Student Motivation: Perspectives, Improvement Strategies and Challenges


Tatius Oliver (Editor)

Series: Psychology of Emotions, Motivations and Actions
BISAC: EDU038000

Student Motivation: Perspectives, Improvement Strategies and Challenges opens with a study wherein the authors cross-validate the modified four-scale SALES (when used for the first time with gifted students) in terms of factorial validity and internal consistency reliability. The correlation between the six learning environment scales and each SALES scale was statistically significant, with task orientation being the strongest independent predictor.

Theoretical approaches to defining the content of motivation of student learning activities are discussed, and the essence of the concept and theoretical approaches to its study in psychological science is been specified.

The authors go on to investigate the key motivating factors affecting the learning of accounting by undergraduates. A research model is developed to link various motivating factors, learning efficacy, as well as academic performance.

Next, this compilation examines the effectiveness of applying a variety of teaching strategies in a general education course that involves mathematics in the United Arab Emirates, including the impact on female adults, contribution to life at home and work, and changes to perceptions of mathematics.

Lastly, this compilation studies the relationship between the students’ learning approaches in undergraduate accounting programs and the achievements they have made in their studies. A questionnaire covering learning motives and strategies was adopted from Biggs (1987) to investigate the learning approaches of accounting students.
(Imprint: Nova)

Table of Contents

Table of Contents


Chapter 1. Motivation among Gifted Middle-School Students: Assessment, Determinants and Associations with Learning Environment
(Justin A. Koren and Barry J. Fraser, Curtin University, Perth, Australia)

Chapter 2. Psychological Characteristics of Motivation of the University Students’ Learning Activities
(Eduard Balashov, PhD, Ihor Pasichnyk, PhD, and Ihor Pasichnyk, PhD, Associate Professor, Department of Psychology and Pedagogy, National University of Ostroh Academy, Ukraine, and others)

Chapter 3. Factors Motivating Accounting Undergraduates to Learn: Hong Kong Evidence
(Steve Chun Cheong Fong and Kris Mo Yin Law, School of Business, Macao Polytechnic Institute, Macau, and others)

Chapter 4. Evaluation of Activity-Based Teaching for Motivating Adult Emiratis Who Experienced Difficulties in Learning Mathematics at School
(Abeer Hasan, Emirates College of Advanced Education, Abu Dhabi, UAE, and Barry J. Fraser, Curtin University, Perth, Australia)

Chapter 5. The Learning Approach of Macau Accounting Students at the Tertiary Level
(Steve Chun Cheong Fong, School of Business, Macao Polytechnic Institute, Macau)


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