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This study determined the influence of attitude towards computer use and motivation in learning physical education among junior high school students. Stratified random sampling was used in choosing the schools and simple random sampling in choosing respondents from secondary schools of Lupon West District. Validated and reliability tested survey questionnaires were used to gather data. Mean, standard deviation, Pearson Product Moment Correlation, and linear regression were among the statistical tools used. The results revealed that students had a high level of attitude towards computer use and motivation in learning physical education. Likewise, there was a significant relationship between attitude towards computer use and motivation in learning physical education among junior high school students. Moreover, perceived usefulness and behavioral intention of attitude towards computer significantly influence motivation in learning physical education. However, the other indicators of attitude towards computer use namely affective component and perceived control were not predictors of students motivation in learning physical education. Based on the findings, proposed development plan was made. [ABSTRACT FROM AUTHOR]

Since COVID-19 pandemic started, schools had to face environmental changes, one was shifting from a face-to-face educational approach to online learning. It represented an unfavourable learning environment, especially for children with Specific Learning Disabilities (SpLD). Following the Self Determination Theory (SDT) framework, the current study investigated the differences in cognitive, emotional, and motivational domains between students with SpLD and undiagnosed peers, and the relations between executive functioning, emotional distress, and academic motivation. Participants included 97 Italian students, 47 with SpLD (average age of 10.9 years, SD = 1.35), and 50 undiagnosed peers (average age of 10.7 years, SD = 1.58) attending OL lectures during COVID-19. Results displayed lower executive functions (EFs), higher levels of emotional distress in students with SpLD. Furthermore, students with SpLD showed lower levels of identified and intrinsic motivation but higher levels of introjected motivation. [ABSTRACT FROM AUTHOR]

Strengths-based education focuses on identifying and nurturing students' inherent talents and abilities, leading to increased engagement, motivation, and academic success by building on what they naturally do well. [ABSTRACT FROM AUTHOR]

Animated videos have been used in education for many years, and their efficacy in enhancing student motivation, engagement, and performance has been evaluated and reported in many studies. The aim of this study is twofold. First, after examining seventy-seven research articles, this study will attempt to provide an updated comprehensive literature review on the topic for the last decade. The articles were obtained from Google Scholar and Scopus following a certain methodology (search keywords, inclusion and exclusion criteria). The articles were examined for aspects such as the educational fields in which animated videos have been utilized over the last ten years, the researchers' countries, the types of animated videos, the software tools used to create the educational animations, the research methods employed, and the aims and findings of the studies. The second part of this paper will present animated videos produced by teachers together with their experiences from the development process and classroom use. This study concentrates on the software tools the educators chose to use and their perceptions about developing their own animations. Findings indicate that when animated videos are produced by teachers, their creativity is boosted, and their communication skills are enhanced. [ABSTRACT FROM AUTHOR]

Across two studies we investigated the impact of instructor enthusiasm on student attentional engagement during an online undergraduate lecture, as well as their memory for lecture content and their motivation to watch additional lecture videos on the same topic (Study 2 only). In both studies participants were randomly assigned to watch a 22-min lecture, delivered with either high or low vocal enthusiasm by the instructor. Subjective ratings of instructor enthusiasm/energy confirmed that in both studies the manipulation of instructor enthusiasm was effective. More importantly, in both studies we found that students in the high enthusiasm condition were consistently more engaged over the course of the lecture compared to those in the low enthusiasm condition, and that overall, reports of engagement increased together with ratings of instructor enthusiasm. However, we found no evidence that instructor enthusiasm influenced quiz performance in either study. Nevertheless, Study 2 showed that those in the high enthusiasm condition were more motivated to watch the next lecture than those in the low enthusiasm condition. These findings make an important contribution to the study of online learning and indicate that instructor enthusiasm may be a viable strategy to increase student engagement and motivation in online courses. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to analyze importance of artificial intelligence (AI) in education and its emphasis on assessment and adversity quotient (AQ). Design/methodology/approach: The study utilizes a systematic literature review of over 141 journal papers and psychometric tests to evaluate AQ. Thematic analysis of quantitative and qualitative studies explores domains of AI in education. Findings: Results suggest that assessing the AQ of students with the help of AI techniques is necessary. Education is a vital tool to develop and improve natural intelligence, and this survey presents the discourse use of AI techniques and behavioral strategies in the education sector of the recent era. The study proposes a conceptual framework of AQ with the help of assessment style for higher education undergraduates. Originality/value: Research on AQ evaluation in the Indian context is still emerging, presenting a potential avenue for future research. Investigating the relationship between AQ and academic performance among Indian students is a crucial area of research. This can provide insights into the role of AQ in academic motivation, persistence and success in different academic disciplines and levels of education. AQ evaluation offers valuable insights into how individuals deal with and overcome challenges. The findings of this study have implications for higher education institutions to prepare for future challenges and better equip students with necessary skills for success. The papers reviewed related to AI for education opens research opportunities in the field of psychometrics, educational assessment and the evaluation of AQ. [ABSTRACT FROM AUTHOR]

