Động cơ học tập bên trong của học sinh trung học cơ sở.Động cơ học tập bên trong của học sinh trung học cơ sở.Động cơ học tập bên trong của học sinh trung học cơ sở.Động cơ học tập bên trong của học sinh trung học cơ sở.Động cơ học tập bên trong của học sinh trung học cơ sở.Động cơ học tập bên trong của học sinh trung học cơ sở.Động cơ học tập bên trong của học sinh trung học cơ sở.Động cơ học tập bên trong của học sinh trung học cơ sở.Động cơ học tập bên trong của học sinh trung học cơ sở.
Trang 1HANOI NATIONAL UNIVERSITY OF EDUCATION
NGUYEN PHUC LOC
INTRINSIC ACADEMIC MOTIVATION
OF JUNIOR HIGH SCHOOL STUDENTS
Major: Psychology Code: 9.31.04.01
SUMMARY OF DOCTOR OF PSYCHOLOGY DISSERTATION
HA NOI, 2022
Trang 2HANOI NATIONAL UNIVERSITY OF EDUCATION
Scientific supervisors: Assoc Prof PhD TRAN THI LE THU
Reviewer 1: Assoc Prof Dr Truong Thi Khanh Ha
University of Social Sciences and Humanities –
Vietnam National University, Hanoi
Reviewer 2: Assoc Prof Dr Le Van Hao
Institute of Psychology
Reviewer 3: Assoc Prof Dr Le Minh Nguyet
Hanoi National University of Education
The dissertation will be defended in front of the University
Dissertation Examiner Council at Hanoi National University of Education
at ……… …, on ……….2022
It is possible to learn about the dissertation at: National Library, Library of
Hanoi National University of Education
Trang 31 Nguyen Phuc Loc, Tran Thi Le Thu (2021) The current situation of junior high school
students’ intrinsic academic motivation Vietnamese Journal of Psychology, 5(263), 42-50.
2 Nguyen Phuc Loc, Tran Thi Le Thu (2021) Research directions on learners’ acdemic
motivation in psychology Journal of Psychology, 2(263), 60-80.
3 Nguyen Phuc Loc, Tran Thi Le Thu (2020) Learners' academic motivation in psychology: a
systematic review HNUE Journal of Science, 65, 75-84.
4 Nguyen Phuc Loc, Tran Thi Le Thu (2020) Methods to foster intrinsic academic motivation
for junior high school students: a systematic review In the International Conference
Proceedings Psychology- Pedagogy for students’ development and happy schools Pp 107-113.
5 Thu Thi Le Tran, Ai Thi Nhan Nguyen, Ly Hang Tran, Loc Phuc Nguyen (2019).
Psychological difficulties of junior high school and high school students in Nghe An In the
Proceeding of 5th International Conference on Child Mental Health in Vietnam: Mental Health Literacy in the Schools and the Community Pp 297- 303.
6 Tran Thi Le Thu, Phan Thi Mai Huong, Nguyen Thi Nhan Ai, Phung Thi Nam, Nguyen Phuc
Loc, Le Hoang Duong (2019) Effectiveness of living value education program for teachers in
changing their interaction with students through students’ assessment- a qualitative case study.
In the Proceeding of Innovation in Learning Instruction and Teacher Education - ILITE 1 Pp 230-243.
