Influence of Pedagogy Support on Learning Motivation for College Student in Inner Mongolia, China

Hai Lin; Adenan  Ayob

doi:10.53797/icccmjssh.v3i5.11.2024

Authors

Hai Lin Faculty of Education and Liberal Studies, City University, Petaling Jaya, Malaysia
Adenan Ayob Faculty of Education and Liberal Studies, City University, Petaling Jaya, Malaysia

DOI:

https://doi.org/10.53797/icccmjssh.v3i5.11.2024

Keywords:

overall framework, teaching support, learning motivation, higher education institutions

Abstract

This paper explores the overall framework of teaching support and its impact on the learning motivation of students in higher education institutions in Inner Mongolia, China. Instructional support, including academic mentoring, feedback, and self-directed learning support, plays a key role in shaping a student's academic experience and their drive to succeed. The framework emphasizes the interconnections between academic guidance, teaching styles, and student motivation. It recognizes that fostering a supportive school environment enhances student resilience, reduces stress, and promotes a sense of security, all of which contribute to increased motivation. By integrating teaching support into a student's educational journey, the institution lays the foundation for both academic success and personal growth. This paper examines key factors that influence student motivation, such as teaching styles, academic feedback, and self-directed learning support. Understanding these dynamics enables educational institutions to develop strategies that engage schools in supporting students and ultimately improve learning outcomes and student well-being. The framework underscores the importance of cooperation between schools and policymakers in creating a positive and stimulating educational environment.

Downloads

Download data is not yet available.

References

Elbyaly, M. Y. H., & Elfeky, A. I. M. (2023). The Efficiency of Online Learning Environments In Fostering Academic Motivation. European Chemical Bulletin, 12, 6622-6628.

Yu, Z., Xu, W., & Sukjairungwattana, P. (2023). Motivation, learning strategies, and outcomes in mobile English language learning. The Asia-Pacific Education Researcher, 32(4), 545-560.

Xu, K. M., Cunha-Harvey, A. R., King, R. B., de Koning, B. B., Paas, F., Baars, M., ... & de Groot, R. (2023). A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement. Compare: A Journal of Comparative and International Education, 53(3), 361-379.

Pan, A. J., Lai, C. F., & Kuo, H. C. (2023). Investigating the impact of a possibility-thinking integrated project-based learning history course on high school students' creativity, learning motivation, and history knowledge. Thinking Skills and Creativity, 47, 101214.

Carrasco, C. J. G., Rodríguez-Medina, J., Martínez, P. M., & González, V. B. A. (2021). Effects of a teacher training program on the motivation and satisfaction of history secondary students. Revista de Psicodidáctica (English ed.), 26(1), 45-52.

Rojas, M., Méndez, A., & Watkins-Fassler, K. (2023). The hierarchy of needs empirical examination of Maslow’s theory and lessons for development. World Development, 165, 106185.

Hollis, L. P. (2021). Mules versus (Wo) Men: Narrative of a Black Woman Modifying Maslow's Theory of Needs to Withstand Workplace Bullying. Journal of Black Sexuality and Relationships, 7(3), 77-92.

Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and social studies, 10(4), 16-37.

Eccles, J. S., & Wigfield, A. (2023). Expectancy-value theory to situated expectancy-value theory: Reflections on the legacy of 40+ years of working together. Motivation Science, 9(1), 1.

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary educational psychology, 60, 101832.

Ryan, R. M., & Deci, E. L. (2024). Self-determination theory. In Encyclopedia of quality of life and well-being research (pp. 6229-6235). Cham: Springer International Publishing.

Hogue, C. M. (2020). Achievement goal theory-based psychological skills training session buffers youth athletes’ psychophysiological responses to performance stress. Psychology of Sport and Exercise, 51, 101792.

Shang, C., Moss, A. C., & Chen, A. (2023). The expectancy-value theory: A meta-analysis of its application in physical education. Journal of Sport and Health Science, 12(1), 52-64.

Kantola, A., & Harju, A. A. (2023). Tackling the emotional toll together: How journalists address harassment with connective practices. Journalism, 24(3), 494-512.

Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and social studies, 10(4), 16-37.

Patwary, A. K., Alam, M. M. D., Zainol, N. A., Ashraf, M. U., Alam, M. N., Hayat, N., & khreis, S. H. A. (2024). Unveiling the dynamics of revisit intention and word-of-mouth: an attribution theory approach to Halal-friendly hotel attributes and service encounter evaluation. Journal of Hospitality and Tourism Insights.

Mokmin, N. A. M., Hanjun, S., Jing, C., & Qi, S. (2024). Impact of an AR-based learning approach on the learning achievement, motivation, and cognitive load of students on a design course. Journal of Computers in Education, 11(2), 557-574.

Kong, S. C., & Wang, Y. Q. (2024). The impact of school support for professional development on teachers' adoption of student-centered pedagogy, students’ cognitive learning and abilities: A three-level analysis. Computers & Education, 215, 105016.

Zhang, Y., Zhao, L., Zhang, M., Guo, X., Xin, C., & Gai, Y. (2024). Framework of humanistic care for patients in the ICU: A preliminary study. Nursing in critical care, 29(1), 125-133.

Lee, J., Kim, Y., & An, D. (2024). Meta-analysis of the Correlation between Sport Achievement Goal Orientation and Sport Confidence in Korea. The Asian Journal of Kinesiology, 26(3), 10-18.

Mulang, H. (2021). The effect of competences, work motivation, learning environment on human resource performance. Golden Ratio of Human Resource Management, 1(2), 84-93.

Qiao, K., Xu, R., Liu, B., Chen, X., & Gu, P. (2022). The differences in learning motivation of college freshmen in Northwest China. Frontiers in Psychology, 13, 997137.