|
|
 |
| |
|
|
|
Classroom Motivation: Investigating Student Motivational Factors in American Middle School |
|
|
|
PP: 95-104 |
|
|
|
Author(s) |
|
|
|
Ghada Misfer Alghamdi,
|
|
|
|
Abstract |
|
|
| The center of this research is motivation inside classroom in the U.S. K-12 schools. This issue is highlighted by literature and there are many issues affecting negatively the students’ motivation in classroom. The literature highlights the positive role of the parents on their children’s learning process. It also highlights the role of friends, teachers, counselors, academic advisors, and parents as a team effort contributing to raise the motivation of the students in both types the autonomous and the controlled one. The study answers the research question of what factors affect middle school learners’ motivation in classroom in the United States K-12. The study uses a semi-structured interview format in which a number of questions with specific details are conducted with seven foreign language teachers. Four of them inside their classes and the three through virtual interviews due to the pandemic COVID-19. The study findings highlight the positive role of the parents in their children’s life. It also highlights many issues related to motivation such as social emotional learning strategies, attractive educational environment, peer’s motivation, and reward system. Although the study points out two types of motivation that affect the students’ performance at class, it finds that autonomous motivation to be more important than the controlled one. This study has major useful aspects on the Saudi education system that can improve students’ autonomous motivation through many useful techniques such as training courses for the parents, establish a communication system between families and schools. |
|
|
|
|
|
|
|
