The Importance Of Student Self-Motivation In Education

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Student self-motivation has been viewed as a crucial factor affecting learning in education field (Lim, 2004). Self-regulated learning requires changing roles of students from passive learners to active learners. Unlike traditional classroom instruction, online learning is student-centred and much self-directed effort is required for success (Artino, 2007). Self-motivation is defined as the self-generated energy that gives behaviour direction toward a particular goal (Zimmerman, 1985, 1994). Psychology defines motivation as “the process that initiates, guides and maintains goal-oriented behaviours. In other words, motivation is something causes us to act, whether it is eating a bowl of rice to reduce hunger or reading a book to obtain knowledge.”…show more content…
Self-regulation is originally from psychology and was defined by Bandura (1988) in terms of three forms of cognitive motivators including causal attributions, outcome expectancies, and cognized goals, each of which is based on its corresponding theory. Early self-regulation researchers were focusing on changing people’s dysfunctional behaviors such as aggression, addiction, and some other behavior problems in a therapeutic world. Researchers now in education-related areas have gradually adopted the concept of self-regulation from psychology and adapted it to student learning or educational practice, which leads to the current concept of self-regulated learning (Schunk, 2005). These two terms self-regulation and self-regulated learning are interchangeable and have the same meaning in educational contexts (Chun Kuo…show more content…
Most research shows that students willing to utilize as many self-regulated strategies as possible tend to succeed in their academic learning, more than their counterparts who use them less often. Moreover, self-regulated learners are more self-efficacious in learning than those with poor self-regulation skills. Self-regulated learners believe they can exert self-regulatory skills to help them learn efficiently. Successes are attributed to their personal competencies and effort, failures to the use of ineffective strategies or correctable causes. By way of contrast, low self-regulatory learners ascribe their failure to limited ability or insufficient effort (Schunk,

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