Background. The study examines the role of control and autonomy support as two of the most important factors in parenting. A scientific analysis of the consequences of parental control and support for autonomy is necessary both to deepen theoretical understanding of the role of autonomy in relations between parents and children and to develop sound practical recommendations. Objective. The goal is to analyse the direct and indirect (through academic motivation) links of autonomy support and parental control in childhood with the academic achievements of students. Study Participants. Russian university students (N = 281, MA = 19.8, SD = 2.01, 78% female). Methods. Parenting style in childhood (P-PASS), academic motivation, including scales of intrinsic motivation, extrinsic motivation and amotivation, and average academic performance were assessed. Results. The main hypothesis about the positive association between parental autonomy support in childhood and the academic achievements of students, mediated by intrinsic academic motivation, was confirmed. It has been shown that the controlling style is a predictor of external motivation and amotivation, which in turn are negatively related to intrinsic motivation. Conclusion. Results of the study indicate the important role of parental practices, differentiated within self-determination theory for the students’ (de) motivation and academic performance. In particular, the importance of autonomy support and the negative contribution of parental control are shown at much later stages of socialization, the stage of emerging adulthood.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A series of global events and parallel advances in theorizing about human development have revealed a need to broaden what are considered "relevant" features of young people's social and educational contexts. These realities reveal the need to investigate how broader sociopolitical contexts affect identity-related processes and educational experiences of marginalized youth. Four studies evaluate whether racially minoritized students' sense of belonging and motivation are affected by threatening sociopolitical contexts. Across one qualitative study and three experiments (N = 734), sociopolitical threats decreased students' sense of belonging and motivation, which was attenuated by reinforcing an emphasis on students' own future goals. The findings extend research on the experiences of racially minoritized students and have important implications for understanding how contextual forces shape psychological processes. [ABSTRACT FROM AUTHOR]

This paper explores the impact of Virtual Reality (VR) on teacher training and elementary education, highlighting the improvement in teachers' understanding and skills as well as students' learning motivation. The paper contributes to the understanding of the benefits and potential applications of VR in educational settings, particularly focusing on teaching and elementary school learning. A literature review was conducted to identify previous findings and research gaps related to the implementation of VR. The study was conducted through observations, surveys, and interviews. The collected data were analyzed qualitatively and quantitatively, and the results were used to develop recommendations regarding VR content design, implementation strategies, and supporting policies. Despite challenges such as cost, accessibility, teacher capacity development, and data security, addressing these challenges could enable VR to become a revolutionary learning tool that can improve the quality of education in Indonesia. With the right approach, including relevant content development and further research, VR can become an effective and engaging learning tool in sports education, taking the learning experience to a more interactive and innovative dimension. [ABSTRACT FROM AUTHOR]

Extended reality, which encompasses virtual, augmented, and mixed reality, emerges as an important didactic resource, offering great potential to bring heritage closer to the educational environment. Heritage education is a challenge for today's society, contributing to cultural and social development. Therefore, the aim of this systematic review is to analyze documents related to heritage in education through extended reality. The search was conducted using Scopus and Web of Sciences databases, allowing for an international search. We excluded any document that was not a scientific article published in a journal. A total of 52 documents were analyzed, all of which were open-access articles. Preliminary results indicate that virtual reality and augmented reality are utilized in education to work with architectural, historical, archaeological, and musical heritage. Extended reality has been applied in all the stages of the education system, and in formal and non-formal settings, thereby demonstrating its versatility. These experiences increase motivation and academic performance in comparison to less innovative methodologies, which is in line with other studies on this topic. In conclusion, extended reality has the potential to make a significant impact on education, particularly when combined with heritage. The creation of multidisciplinary groups will enhance research in the near future. [ABSTRACT FROM AUTHOR]

Objective: One of the significant aspects of education is the teaching and learning process. In other words, all educational activities aim to create a suitable environment for the realization of this process. The goal of this study is to design a model of teaching-learning culture in schools. Methodology: From an objective standpoint, this research falls within the category of applied studies. It also follows a qualitative approach and utilizes ethnography as its methodology. The study population includes educational science professors, all administrators, and teachers in the city of Noor. For gathering information on theoretical foundations and literature, a review of books, journals, theses, and other documents available in specialized libraries was conducted. The research tools used were interviews and non-participant observation. Findings: The findings indicate that assessment in Noor's schools is of two types: continuous and final. In most of the public schools, teaching methods are traditional and teacher-centered, whereas in schools for gifted students, they are student-centered, with the teacher playing a supervisory role. The teaching and learning culture in these schools is considered weak. Loss of motivation is one of the influential factors in reducing the effectiveness of the teaching and learning process in Noor. Due to financial issues and resource limitations in schools, facilities are also inadequate. Conclusion: Overall, it can be inferred that current education is not aimed at lasting and standard learning but rather merely at achieving grades. [ABSTRACT FROM AUTHOR]

The growing interest in applying gamified designs in higher education is challenged by mixed results in terms of student acceptance. Different players are attracted to games for different reasons and game design elements, and a better understanding of how each learner will connect to different game mechanics provides valuable input for game design and evaluation. In this paper, we present and validate a scale to measure the affinity of each player with different game elements. First, a theoretical review was carried out on three profile classifications and six motivational theoretical models, proposing a taxonomy for twelve player profiles based on three axes: relational, competence and motivational. Then, a pilot test was carried out with 54 subjects, analysing content and comprehension validity through the judgment of six experts and construct validity through an exploratory factorial analysis. Subsequently, with a sample of 1010 subjects, a confirmatory factor analysis was performed. The scale was made up of 30 items, with a Cronbach's alpha of 0.822; three main components were obtained: dominators, interactors and trackers. The results show the validity of the scale, with high levels of confidence. It provides an understanding of the player's profile in a playful context, their motivational orientation and their affinity with the specific game design. This can be used to improve the design of gamified experiences in higher education. [ABSTRACT FROM AUTHOR]

