Intrinsic motivation, favorability, time management, and achievement: A cross-lagged panel analysis

Influence of teacher on student motivation: Opportunities to increase motivational factors during mobile learning

Amid the COVID-19 lockdown many countries have replaced traditional learning with remote or mobile one. It was noted that students' motivation has become much less with the transition to distance learning. This study analyzes how motivational processes influence mobile learning quality and aimed to analyze the factors boosted the motivation of students to learn in modern conditions of isolation and identify the major demotivating factors affecting the quality of mobile learning. Motivation is considered a key factor in improving students' involvement in distance learning. The author surveyed 200 students and 46 teachers of The University of Jordan and Jordan University of Science and Technology regarding the factors that influenced their motivation in terms of mobile learning. The results revealed that 178 out of 200 participants agreed that intrinsic motivation impacted their interest in mobile learning. Some 78% of the students approved of mobile learning, while the remaining 22% believe it is necessary to return to the traditional face-to-face education format. The importance of feedback and communication with teachers and its impact on the process of mobile learning is considered. The role of built-in mechanisms in information systems and the positive role of gamification is equally important. Plug-ins compatible with the convenient WordPress system, i.e. applications that help organize the educational process were examined in the scientific work. The specific recommendations for raising the motivation of students in the learning process, which can be used by relevant institutions worldwide presented.

Contemporary american literature in Online Learning: fostering Reading Motivation and Student Engagement

Reading is one of the crucial aspects of the learning process. The learning efficiency depends on the motivation and involvement of students. The paper aims to determine whether the developed online course enhances student motivation and engagement in contemporary American literature. For this purpose, questionnaires were used. The sample consisted of 126 students enrolled in Yulin Gaoxin Secondary School, who had English proficiency at a high enough level to read English literature in the original language. Before and after the course, the Reading Motivation Questionnaires test was administered, with its scores validated using Student's t-test for dependent samples. Significant progress is observed in the internal and social components of motivation (23-25%), as well as in the Engagement category (31%). The course also positively affected learning effectiveness. None of the participants scored less than half of the possible points for the course assignments. Most children obtained high (95-119 points) and very high scores (120-140 points). This finding demonstrates the suitability of the tools used (videoconferencing, learning management systems, discussion forums, and interactive exercises) in online learning when studying modern literature. The research findings are of interest, first of all, to instructors who adopt technological innovations in their lessons or want to motivate students to read. Second, school administrators and education sector officials can draw information from the findings for corrective action. Third, software developers may be inspired by the data and create new technology solutions.

"Time is My Own Treasure": Parental Autonomy Support and Academic Procrastination Among Chinese Adolescents

Purpose

Previous studies have shown that academic procrastination not only affects middle school students’ academic performance but also causes them physical and psychological stress, as well as negative emotions. Therefore, it is necessary to explore the influencing factors of academic procrastination and its internal mechanisms. This study aims to explore the relationship between perceived parental autonomy support and academic procrastination, as well as the role of autonomous motivation and time management disposition.

Participants and Methods

Cross-sectional data from 662 middle school students were collected using the Parental Autonomy Support Scale, Academic Procrastination Inventory for Middle School Students, Academic Self-Regulation Questionnaire and Adolescence Time Management Disposition Scale. SPSS and its PROCESS macro were used for data analysis.

Results

After gender and age were controlled, the results showed that perceived parental autonomy support could not only directly predict middle school students’ academic procrastination but also predict three paths of procrastination: (1) the mediating role of autonomous motivation, (2) the mediating role of time management disposition, and (3) the chain mediating role of autonomous motivation and time management disposition.

Conclusion

Autonomous motivation and time management disposition played a chain mediating role in the relationship between perceived parental autonomy support and academic procrastination in middle school students.

The Influence of Parenting Style and Time Management Tendency on Internet Gaming Disorder among Adolescents

The problem of adolescent online gaming addiction is related to individual-level characteristics and the influence of the family environment. The present study explores the potential role of adolescents' time management tendency in mediating the relationship between parenting style and adolescent internet gaming disorder (IGD). Responses from a total of 357 Chinese high school students were collected for a Pathological Video-Game Use Questionnaire, Simplified Parenting Styles Scale, and Time Management Tendency Scale. Overall, participants reported moderate use of online games (Mean = 1.41; SD = 0.41), lower than the median value of 2 on a three-point scale. In terms of the mediating role of adolescents' time management tendency, full meditation was observed for the relationship between the parenting style factor of "parents' emotional warmth" for both mothers and fathers and internet gaming disorder. The results highlight the benefits of emotional warmth in supporting self-efficacy, self-control, and autonomy through the promotion of time management, which is an important protective factor for IGD and can serve as a mediating personality variable. Although non-significant in the complete model, over-protection and rejection by parents should also be cautiously considered as potential risk factors related to addiction.