Mokymosi sėkmę sąlygojantys aplinkos veiksniai ir jų įtaka paauglių motyvacijai
Environmental Factors Predetermining Learning Success and their Influence on Teenagers’ Motivation
Subject(s): Social Sciences
Published by: VšĮ Šiaulių universiteto leidykla
Keywords: Motivation; learning success; teenagers; environmental factors.
Summary/Abstract: The paper deals with environmental factors predetermining learning success and their influence on motivation for learning. On the basis of studied scientific literature a structural model of a success situation has been worked out; it reveals the factors that surround a pupil: family environment, educational environment, influence of peers, a link between a success situation and motivation for learning. The empirical research carried out showed that, undoubtably, educational environment influences teenagers’ learning success. More than half of respondents in the research identified their favourite subject and the teacher of the subject which attracted their attention most. Teenagers more willingly learn those subjects in which they have good results, they lively react if results are low. While evaluating influence of the family environment on motivation for learning it was noticed that the majority of teenagers were convinced that their parents were glad about their achievements at school; however, one fourth of the surveyed did not know anything what concerns their parents’ thinking on their success at school. We can draw an assumption that due to adolescence problems, relations of these pupils are not so positive, and this, no doubt, has a negative effect on motivation for learning. While analyzing influence of peers on teenagers’ motivation for learning, it was noticed that the majority of pupils felt safe among their classmates and got on well with them; therefore, they were not afraid of their friends criticism and bravely answered the teachers’ questions. However, almost the majority of surveyed wished to be like better learning ones and envied more creative. The research proved that success in learning can be defined as an important factor which predetermines a teenager‘s motivation for learning. Those teenagers who constantly experience failure feel less valued by the teachers, peers, parents; their self-esteem decreases, their need for safety is not satisfied. Gradually a stable negative attitude towards themselves, their own activities and others is formed. Learning starts causing unpleasant feelings and frustration. It can be stated that teenagers, and especially boys, not always follow the strategy of self-support, do not acknowledge that endeavors can be the cause of success in failure. Girls have a stronger motivation to win, they understand that failure is manageable and can be overcome by putting more effort.
- Issue Year: 2008
- Issue No: 1(17)
- Page Range: 112-118
- Page Count: 7
- Language: Lithuanian