This study synthesizes theories of achievement motivation to better understand the development of academic task values in high school students and their relation to college major selection. We utilize longitudinal structural equation modeling to understand how grades relate to task values, how task values across domains relate to one another over time, and how the system of task values relates to college major choice. In our sample of 1,279 high students from Michigan, we find evidence that task value for math negatively relates to task value for English and vice versa. We also find that task value for math and physical science positively relates to the math-intensiveness of selected college majors, whereas English and biology task value negatively relates to math-intensiveness of majors. Gender differences in college major selection are mediated by differences in task values. Our findings have implications for theories of achievement motivation and motivational interventions. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

This research explores the concept of flipped learning and its implications for contemporary pedagogical science. Various models and approaches to flipped learning are examined, highlighting its potential benefits and challenges. Through an analysis of current research and practical examples, it is demonstrated how flipped learning can enhance student engagement, promote active learning, and facilitate deeper understanding of course material. The aim of this research is to substantiate the effectiveness of employing the “flipped learning” methodology in the preparation of future educators. Additionally, the changing roles for both educators and students in the flipped classroom environment are discussed, underscoring the importance of collaboration and student autonomy. It is concluded that the use of flipped learning technology, under methodologically sound application, will contribute to the development of digital competence among educators and the enhancement of students’ scientific skills, motivation, and academic success. [ABSTRACT FROM AUTHOR]

This study aims to investigate the influence of certification, competence, education, discipline, and work motivation on the performance of kindergarten heads. This research is included in survey-type research and is quantitative. The collected data were analyzed quantitatively. The analysis method used in this research is the Structural Equation Model (SEM) using the SmartPLS 4.0 application. The results obtained in the validity test state the loading factor value = 0.7 and the AVE value = 5 so that it can be declared valid, in the composite reliable test and Cronbach alpha = 0.7 so that it can be declared reliable. The results showed that the certification variable (X1) had a positive and significant influence on the discipline variable (Z1). The certification variable (X1) has a positive and significant influence on the work motivation variable (Z2). The certification variable (X1) has a positive and significant influence on the performance variable (Y). The competency variable (X2) has a positive and significant effect on the discipline variable (Z1). The competency variable (X2) has a positive and significant influence on the work motivation variable (Z2). The competency variable (X2) has a positive and significant effect on the performance variable (Y). The education variable (X3) has a positive and significant effect on the discipline variable (Z1). The education variable (X3) has a positive and significant influence on the work motivation variable (Z2). The education variable (X3) has a positive and significant influence on the performance variable (Y). The discipline variable (Z1) has a positive and significant effect on the performance variable (Y). The work motivation variable (Z2) positively and significantly affects the performance variable (Y). [ABSTRACT FROM AUTHOR]

Background: The knowledge of sex and gender differences in disease are crucial for nursing students. Methods: This quasi-experimental study assesses nursing students' motivation, awareness, and knowledge related to women's health before and after a pathology course for first-year nursing students, using a pre–posttest design (pretest: n = 312, posttest: n = 156). Results: More than 90% of students were motivated to learn about sex and gender differences in pathology. Awareness increased significantly for the following topics: cardiovascular disease (CVD), osteoporosis, and breast cancer (BC). The knowledge level was low for CVD and high for BC, where the knowledge level increased significantly for BC. Having another first language predicted CVD (B −2.123, 95% CI −3.21 to −1.03) and osteoporosis (B −0.684, 95% CI −0.98 to −0.39) knowledge negatively, while age group (≥21 years) predicted menstruation (B 0.179, 95% CI 0.03 to 0.33) and BC (B 0.591, 95% CI 0.19 to 1.00) knowledge positively, in the total sample (pre- and postdata, n = 468). Conclusion: There is a lack of pathology knowledge among nursing students, especially related to CVD and symptoms of heart attacks in women. To ensure equality in health for women, these perspectives should be systematically integrated into the nursing students' curriculum in the future. [ABSTRACT FROM AUTHOR]

Technology has always represented the key to human progress. It is believed that the use of supportive technological mediators can facilitate teaching/learning processes and enable everyone to learn how to critically manage technology without being its slave or passive user while contributing to the collective well-being. Educational robotics is a new frontier for learning that can offer numerous benefits to students. The use of robots can offer the possibility of creating inclusive educational settings in which all students, regardless of their abilities or disabilities, can participate meaningfully. The article proposes an analysis of the evidence obtained from a systematic literature review with reference to general educational robotics and social robotics for emotion recognition. Finally, as a practical implementation of an educational robotic intervention on emotion recognition, the "Emorobot Project" as part of the EU-funded "Ecosystem of Innovation—Technopole of Rome" Project in NextGenerationEU will be presented. The project's aim is to foster the development of social skills in children with autism spectrum disorders through the creation of an open-source social robot that can recognize emotions. The project is intended to provide teachers with a supportive tool that allows them to design individual activities and later extend the activity to classmates. An educational robot can be used as a social mediator, a playmate during the learning phase that can help students develop social skills, build peer connection, reduce social isolation—one of the main difficulties of this disorder—and foster motivation and the acquisition of interpersonal skills through interaction and imitation. This can help ensure that all students have access to quality education and that no one is left behind. [ABSTRACT FROM AUTHOR]