Trang 41 Necessity of the research
Based on the orientation of the 8th Central Resolution, the XI session on fundamental andcomprehensive renovation of education and training (Central Executive Committee, 2013) of the country, theMinistry of Education and Training (MOET) has developed and issued a comprehensive general educationprogram; the comprehensive general education program is built in the direction of developing students'qualities and abilities; establising a learning and training environment to help students develop bothphysically and mentally, become active and confident learners, know how to apply active learning methods
to improve their knowledge and fundamental skills, be active in career choice and lifelong learning; have thegood qualities and capabilities necessary to become responsible citizens, cultured, industrious and creativeworkers satisfying the needs of personal development and the requirements of social developement (MOET,2018) To achieve such educational goals, it is very important to form and maintain a positive learninginterest, habit and especially, intrinsic academic motivation (IAM) for each student
So far in Vietnam, there have been many research works on academic motivation (AM) of primary,junior high school (JHS), high school students, university students and working adults However, there hasnot been many research on JHS students’ IAM From the above mentioned reasons, we decided to research
on the “Intrinsic academic motivation of junior high school students”
2 Research purpose
Researching the theory and actual situation of expression of JHS students’ IAM, the factors related totheir IAM; on the basis of the actual situation, propose a number of impact measures to contribute to helpingJHS students improve their IAM
3 Research subject and participant
4.1 In term of research subject
The topic only deeply investigates the IAM and its manifestation in 3 aspects: (1) learning to know,(2) learning toward accomplishment and (3) learning to experience stimulation The topic also onlyconsiders the IAM with 6 groups of related factors such as (1) psychological needs, (2) mindset, (3)achievement goals, (4) classroom goal structure, (5) classroom climate, (6) parenting styles
4.2 In term of research participant
Due to the Covid-19 epidemic, the study could only be carried out in Hanoi with a convenient sample of
03 schools that allowed the research team to do the survey The study was carried out on 776 JHS studentsstudying at 03 JHSs; in which there are 01 public school: JHS1 for short (in Gia Lam District), 01 privateschool: JHS2 (in Cau Giay District) and 01 semi-public school: JHS3 (Cau Giay District)
5 Research hypothesis
5.1 The IAM is most evident in the aspect of learning toward accomplishment, then learning to
know and finally learning to experience stimulation
Trang 55.2 The IAM is correlated with (1) psychological needs, (2) mindset, (3) achievement goals,
(4) classroom goal structure, (5) classroom climate and (6) parenting styles
5.3 The IAM has certain correlation with socio-demographic characteristics such as gender, family
economy and factors such as academic achievement, grade and type of school
5.4 Based on the results of theoretical, practical and case studies, recommendations can be made at
different levels including broad-based prevention and/or group counseling and/or individual interventionsthat contribute to achieve and improve the IAM in accordance with each student and the circumstances ofeach family and each school
6 Research tasks
6.1 Building a theoretical basis for the IAM of students in general and JHS students’s IAM in
particular Including: theoretical approaches, concepts, expressions, factors affecting the JHS students’sIAM
6.2 Surveying and evaluating the current state of the expression the JHS students’s IAM, the current
status of factors related to the expression of the JHS students’s IAM and determining the mechanism ofimpact between variables
6.3 Studying 02 cases to find out the current situation and related factors in each specific student 6.4 On the basis of the research results, propose some recommendations to help JHS students form
and develop the IAM
7 Research approaches and methodology
7.1 Research methods
Theoretical models of AM research are generally very diverse, the project chooses to study in anintegrated approach, which includes some basic psychological theories such as: activity psychology,developmental psychology, school psychology, cultural psychology; and a number of in-depth researchtheories about AM: self-determination theory, minset theory, self-efficacy theory, goal-achievementtheory, and cognitive-behavioral theories
8.2 In term of practice
In practice, the research results have shown that the JHS students’ IAM is at a average level with themost expression of the learning towards accomplishment, followed by learning to know and learning to
Trang 6experience stimulation The three components of IAM are positively correlated, showing that when oneaspect is strengthened, the other aspects will also develop positively IAM and extrinsic acdemic motivation(EAM) co-exist in each student and IAM is not stronger than the extrinsic motivation Only a very smallnumber of JHS students have amotivation In addition, the study has shown the difference in the status of theintrinsic AC by grade and family economic status The study also shows that personal, school and familyfactors are all correlated and have the ability to predict the JHS students’ IAM Moreover, the impactingmechanism of the classroom mastery goal structure to the IAM through the mastery goal orientation, and theimpact mechanism of the classroom climate, autonomy support parenting styles to the IAM through students'need for autonomy has been clarified In addition, the case study has also deepened the knowledge of theIAM continuum and revealed new factors related to the development and decline of IAM The results of thepractical research are the basis for educational managers, teachers and parents to apply different approaches
