DIMENSIONS OF MOTIVATION TOWARDS LEARNING, STUDENTS' PERSPECTIVE: 20 YEARS OF RESEARCH
Abstract
This article aims to identify and analyze dimensions that can be seen as motivating or demotivating factors for the learning of History in the 2nd year of “Bachillerato” (Spanish post-compulsory secondary education stage) according to the students’ views. The information necessary to answer these questions arises from a line of research started more than two decades ago. For such a purpose, several questionnaires for information collection were handed out to 1,523 students from the Region of Murcia, and interviews were conducted with 200 students attending different undergraduate courses from Alicante, Almeria, Barcelona, Murcia and Seville. Results indicate a certain level of perseverance along school years and show a dimension linked to relational aspects which, to a great extent, contribute to boosting the students’ motivation to learn History. In this way, the atmosphere of the classroom and the teacher can be considered as motivating agents; it is worth pointing out that a teacher able to plan, organize and propose tasks that can overcome the traditional methodology and a teacher capable of creating a dynamic space by using cooperative activities in an environment of trust can promote the interest of students and make them acquire a taste for History, while raising academic quality.Downloads
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