The subject matter of the research was to determine whether Serbian teachers encouraged the development of social competences in their students adequately and sufficiently as regards social outcomes. The hypotheses postulated were the following: ethics, empathy and loyalty are expected to be desirable character traits of importance in the development of students' social competences; teachers are expected to develop prosocial behaviour and communication skills among their students; teachers are expected to initiate and stimulate team work with the purpose of developing prosocial behaviour among their students; teachers are expected to initiate discussions and debates with the purpose of developing their students' communication skills; teachers are expected to be exemplary models in developing altruism and empathy among their students. The sample was comprised of 555 primary and secondary school teachers in Serbia. The results showed that: Ethics, empathy and loyalty are seen to be desirable character traits of importance in the development of students' social competences. Moreover, the findings proved that teachers were expected to develop prosocial behaviour and communication skills among their students, as well as to initiate and stimulate team work with the purpose of developing prosocial behaviour among their students. [ABSTRACT FROM AUTHOR]

This article examines what constitutes bilingualism in school. What is education for these students. What difficulties do bilingual students face in mathematics and information technology and whether teachers succeed in motivating them. Whether education is important to them and to what extent. Is attention paid to teaching bilingual students? The role of mathematics and information technology (IT) education for the integration of students in a bilingual environment? [ABSTRACT FROM AUTHOR]

The relevance of the study is due to the contradiction between the objective need for developing the academic motivation of Master students by means of research-oriented education and the insufficient development of the corresponding didactic conditions. The purpose of this paper is to identify the research-based learning potential in the development of Master students academic motivation and reasoning the didactic conditions promoting its effective implementation. In order to achieve it, the following tasks were solved: to reveal the essence of academic motivation and its features among Master’s students studying “Pedagogical science”; to promote theoretically and experimentally the didactic conditions for the effective implementation of the motivational potential of research-oriented learning. To identify the features of academic motivation, the methodology “Scale of Academic Motivation” was used.Research results: the essence of academic motivation as a set of motives that are the reason for the conscious inclusion of a student in educational activities is revealed; the features of the academic motivation of Master students studying Pedagogical science were revealed (the conscious choice of the program of training by the vast majority of students; different students’ background – previous education, work experience, age, that determines the polymotivation of educational activity with the dominance of internal motivation). It is shown that the motivational potential of researchoriented teaching of students is associated with its main characteristics: the purpose, content, nature of studying and research activities, features of results evaluation. Didactic conditions were experimentally promoted that enhance the motivational potential of research-oriented learning (taking into account the characteristics and levels of development of the corresponding types of students’ motivation; creating real opportunities for free choice of research topics for Master students; using work in pairs as a form of organizing educational and research activities; using a complex of stimulating methods for evaluating the study results). Perspective paths for study of the students’ academic motivation are indicated.

The article emphasizes the crucial psychological factors involved in the integration of blended learning within contemporary education. Blended learning amalgamates conventional and online teaching approaches, emerging as a progressively pertinent trend in the current educational landscape. The article underscores the significance of grasping the motivational factors impacting students in blended learning. It underscores that effective motivation can enhance learning outcomes and promote greater student engagement in the learning process. Adopting a systems approach enables us to view learning as an interrelated system, fostering a more profound comprehension of how its components interact. The authors demonstrate that studying the psychological aspects of blended learning is an important component of modern educational reform. Understanding the motivation and psychological characteristics of students allows for more effective implementation and support of blended learning, ensuring the quality and effectiveness of education. Their research provides an opportunity to develop effective approaches to teaching and improving student performance in blended education, which, in turn, contributes to improving the quality of education and the development of modern society. [ABSTRACT FROM AUTHOR]

In many fields, AI chatbots continue to be popular with new tools and attract the attention of universities, K12 schools, educational organizations, and researchers. The aim of this research is to review the research on AI chatbots by restricting it to the category of education and to examine this research from a methodological point of view. Therefore, we performed a systematic literature review with a sample of 37 SSCI articles published in the educational context. Within the scope of the selected studies, the advantages and disadvantages of AI chatbots in education for students and educators, as well as the types of chatbots used, year, keywords, and method were analyzed. According to the research results, increased motivation to learn and language skill development are advantages for students, while cost-effectiveness and reduced workload are advantages for educators. Limited interaction, misleading answers for learners, originality, and plagiarism are the most common disadvantages for educators. The study also includes research results and recommendations related to the methodological review. [ABSTRACT FROM AUTHOR]

