Students’ Motivations Toward Learning

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Table of Contents

Introduction
Strengths and Weaknesses
Usefulness
Major Flaws and Recommendations
Conclusion
References

Introduction

The article aims to offer relevant insights into the mindset about intelligence that influences students’ motivations toward learning. This article aims to change students’ perceptions of their potential in learning (Wiersema et al., 2014). In this case, the article helps students to change their narratives towards their subjects and find them easy to learn. This is a research article that helps explain how students can change their mindsets about intelligence. The article studies how learners can change their perceptions of what they think could be their most challenging classes (Mrazek et al., 2018). The research methodology in this article involves primary and secondary data sources. In addition, the study also utilizes both quantitative and qualitative forms of data. Some quantitative data includes information on eleven items with a six-point rating scale that measured how some particular learners thought they knew about mindset (Macnamara & Burgoyne, 2022). Some of the significant results of this article include increased self-reported knowledge regarding the effects of intelligence mindsets on learners. In addition, the outcome of this research identified changes in behaviors and attitudes concerning students’ perceptions of learning.

Strengths and Weaknesses

One of the article’s strengths is its usefulness in providing learners’ subjective feelings, beliefs, and thoughts regarding learning and school activities. In addition, educational experiences generate an upward spiral where the pattern of enhanced academic performance emanating from tremendous effort creates a positive impetus with lasting impact (Wiersema et al.,2014). However, this process of measuring student learning experiences has a weakness in that there is no detection of a change in learners’ knowledge regarding what gets in their learning process.

Usefulness

The article demonstrates a change in students’ perceptions of their learning effectiveness. In this case, the students could tackle what they perceived as their most challenging subjects because of a change in their mindsets (Wiersema et al., 2014). Therefore, the change in such mindsets positively affected their abilities to learn. There were self-reported changes in behaviors and attitudes as learners practiced their work of the mind that was necessary for learning (Campbell et al., 2019). Students could explore the various types of thinking necessary for the learning process.

Major Flaws and Recommendations

One of the significant things that the article could improve is that of asking questions on behalf of responsible learners, but no answers are provided. If the article answered such questions, it would further help the learners to develop their reflective thinking (Mrazek et al., 2018). Another flaw is that there is nowhere that students are asked to mention what did not work well in the research. In this case, it is assumed that everything regarding mindsets toward learning worked perfectly, which is inaccurate.

Although this article offers a broad articulation of student perceptions of their learning process, there is a need for a more detailed analysis of the issue by answering the questions asked. Therefore, the topic needs to be expanded to cover other relevant areas, such as the phenomenological study of the issue (Van Themaat, 2019). In this case, there is a need to further identify from the learners what was the best and worst thing during the time they worked on the research questionnaire. In addition, future research should identify from the students what made a difference to them.

Conclusion

The future direction is that there is a need to continue the sequence of learning experiences in collaboration with communities and monitor the outcome (Campbell et al., 2019). Leaders of other communities could also utilize the practice to form occurrences that benefit their learners, and it will eventually pay off.

References

Campbell, A., Craig, T., & Collier-Reed, B. (2019). A framework for using learning theories to inform ‘growth mindset’ activities. International Journal of Mathematical Education in Science and Technology, 51(1), 26–43. Web.

Macnamara, B. N., & Burgoyne, A. P. (2022). Do growth mindset interventions impact students’ academic achievement? A systematic review and meta-analysis with recommendations for best practices. Web.

Mrazek, A. J., Ihm, E. D., Molden, D. C., Mrazek, M. D., Zedelius, C. M., & Schooler, J. W. (2018). Expanding minds: Growth mindsets of self-regulation and the influences on effort and perseverance. Journal of Experimental Social Psychology, 79, 164–180. Web.

Van Themaat, J. V. (2019). Thinking together changes the educational experiences, provision and outcomes for send pupils – professional learning communities enhancing practice, pedagogy and Innovation. Support for Learning, 34(3), 290–311. Web.

Wiersema, J. A., Licklider, B., Thompson, J. R., Hendrich, S., Haynes, C., & Thompson, K. (2014). Mindset about intelligence and meaningful and mindful effort: It’s not my hardest class any more!. Learning Communities: Research & Practice. Web.

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Students’ Motivations Toward Learning

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