Author(s): Éva SÜTŐ

Title: LEARNING MOTIVATION AND SELF-REGULATED LEARNING AT VOCATIONAL TRAINING SCHOOLS

Source: 11th International Conference of J. Selye University. Pedagogical Sections. Conference Proceedings

ISBN: 978-80-8122-333-4

DOI: https://doi.org/10.36007/3334.2019.261-270

Publisher: J. Selye University, Komárno, Slovakia

PY, pages: 2019, 261-270

Published on-line: 2019

Language: en

Abstract: At vocational training schools, a low level of students' learning motivation can be observed. There are some important questions to be considered from the point of view of the school's effectiveness: what kinds of factors affect learning motivation, and how the efficacy of education can be enhanced. Self-regulated learning is an active, constructive process that includes students' goal setting, monitoring, controlling and reflections [13]. There has been no research on self-regulated learning among students (from the 9th to 11th grade) in vocational training school/vocational grammar school. The research is based on Pintrich's and De Groot's Motivation Strategies for Learning Questionnaire (MSLQ) concerning students' motivational beliefs and self-regulated learning strategies [14]. The goal of the study is to point out why these students are unmotivated and in which domain it is worth planning an intervention.

Keywords: learning motivation, self-regulated learning, vocational training school, self-efficacy, test anxiety

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