to maintain and improve the JHS students’ intrinsic IAM effectively and flexibly according to therequirements and reality of each student Research helps school psychologists understand the causes andpredict the impact mechanism on JHS students’ intrinsic AC so as to build a large-scale prevention program,group consultation and in-depth intervention for individual students
9 Dissertation structure
In addition to the foreword, conclusion, recommendations, references, appendix, the thesis consists of 3chapters:
Chapter 1: Theoretical basis of junior high school students’ intrinsic academic motivation
Chapter 2: Research oranization and methodology of junior high school students’ intrinsic academic
motivation
Chapter 3: Research results of junior high school students’ intrinsic academic motivation
CHAPTER 1 THEORETICAL BASIS OF JUNIOR HIGH SCHOOL STUDENTS’ INTRINSIC
ACADEMIC MOTIVATION 1.1 Overview of the research on academic motivation and intrinsic academic motivation
Up to now, in Vietnam and in the world, there have been quite a few researches on AC and a number
of studies on IAM in particular on different subjects and ages
1.1.1 Overview of the research on academic motivation
From the research on AM, it can be generalized into 05 basic research directions on this issue,including (1) the expression of AM by age, (2) classification of AM, (3) measurement of AM, (4) research
on factors related to AM, (5) prevention and intervention in cases of AM problems This shows the diversity
of research in this area and at the same time provides an overview picture of AM
1.1.2 Overview of the research on intrinsic academic motivation
From a complete picture of the AM, we continue to study deeply theoretically the works on theIAM To do this, we have compiled 156 works from 100 sources of reliable domestic and internationalpublishers We analyze and synthesize into 09 research directions on the IAM: (1) IAM and psychologicalneeds, (2) IAM and mindset, (3) IAM and achievement goals, (4) IAM and personality, (5) IAM and parents,(6) IAM and teachers, (7) IAM and social demographics, (8) IAM and culture, (9) IAM and other factors
Trang 7In general, the results of these research directions show that further studies need to clarify whethercultural factors such as values/qualities such as filial piety, parental expectations, three psychological needs,orientation of learning goals in students, parents, teachers, socio-demographic factors have an impact on themaintenance and development of the Vietnamese JHS students’ IAM These in-depth research directions will
be the empirical basis for measures and strategies to form and develop the AM and the IAM for Vietnamesestudents in the current context of educational innovation In our thesis, we inherit and develop researchaccording to 7 trends focusing on JHS students including (1) IAM and psychological needs; (2) IAM andmindset; (3) IAM and achievement goal; (4) IAM and the classroom structure; (5) the IAM and the learningatmosphere; (6) IAM and parenting styles and (7) IAM and socio-demographic factors
1.2 The junior high school students’ intrinsic academic motivation
1.2.1 Characteristics of junior high school students related to learning and academic motivation
JHS students are those in their teenage years, usually starting from 11 to 12 years old and ending
at 14 to 15 years old In Vietnam, this age coincides with the period when students study at JHS level, sostudents participate in learning from grade 6 to grade 9 according to the regulations of the nationaleducation system This age is described by psychologist G Stanley Hall as a "turbulent period" of aperson's life (according to Urdan and Pajares, 2002) with physical, psychological, social and characteristicchanges The characteristics of learning activities at JHS level bring certain advantages and disadvantages
in the process of forming and developing students' IAM
1.2.1.1 Physical characteristics
Entering adolescence, JHS students have a very strong and profound change in body and physiology.The basic sign that a child has become a teenager is puberty, the age of sexual maturity and the maturation ofbiological systems (Duong Thi Dieu Hoa et al., 2015) This will affect psychology and positive as well asnegative impacts on the JHS students' intrinsic AC On the positive side, the brain has a new developmentthat helps intellectual functions develop strongly (Duong Thi Dieu Hoa et al., 2015) This partly motivatesstudents to expand their knowledge, seek new things and participate in experiences and experiments as well
as stimulate students' co-curricular activities On the other hand, the development of the skeletal system,causing negativity, leads to learning difficulties such as decreased interest in participating in learningactivities or lack of attention
Trang 8self-students easy to get academic pressure Besides, it is easy to be attracted by external impressions andnovelties.