With its immersive, interactive, and creative capabilities, virtual reality (VR) has been widely used in educational settings to provide students with challenging real-world experiences. As a result, interest in its effectiveness has grown. The goal of this meta-analysis is to examine how VR technology affects students' motivation to study. A comprehensive analysis of the literature up to December 2022 revealed 15 randomized controlled trials or quasi-experimental studies. These studies were also coded to examine the moderating effects of their features, such as types of learner engagement, learner stages, learning domains, types of VR technology, and the moderating effect of knowledge types. The results indicate a large effect of VR on student engagement in learning (g=0.85). Furthermore, the findings of the moderator analysis demonstrate that VR has a more significant impact on cognitive engagement, higher education learners, immersive VR experiences, the field of art education, and procedural knowledge learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The architecture, in constant creative evolution, adapts to the changing needs of society by integrating biophilia into architectural education, thus providing an innovative framework conducive to the creativity of future architects. The article explores how second and third-year architecture students explore the concept of biophilia integrated into the second-semester curriculum of their architectural design studies. Conducted at the department, University of Sétif 1, Algeria during the academic year 2022-2023, the study combines quantitative and qualitative approaches, comparing data before and after the integration of biophilia through surveys of 287 students. Data collection began with a survey assessing students' familiarity with biophilia, followed by six questions about their expectations and perceptions before this integration, measured on a Likert scale. Additionally, the study analyzed and evaluated 53 student projects using Kellert and Calabrese's criteria from "The Practice of Biophilic Design." The study spanned a period of 13 weeks and aimed to understand the influence of biophilia education on students' perception of creativity and the quality of their architectural projects. The results highlight a growing awareness of the positive impact of integrating biophilia in architecture reinforcing students' motivation to explore innovative solutions in the design of their projects. [ABSTRACT FROM AUTHOR]

The evolution of university higher education has led to the incorporation of innovative learning modalities such as "blended learning", a combination of face-to-face and online teaching. An emerging element in this context is gamification, which applies elements of game design in education to improve student motivation and performance. This research analyzes the effectiveness of gamification in b-learning in university higher education and the contexts of application in the literature. A qualitative methodology was used, including descriptive and conceptual analyses based on the critical interpretation of literature documents, following the guidelines of the PRISMA statement. The findings show that gamification can increase student participation, engagement, and interest in learning. Elements of game design, such as narrative, feedback, competition, and reward, were identified that can be applied in education. In summary, the systematic review demonstrates that gamification can be an effective strategy for improving student motivation and performance in b-learning in university higher education. However, it is important to carefully design gamification to avoid negative effects. [ABSTRACT FROM AUTHOR]

Several studies found that students from broken families were challenged by different problems contributing to poor academic performance. Yet, even with these problems, these students from broken families managed to gain positive experiences and persevered despite their traumatic family background. With this in mind, the researchers were motivated to conduct this narrative inquiry to explore the different narrative life stories of perseverance in the education of licensed professional teachers from broken families. The five participants from Pagadian City, Zamboanga del Sur, Philippines were interviewed about the circumstances and consequences that led to their family's situation, and their motivations to persevere and continue with their life goals. Using the narrative-thematic analysis, this study revealed that the participants' families were once happy. Nonetheless, they fell apart due to the following circumstances: parents' infidelity, social influence, and parents' frustration towards their children's sexuality. Moreover, having a broken family led to a lack of financial and emotional support in pursuing their education. Some even lost their interest in continuing their studies. However, even with the consequences of having a broken family that they experienced, they managed to persevere in finishing their education by doing part-time jobs and finding scholarships. Furthermore, poverty, their family, and the opportunities they had to continue their studies motivated them to persevere in their goal to finish their education. They become resilient individuals by sustaining and finding ways to support their school finances. Through the highlighted results, the researchers recommended a more welcoming environment (school, community, church, and government) and opportunities for children from broken families. [ABSTRACT FROM AUTHOR]

Education is the learning of knowledge, skills, and habits of a group of people passed down from one generation to the next through teaching, research, and training, therefore an education must require a forum to achieve these goals. One example of a place to develop student education is a school, in a school there is a person who acts as a teacher or educator whose job is to develop the potential of students so that they can become an intelligent person. The purpose of this research is to find out a more in-depth discussion about the role of educational games in increasing student motivation and involvement in the learning process. This research was conducted to understand the role of the game given by an educator to students, whether the game in learning motivates students or not. The method used in this study uses a quantitative method that aims to examine the role of educational games through statistical techniques by collecting research variables using google form media and then imported and processed into the SPSS application and tested using the One Way Anova method. Based on the data obtained, it shows that the role of educational games in increasing student motivation and involvement is very influential, which is a good learning strategy that can have an effect in the teaching and learning process so that the role of the game can foster enthusiasm or motivation and student involvement in learning so that students become excited about learning and are not easily bored. The conclusion in this study explains that applying educational games as a learning medium is very important in the world of education, where the use of educational games in increasing student motivation and involvement can help increase student knowledge. So it can be concluded that games in education are very useful for students in the teaching and learning process to eliminate boredom and to motivate students in learning. [ABSTRACT FROM AUTHOR]

The post-2001 generation in Afghanistan experienced less violence and less trauma than generations during the civil war. Most of them, with the help of the international community, were provided the chance to go to school. For today's generation, access to higher education, the chance to study abroad, freedom of speech, freedom of work, and freedom of lifestyle have provided the ground for progress and development. The presence of the young post-2001 generation in various fields, from mass media to governmental entities, was a sign of progress and transformation from a conservative society to an educated and liberated society. With the sudden fall of the government, all the plans, activities, aspirations, and, most importantly, the educational opportunities of today's generation vanished. The closure of the gates of the universities not only cut off the opportunities for progress and development for the youth but also created trauma and anxiety for the youth. In this research, an attempt has been made to analyze and examine the reactions of university students to the changes and the new rules and regulations. A descriptive survey method has been used, and a total of 105 participants-49 boys and 56 girls from different departments of 5 universities have participated. Due to security conditions, purposive sampling has been used to select participants in this study. The findings showed that most of the students/participants are uncertain about the future, and they think about immigration and leaving the country. The result also showed that most female students are worried about strict rules and being excluded from work and social activities. [ABSTRACT FROM AUTHOR]

