Motivation and it's connection with the achievements in math of university students
Motivation is the main driving force in human behavior and activity, including the learning process. There are studies in which it is shown that the initial achievements of students directly depend on their intelligence, and further achievements in learning depend on their motivation. The aim of thi...
| Published in: | The impact of the 4th industrial revolution on engineering education : proceedings of the 22nd International conference on interactive collaborative learning (ICL2019) Vol. 2. P. 704-712 |
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| Main Author: | |
| Other Authors: | |
| Format: | Book Chapter |
| Language: | English |
| Subjects: | |
| Online Access: | http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000795707 Перейти в каталог НБ ТГУ |
| Summary: | Motivation is the main driving force in human behavior and activity, including the learning process. There are studies in which it is shown that the initial achievements of students directly depend on their intelligence, and further achievements in learning depend on their motivation. The aim of this study is to compare motivating factors: - of students with well-developed mathematical skills and students with underdeveloped mathematical skills, - of students who study mathematics as their major or as a subject necessary for further training and professional competence development, - comparison of the level of external and internal motivation of students, - comparison of motivating factors at the beginning of the study of mathematics and after 1 year of study. The research method is the analysis of the results of an anonymous online survey of students by the method of Rean A.A. & Yakunin V.A. with the addition of two possible motives that are directly related to mathematics. Statistics of responses to the questionnaire is studied using t-test and correlation. The study found that successful students have a significantly higher level of internal motivation than weaker students. According to our data, there is no significant difference in the levels of external and internal motivation between students of mathematical specialties and students studying mathematics as a subject necessary for further education. Students had a slight increase in internal motivation after a year of studying. Based on the research, we can confidently say that the teacher should stimulate the internal motivation of students. |
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| Bibliography: | Библиогр.: 8 назв. |
| ISSN: | 9783030402709 |