1.2.1.3 Social characteristics
Besides learning activities, communication with peers is also a mainstream activity in adolescence.Communication with friends becomes a strong need and sometimes overwhelms all academic activities,many students go to school just to chat and communicate with friends Therefore, educators need to guidestudents in a delicate and skillful way so that they can maintain healthy, pure friendships The affection andfriendliness that encourage each other, suggest each other, stimulate each other to do good things, help eachother, and protect each other is the motivation for each student's self-improvement, to promote the learningprocess
1.2.1.4 Academic activities
The JHS students’ learning activities have new nuances, a deeper and more typical differentiation;produce more qualitatively different intellectual characteristics compared with previous ages At the sametime, learning activities of each student are influenced by their physical, psychological and socialdevelopment
1.2.2 Definiton of junior high school students’ intrinsic academic motivation
1.2.2.1 Definition of academic motivation
Based on the theoretical basis and analysis of the thesis about AM together with the point of view on
AM, we inherit the concept for AM according to Bui Thi Thuy Hang (2017) that: “Academic motivation is motivating, directing, empowering and sustaining learning activities for the purpose of meeting the needs and stimulating learning interests of learners.”
1.2.2.2 Definiton of junior high school students’ intrinsic academic motivation
According to the theoretical basis and analysis of the thesis about the IAM along with the concepts
of the IAM, the thesis concept as follows: “The junior high school students’ intrinsic academic motivation.
is the satisfaction and pleasure that comes from within when participating in learning activities with a high degree of autonomy; expressed through three aspects: learning to know, learning toward accomplishment, and learning to experience stimulation.”
1.2.3 Classification of students’ academic motivation and intrinsic academic motivation
In this thesis, we choose to divide the IAM according to the self-determination theoretical modelwith the assumption that the individual's motivation is arranged according to the degree of autonomy inbehavior and the extrinsic motivation is not opposed to the intrinsic motivation (Deci & Ryan, 1985, 19991;Vallerand et al., 1992) One more reason for us to apply the classification of AM and IAM is it is consistentwith the thesis direction and the actual objectives and requirements of the reform of general education,especially the requirements for autonomy and self-study ability for JHS students Thus, the AM is dividedinto 3 groups with 7 types of AIM: amotivation, 3 types of the EAM and 3 types of the IAM, distributed on acontinuous spectrum and arranged according to the increasing degree of autonomy: (1) amotivation, (2)EAM (external regulation), (3) EAM (introjected regulation), (4) EAM (identified regulation) and a group ofIAMs: (5) learning to know, (6) learning toward accomplishment and (7) learning to experience stimulation
1.2.4 Expression of junior high students’ intrinsic academic motivation
Trang 9This thesis inherits the research results of Vallerand and his co-workers (1992) examining theexpression of the JHS students’s IAM in 3 aspects: (1) learning to know, (2) learning towardaccomplishment and (3) learning to experience stimulation.