This study aimed to assess the impact of gamified educational resources on students' motivation to learn the Python programming language. The study utilized the CheckiO gaming platform to diagnose the needs and motivations of students in developing knowledge, skills, and abilities related to the use of gamified educational resources. A total of 83 students from a university in Kazakhstan participated in the study, with 45 students in the experimental group and 38 students in the control group. The results showed a significant difference between the initial and final levels of motivation for certain indicators in the experimental group, whereas no such difference was observed in the control group. Specifically, the number of students with a low level of motivation decreased, while the number of students with a high level of motivation increased in the experimental group. The evaluation of student performance in the learning process was based on the completion of tasks, where an incorrect execution resulted in the report value not being displayed and an inability to progress to the next stage. Our study suggests that the incorporation of gamified educational resources has a significant impact on students' motivation to learn, which can lead to improved academic performance and higher levels of engagement in the learning process. [ABSTRACT FROM AUTHOR]

This research aims to examine: (1) the implementation of school-based management at SD Inpres Kema II, (2) the role of the principal in implementing school-based management at SD Inpres Kema II, (3) the role of the community as a stakeholders in the implementation of school-based management at SD Inpres Kema II. SD Inpres Kema II, (4) Obstacles encountered in implementing school-based management at SD Inpres Kema II, (5) How to overcome obstacles in implementing school-based management at SD INpres Kema II. This study used a qualitative approach with case study design. The data collection techniques used were: (1) Observation, (2) In-depth Interviews, and (3) Documentation Study. From the results of data analysis, the following findings were obtained: (1) SD Inpres Kema II is ready to implement School-Based Management by forming a school committee, (2) The Principal has a very important role in implementing School Based Management, (3) Attitude of Stakeholders in the implementation of School-Based Management at SD Inpres Kema II is positive, (4) Obstacles in the form of differences of opinion, not involving themselves in every school work program are still inherent in a small portion of the school community, (5) Two-way communication between leaders and subordinates is needed in Overcoming obstacles that occur can take the form of motivation and training. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the predictive power of academic motivation of primary school teacher candidates on their self-efficacy in the first reading and writing teaching. To this end, the study was designed as correlational survey model. The universe of the study consisted of public university students at Grades 2, 3 and 4 of the department of primary school education in 2021-2022 spring semester and the participants were selected randomly for this study. As data collection tool, “Academic Motivation Scale” was used in order to determine the motivational level of candidate primary school teachers, whereas “Self-Efficacy Scale for the First Reading and Writing Teaching” was used to evaluate the self-efficacy of the primary school teacher candidates in the first reading and writing teaching. Designed on “Google Forms”, these two scales were administered to teacher candidates in one online session. For the data collection procedure, two weeks were allowed for data collection. At the end of this duration, the data was analyzed. As for data analysis, descriptive statistical analysis and simple linear regression analysis were used in the study. As a result of the study, it was seen that both academic motivation level and self-efficacy level of the teacher candidates on the first reading and writing teaching were at high level. Additionally, it was realized that there was a significant relationship between academic motivation and self-efficacy in the first reading and writing teaching, and also it was stated that academic motivation significantly predicted the level of self-efficacy in the first reading and writing teaching. Besides, academic motivation accounted for 22% of the changes in the self-efficacy scores in the first reading and writing teaching.

The aim of this research was to test whether students’ school level (primary school or secondary school level) has a significantly moderating impact on relationships between students’ perception of teachers’ motivating styles (autonomy, structure and involvement support) and students’ academic motivation (intrinsic, extrinsic, introjected motivation and amotivation) in the context of science-mathematics and socio-linguistics subjects. The sample was comprised of 494 students (females = 57.9%) divided into two school levels: 1) students in the final grades of primary school (53.8%); and 2) students in the first two grades of secondary school (46.2%). The results of the moderation analyses indicated that school level did not have a significant moderate influence on the tested relations in the context of socio-linguistic subjects, while it did in the context of science-mathematics subjects. The results of the simple slope tests indicated that the perceived structure support had a positive effect on the realization of intrinsic motivation, especially in the younger respondents, and that both perceived autonomy support and structure support displayed a negative association with amotivation in both age groups of students in the context of the science-mathematics subjects, but that these effects were stronger in the younger respondents. The results offer new insights into how teachers’ motivational styles may influence different aspects of students’ motivation to learn science-mathematics and socio-linguistics subjects in students at different school levels.

This study aims to analyze the relationship and influence of academic motivation and perceived creativity fostering teacher behavior (P-CFTB) on student engagement in Statistics online learning courses in Indonesia. The research used a cross-sectional design study with a quantitative approach. Three standardized scales (academic motivation scale, perceived creativity fostering teacher index, and university student engagement inventory) were filled out by 533 psychology undergraduates who participated. All data were analyzed statistically by descriptive, correlational, and multiple linear regression tests. The results show that academic motivation and student engagement, P-CFTB and student engagement were related moderately and positively (r = 0.582, r = 0.593; p < .001, respectively). Furthermore, academic motivation and P-CFTB simultaneously affected students’ learning engagement by 48%. The result shows that when students’ academic motivation is combined with creativity fostering teacher behavior, student engagement in online learning increases.

