively. The study also shows that there exists some gender gaps and that though the female economics are more motivated into studying they are also less confident in relation to their performance when compared to their male counterparts (Arnold & Rowaan 2014).

Article 2: Intellectually Stimulating Students’ Intrinsic Motivation:

The Mediating Influence of Affective Learning and Student Engagement

Ideal schools systems are ones that enhance genuine enthusiasm for learning since they lead to creativity and high quality learning (San 2015). This is supported by the argument that by ensuring that students have intrinsic motivation, instructors should use that knowledge and help them in developing deep and premeditated learning styles and discourage them on making use of surface-level studying habits Based on the finding of the study, despite the scholars acknowledgement that the achievement of optimum motivation being a central goal to instructional development process their lack adequate prescriptions of doing so. Intellectual stimulation influences the motivational orientation of students and is seen as essential parts of teacher’s behavioral repertoire and it also leads to positive outcomes in regard to the students (San 2015). Affective learning has also being said to intervene in the relationship between intrinsic motivation and intellectual stimulation. A good explanation as to why intellectual stimulation boost intrinsic motivation is based on the notion that studnmets tends to take pleasure in their school work and also in their teachers when teachers apply such behaviors. The article also supports the argument that students are more engaged when instructors are intellectually stimulating and this concept is further supported by the self determination theory (Deci & Ryan 2000). Results from the study shows that when students are more engaged in their classroom and tend to enjoy their class work they work with the aim of mastering the content as opposed to just studying so as to get a good grade. The results also offers support to previous research work that have claimed that a great number of studnmets are in favor of more challenging classes more than the less challenging ones and they tend to put greater efforts into the classes that calls for more effort and this ensure their success (San 2015).

Article 3: The human element: Self regulated learning skills and strategies through role modeling and guided mastery.

Based on the article academic failure should not be an option for any students. This is clearly depicted by the academic success of Calvin since though his academic journey was a tough one and he had stumbled and fallen at times he at last succeeded. His success is mainly attributed to the acquisition of strategies, skills and attitudes of being a self regulated learner (SLR) (Merino & Aucock 2015). His success support arguments that have been made in relation to guided mastery and SLR and this suggests and supports the fact that when students are more engaged in their leaning they are bound to achieve success thus students need to be encouraged to take up self-regulatory processes since it aids a lot in their success. A small group of students are prepared to know or know how to make use of the self regulatory processes in their own, leaving a greater percentage out. Based on the article self regulation among studnmets need to be taught by use of role modeling and also acquired through the use of guided mastery (Merino & Aucock 2015). A major challenge in the use and implementation of SRL relates to the human elements that is; the greater amount of energy, time and commitment needed for role modeling, meta-cognitive and cognitive strategies, and behavioral strategies together with the guided mastery. Since it is no possible for lectures to address the individual needs of all students, they should make use of small group tutorial led by tutors and lectures that have a wide knowledge on SRL practices and also willing to act as the role models to the students. Through this a more enabling environment will be created and conducive for development of SRL as well as to the creation of a flexible body of student’s body. This will eventually lead to notable improvement in student’s performance and overall performance of tertiary institutions in South Africa (Merino & Aucock 2015).

References

Arnold, I & Rowaan, W 2014, ‘First-Year Study Success in Economics and Econometrics: The Role of Gender, Motivation, and Math Skills’, Journal of Economic Education vol. 45, no. 1, pp. 25–35.

Merino, A & Aucock, M 2015, ‘The human element: Self regulated learning skills and strategies through role modeling and guided mastery’, South African Journal of Higher Education Vol. 29 Iss. 2, pp. 163.

San, B 2015, ‘Intellectually Stimulating Students’ Intrinsic Motivation: The Mediating Influence of Affective Learning and Student Engagement’, Communication Reports, vol. 28, no. 2, pp. 80-91.