IAM-learning to know This type of IAM has a long history of research in education (Gottfried,
1985; Harter, 1981; Vallerand et al., 1989) IAM refers to students learning with joy and satisfaction,contentment when trying to learn, discover, or understand something new It is the expansion of knowledgeand understanding of the things that students are interested in that bring them joy and satisfaction IAM- toknow is associated with constructs such as discovery, curiosity, learning goals, inner wisdom, and finally,intrinsic motivation for learning (Gottfried, 1985; Harter, 1981) Generally speaking, it is the need torecognize and understand knowledge, as well as seek its meaning (Vallerand et al., 1989) IAM- to know isalso expressed through the students seeking opportunities to learn more about a particular topic (Boekaerts &Boscolo, 2002) For example, students have an IAM to know when they're reading a book because of thesheer joy they experience when learning something new
IAM-learning towards accomplishment This second type of IAM emphasizes how individuals
interact with their environment to feel their own abilities and create unique achievements (Deci, 1975; Deci
& Ryan, 1985, 1991) A prominent feature of IAM- learning towards accomplishment is that individualsfocus on the process of performing and achieving results rather than looking at the results alone This type ofIAM is associated with constructs such as the motivation to learn to master knowledge, inner challenge, andcreativity (Carbonneau, Vallerand & Lafrenière, 2012) IAM- learning towards accomplishment refers to thejoy a person has from trying to develop new skills and hone their qualifications; this is the common point ofpeople with mastery goal orientation At the heart of this type of motivation is that they focus not on the finalresult, but on the process of accomplishing something (Vallerand et al., 1992) For example, a student attends
a painting class because of the joy he or she has in trying to develop his/her art skills Students who do extraparts beyond the requirements of a semester report to experience joy and satisfaction while trying to outdothemselves show IAM- learning towards accomplishment As such, the IAM- learning towardsaccomplishment is participation in an activity when trying to excel and achieve a new standard or createsomething new, surpassing oneself in learning, realizing own strengths and weaknesses
IAM-leanrning to experience stimulation This type of motivation is understood as when someone
engages in an activity to experience sensations of stimulation, such as sensory stimulation, aestheticexperiences, as well as pleasure and excitement derived from the person's participation in the activity(Vallerand et al., 1992) IAM- learnning to experience stimulation has had very little research until recentlyand can also be understood as people being motivated to achieve optimal levels of arousal (and varies fromperson to person) from their environment around them during their experiences (Carbonneau, Vallerand &Lafrenière, 2012) This IAM is characterized by constructs such as aesthetic-related experiences such asperception and enjoyment of beauty in nature, in art and in society, seeking excitement, emotion,satisfaction, feelings and peak experiences (Carbonneau, Vallerand & Lafrenière, 2012) Students who come
to class experience the excitement of engaging in an interesting discussion, or students read a book because
of the strong cognitively related sense of interest that comes from interesting and engaging passages areexamples of individuals who are intrinsically motivated to experiment in education Thus, IAM- learning toexperience stimulation refers to the joy, excitement, positive feeling, interaction, connection that learners getwhen experiencing, knowing and participating in new things
Trang 101.2.5 Factors related to junior high school students’ intrinsic academic motivation
Factors related to students themselves include: psychological needs, mindset, self-efficacy,personality, achievemnent goals Family-related factors include family traditions, family expectation andparenting styles School-related factors include the motivational style of teachers, peers, content of learningmaterials, and classroom goal structure Socio-demographic factors is related to IAM including familyeconomic status, gender, etc
1.2.6 Measures to improve junior high school students’ intrinsic academic motivation
It is normal for students to lose interest in school and appear lethargic, but educators make themistake of thinking that they are no longer interested in learning Promoting JHS students’ IAM should begiven high priority in educational practice because it brings many undeniable benefits to learners Measures
to promote JHS students’ IAM can be implemented through programs that directly affect students orindirectly through the support of teachers, psychologists and school administrators Specifically, they are (1)improving JHS students’ IAM through teaching students the factors affecting the IAM and study skills, (2)enhancing JHS students’ IAM through teachers training, (3) enhancing JHS students’ IAM through parentstraining, (4) enhancing JHS students’ IAM through consulting the school administration, (5) improving JHSstudents’ IAM through psychological support activities school/school psychologists