Online peer support programs could address mental wellbeing concerns reported by Black students. The current evaluation explored Black university students' motivations, experiences, and perceived impacts of an online mental wellbeing peer support group (Black Students Talk [BST]) in England and Wales. We conducted two focus groups with Black Students Talk attendees and one with facilitators. Data were analyzed using inductive thematic analysis. Three main themes and eight sub-themes where identified related to (i) Motivation: Impact of racism on mental wellbeing; (ii) Experience: The Black Students Talk experience; and (iii) Impact: Mental wellbeing outcomes. Benefits of Black Students Talk for Black students included advice, rest, validation, and support in the context of their race and experiences of racism. Facilitators had a unique sub-theme concerning their training and support. While racism exists at universities, online peer support can offer valuable benefits for Black students' mental wellbeing, social connectedness, and Black-only networks. Programs need to be co-created and delivered by trained Black students who receive reflective practice with a Black practitioner. Further independent evaluations using insights from survey and interview data are needed. Plain Language Summary: Exploring Black Students Talk, a Mental Health Peer Support Intervention for Black University Students Researchers studied an online peer support group called Black Students Talk (BST) in England and Wales to see how it helped Black university students with their mental wellbeing. They talked to people who attended or helped run Black Students Talk and asked them why they joined, their opinions about the program, and what they gained from being part of the group. The researchers examined the information using a method called thematic analysis, which helps find important patterns and themes. The study found that racism negatively impacts on the mental health of Black students but Black Students Talk can be a helpful space for Black students to get advice, rest, validation, and support each other. The people who helped run Black Students Talk spoke highly of the much-needed training and support from Black professionals they received. Overall, despite one of the researchers also being one of the program designers, the study showed that online support groups like Black Students Talk can help Black students with their mental well-being and build social connections. To improve the study, the researchers would like to continue evaluating peer support for Black students using surveys and interviews. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Successfully integrating elite sports with education requires motivation to commit oneself to both domains. This study examines the development of and gender differences in adolescent athletes' task values for school and sports across the upper secondary school years. A total of 391 adolescents (aged 15–16 at the beginning of the study) were followed four times during sports upper secondary school. The participating student athletes were recruited from six sports upper secondary schools in Finland, which offer equal competitive sport opportunities for both genders. The results showed that school- and sports- task values are strongly related to each other. Males valued school less than females at the beginning of upper secondary school, and this gender difference remained, and also strengthened across years. No gender differences in sports-related task values were found. The findings indicate that females may be more committed to integrating elite sports and education than males due to their higher valuing of school. [ABSTRACT FROM AUTHOR]

Online learning in higher education requires the effective promotion of autonomous learning, active commitment, and the development of digital competencies. The current article researches the relationships among these variables through a systematic review of the literature on the links among motivation, self-regulated learning, and digital competency. Following a search for articles on Web of Science and Scopus, a qualitative analysis with a thematic focus was completed. Seminal theoretical perspectives in common were observed, but few experiences addressed these dimensions in an integrated manner. The results show initial development of research on the topic in teaching contexts using educational platforms, with a recognition of the bilateral relationships between constructs, and relevant repercussions in academic performance and the willingness to learn. [ABSTRACT FROM AUTHOR]

Several advances in technology have touched the educational sector, where improvements and enhancements are always a surge for innovative learning. Augmented Reality (AR) is considered an efficient and promising technology capable of enhancing the educational sector. AR is a visualization technology that allows human interaction by providing users with a perception of reality using virtual information. In other words, AR adds to the existing real-world environment some extra virtual information generated by computer techniques that can enhance the overall experience. This promising technology can be applied in different sectors such as education, healthcare, banks, tourism, etc. Despite the great work available in the literature about this topic, deep insights and extensive research are still needed before the actual implementation in the real world. The aim of this work is to highlight the importance of AR in improving the educational sector and increase awareness of using such an approach. A review is conducted to prove the validity of AR in increasing learning outcomes, students’ motivation, and engagement in classrooms, as well as improving the understanding level. Several papers were analyzed based on different application areas under various interdisciplinary databases. As a result, the papers were collected in a table-based format to provide researchers with better and easier insights on how to improve the use of AR in education before real implementation. This study helped in highlighting potential future work, discussing limitations, advantages, disadvantages, and the latest advances in this technology. [ABSTRACT FROM AUTHOR]

The article analyzes the relationship between education and poverty in isolated communities in Northwest Bulgaria. By using ethnographic methods, the main obstacles and motivations for continuing the education in universities for children of Roma origin are highlighted. Focus of analyze are the social and cultural factors that characterize the environment and that have an impact on the educational process. [ABSTRACT FROM AUTHOR]

Social media brought new opportunities not only for entertainment and marketing but also for knowledge sharing and learning. This research attempted to examine the effectiveness of social media as an educational tool and its impact on knowledge sharing among college and university students. The study used social cognitive and connective theories to develop a model that examines the influence of personal motivations (such as reputation) and social networking features (such as file sharing and student engagement) on information sharing. The study concluded that social media can promote knowledge sharing and can increase student motivation and performance. The findings suggest that social networking is a valuable method of information dissemination and can be used to encourage student engagement. The article also provides implications, restrictions, and future research directions for using social media in education. This study provides valuable insights for educators and institutions looking to incorporate social media into their teaching and learning strategies. [ABSTRACT FROM AUTHOR]