Summary of Chapter 1
In this chapter, an overview of international and domestic works is provided to clarify the researchpurpose and make some scientific observations First, AM is a driving force that promotes, directs,empowers and maintains learning activities for the purpose of meeting the needs and stimulating learninginterests of learners Second, the JHS students’ IAM is the satisfaction that comes from within whenparticipating in learning activities with the high degree of autonomy, which is expressed through three keyaspects: (1) learning to know, (2) learning toward accomplishment and (3) learning to experiencestimulation Third, IAM is influenced by personal factors, school-related factors and family-related factors.However, the relationship between the above-mentioned independent and dependent variables in JHSstudents has not been proven in formal scientific studies in Vietnam The results from the literature reviewand the analysis of concepts and expressions aim to identify gaps in research and form a theoretical model ofthe dissertation Specifically, the dependent variable is the JHS students’ IAM and 7 groups of independentvariables including three psychological needs, achievement goals, mindset, learning atmosphere, classroomgoal structure, and parenting style In addition, there are several models of mediating variables that areassumed to be as follows: psychological need is the bridge between parenting style and the IAM, theautonomy need is the bridge between the parenting style and the classroom climate and the achievement goal
is the bridge between the classroom goal structure and the IAM The theoretical basis has also generalized 05measures to improve and promote the JHS students’ IAM effectively, including teaching students about thefactors affecting the IAM and study skills; teacher training; parentstraining; consulting the School Board ofDirectors; promote supporting activities of school psychology
CHAPTER 2 RESEARCH ORGANISATION AND METHODOLOGY 2.1 Research organisation
2.1.1 Research sites
Trang 11The study was carried out on 03 JHSs in Hanoi Schools are located in the city center and suburbanareas including 01 public school, 01 private school and 01 charter school The selection of different studysites including urban and suburban areas aims to explore and compare the data to see if there is a difference
in AIM among JHS students living and studying in these different locations
Studying 02 cases to find out the current situation and factors related to IAM in each specific student
Proposing a number of measures to help JHS students form and improve their IAM
2.1.3 Research participant
2.1.3.1 Trial survey sample: The study conducted exploratory survey on 16 students at 03 JHSin
Hanoi in order to complete the content of the questionnaire, to correct the research tools, including thefollowing: determining the time for answering a questionnaire; identify students' difficulties whenimplementing the questionnaire, on that basis, correct the unsatisfactory items
2.1.3.2 Large-scale field sample: 776 students were randomly selected from 03 JHSs in Hanoi In
which, 31 survey questionnaires were eliminated because the subjects did not complete or there wereinconsistencies between the answers or answered according to a certain rule We continue to analyze the data
on 745 students The ratio of male - female students is distributed fairly evenly (49.73% male; 48.25%female) and a very small percentage of students belongs to other gender group The proportion of students ineach grade is also quite similar, of which the least is 7th grade students (21.48%) and the most is 9th gradestudents (28.59%) Students with good academic standing accounted for the majority of the sample Moststudents live in better-off economic condition
2.1.3.3 Interview sample: The thesis interview on a sample group of 16 JHS students at 03 JHSs for
a trial survey The interview sample was selected by a combination of convenience and random sampling Inaddition, 02 JHS students were also selected to interview in the case study
2.1.3.4 Case study sample: 02 JHS students at JHS2 In which, there is 01 student with high IAM
and 01 student with low IAM and/or amotivation The study could only select samples by convenience
method due to limitations caused by the Covid-19 epidemic.
2.2.1 Theoretical research methods
Analyze, synthesize, systematize, generalize and evaluate the research works of domestic and foreignauthors on the AM, the IAM and the students’ IAM From there, it points out the problems that still exist inthe previous works as the basis for conducting the thesis research Building a conceptual system of tools:
Trang 12AM, the IAM and the JHS students’ IAM and concepts related to the research content in the generaltheoretical sections, thereby building relevant factors to conduct surveys.