Digital storytelling (DST) is one of the alternative teaching methods and previous research shows its positive impact on students' motivation and learning outcomes, especially in humanities subjects. In vocational subjects such as economics, the effectiveness of this method is questionable. 856 respondents aged 15 to 19 from six business academies in the Czech Republic took part in the testing, which focused on the effectiveness of digital storytelling in economics. This paper presents other possible factors that may have influenced students' performance in the post-test. A comparison of the results from the pre-tests and post-tests of the experimental and control groups showed that the students from the experimental group reached higher mean values in the post-test than the students from the control group. It was also found that in the group that used digital storytelling, the year of study and the initial knowledge of the students assessed in the pre-test influenced the mean post-test scores. On the other hand, the factor of students' gender was not demonstrated. At the end of the testing, a questionnaire survey was conducted to investigate students' views on digital storytelling and their preferences for teaching methods. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this article is to analyze students’ preferences and motivations regarding video games and present ideas and opportunities to improve education. Design/methodology/approach: The author conveyed a survey among students from the Silesian University of Technology and compared the results with data from more than 1.25 million gamers from all over the world. Findings: Most students are very interested in virtual games and it presents the possibility to increase engagement in classes. Research limitations/implications: Better results would be achieved if students from more faculties participated in the survey. Practical implications: The author hopes that this article will inspire lecturers to use presented class ideas and come up with more creative and interactive tasks during lectures to better connect with the new generation of gamers and to make classes more engaging and educating. Social implications: The author hopes that society will see the impact and usefulness that virtual games have in modern times and that it is a medium worthy of attention, cognition, and use. Originality/value: The author saw an opportunity to improve education through the use of a large database of gaming preferences. This research paper is addressed to lecturers and gamers. [ABSTRACT FROM AUTHOR]

Background: Teachers' behaviours drive motivational climates that shape children's engagement and well‐being in the classroom, but few studies examine how specific teachers' behaviours such as wording, body language, or voice contribute to these outcomes in isolation of one another. Aims: This pre‐registered experiment sought to examine the often‐forgotten role that teachers' tone of voice plays in children's education. Informed by the theoretical framework of self‐determination theory (SDT; Ryan & Deci, Self‐determination theory: Basic psychological needs in motivation, development, and wellness, 2017), conditions manipulated controlling (pressuring, demanding), autonomy‐supportive (inviting of choice), or motivationally neutral, tones of voice to explore their effects on children's self‐reported psychological needs satisfaction, well‐being, intention to self‐disclose to and intention to cooperate with their teacher. Sample and Method: Children aged 10–16 years (n = 250) heard pre‐recorded teachers' voices holding sentence content and speakers constant across conditions, but varying tones of voice. Results: We hypothesized a‐priori and found that when children heard controlling sounding voices, they anticipated lower basic psychological need satisfaction, well‐being, and intention to disclose to teachers, as compared to neutral‐sounding voices. We also anticipated beneficial effects for autonomy‐supportive versus neutral voices, but pre‐registered analyses did not support these expectations. Intention to cooperate with teachers did not differ across conditions. Supporting relational motivation theory (RMT; Deci & Ryan, Human Motivation and Interpersonal Relationships, 2014), exploratory analyses showed that hearing autonomy‐supportive sounding voices increased autonomy and relatedness need satisfactions (but not competence need satisfaction), and through doing so indirectly related to beneficial outcomes (well‐being, intention to cooperate and self‐disclose). Conclusion: In summary, tones of voice seem to play an important role in shaping teachers' impact on their students. [ABSTRACT FROM AUTHOR]

This study aims to fill a gap in our understanding of the relationship between two major topics in educational research: higher education choices and students' conceptions of employability. It explores, first, the balance between vocational calling, instrumental considerations and chance in subject choice and, second, the relation between vocational calling and two alternative conceptions of employability (thin and thick) articulated in the article. Using survey data from 'Education' students in Spain, the results show an association between a strong vocational calling in subject choice and a 'thick' conception of employability that goes beyond credential performance and underlines the importance of an economy of experience. By contrast, students with lower vocational calling adopt a narrower ('thin') conception of employability, based on credential performance. The consequences of these results for theory and for practice are discussed, highlighting the need to better acknowledge the role of interests, and not only skills, in the employability agenda. [ABSTRACT FROM AUTHOR]

This study aimed to identify the level of desire and need for motivation among administrators working in the Ministry of Education of Gaza, and also aimed to reveal the extent of these administrators' need for motivation in the light of several variables. To Measure this, a scale of psychological and social adjustment prepared by Mahid Abdel Aziz (2016) was used. The sample of the study was chosen in a stratified random manner from (100) administrators working in the Ministry of Education in Gaza, with a total number of (254) individuals. To analyze the data, the Statistical Packages for Social Sciences (SPSS) program was used. The results Found that the level of desire and need for motivation among administrators working in the Ministry of Education in Gaza is high. The study confirmed that there are statistically significant differences in the need for motivation. There are statistically significant differences in the need for motivation among administrators working in education and education in Gaza according to the educational qualification variable in favor of administrators with a university degree. The study recommended the need to develop incentive programs for workers in the Ministry of Education, which may contribute to raising the level of interaction and social communication between employees and raise their ability to build social relations and improve the level of social interaction for them, which will reflect positively on work and suggested studying the role of motivation and material incentives in alleviating pressure psychology of workers in the field of education in the Gaza Strip. [ABSTRACT FROM AUTHOR]