2.2.2 Questionnaire survey methods
Based on the theoretical basis, the purpose and research tasks of thesis, we built a questionnaire withthe following main contents: Content 1: Find out about the reality of the JHS students’ AIM; Content 2: Findout the predictors of the JHS students’ AIM The structure and content of the questionnaire includes: a briefintroduction about the research, questions about students' personal information/sociodemographiccharacteristics, and 8 parts: (1) an expression of AIM, (2) psychological needs, (3) classroom climate, (4)achievement goal, (5) classroom goal structure 01, (6) classroom goal structure 02, (7) mindset and (8)parenting style The survey method by questionnaire is conducted in 3 stages: questionnaire design, trialsurvey and official survey
2.2.3 In-depth interview methods
This method helps to collect more information, supplement, check and clarify the collected informationbefore and after the large-scale field survey, and at the same time learn more new information about thechange of the IAM and the factors affecting the IAM in typical cases
2.2.4 Case study methods
Find out and clarify the JHS students’ IAM as well as the factors affecting their IAM This result willillustrate and clarify the data obtained from the questionnaire It also delves into the individual aspects ofeach case to suggest in-depth supporting hypotheses or prevention when necessary
2.2.5 Methods of processing data using mathematical statistics
- Quantitative data processing methods:
Qualitative methods are used to process and analyze data collected from interview questions and casestudies The information collected from interview is presented in the form of description and analysis
- Quantitative data processing methods:
+ Create variables: To conduct quantitative data analysis, we create 29 variables Each variable isscored according to its own score which is detailed in the questionnaire and analyzed based on each variable.+ Statistical parameters in data processing: (1) For descriptive statistics analysis, we use the followingindicators: mean score, standard deviation, frequency, percentage; (2) Inferential statistical analysis, we usethe following parameters: comparative analysis, bivariate correlation analysis, univariate linear regressionanalysis, multivariable linear regression analysis, analysis intermediate product
Summary of Chapter 2
To carry out the research task, the thesis is organized and conducted in a strict cycle according tostages, steps and combines a system of typical psychology research methods The two main phases aretheoretical research and practical research During the research process, we coordinated synchronouslytheoretical research methods, survey methods by questionnaires, in-depth interviews, data processingmethods by mathematical statistics In each method, the purpose, content and process are clearly andspecifically presented The data collected from these methods can ensure the scientificity and accuracy of theresults achieved in chapter 3
CHAPTER 3 RESEARCH RESULTS OF JUNIOR HIGH SCHOOL STUDENTS’ INTRINSIC
ACADEMIC MOTIVATION
Trang 133.1 Actual situation of the junior high school students’ intrinsic academic motivation
3.1.1 General assessment of the status of junior high school students’ intrinsic academic motivation
The JHS students’ IAM is average on the general level as well as in each specific component with themean = 5.55 and mean = 0.89 Considering the three components of the IAM, the JHS students tended tolearn toward result the most (M = 5.81), followed by learning to know and learning to experience (M =5.08) This proves that, JHS students participate in learning activities with a mindset of trying to excel andachieve a new standard, especially learning to achieve high and surpass themselves in school The mainlearning tendency of JHS students is learning to get results and achievements, to see their own changes inlearning and to know new things, to expand their knowledge of interesting things Learning to experiencestimulation has the lowest score means that students do not have many positive feelings about learning, donot find it very attractive to the learning content, do not have many positive emotions when sharing ideaswith teachers, friends and people around, it's not fun to participate in learning projects
Consider the relationship between three components of IAM through Pearson correlation coefficient;The results show that learning to know and learning to experience stimulation are most positively correlated(r=0.69; p<0.001) Learning to know and learning towards accomplishment also had a significant linearrelationship (r=0.61; p<0.001) The two components of learning to experience stimulation and learningtowards accomplishment are also positively correlated (r=0.57; p<0.001) Therefore, a JHS student has anIAM with a tendency to learn to achieve higher results, the more he wants to learn to know more new things,and the more he wants to find more joy and positive emotions when he participates in interesting learningprojects
In general, the strongest JHS students’ IAM is learning towards accomplishment, achievement-oriented,and positively correlated with learning to know and learning to experience stimulation Therefore, enhancingany aspect of the training will improve the remaining aspects of the IAM
3.1.2 Expression of intrinsic academic motivation
The JHS students’ IAM is analyzed in three aspects: learning to know, learning toward accomplishment,and learning to experience stimulation The majority of JHS students have the highest expression of IAM-learning toward accomplishment 55.9% of students stated that they are “happy to surpass themselves inlearning” (M = 6.15) and 44.7% of students feel “happy when they surpass themselves to achieve certainachievements” (M = 6) is absolutely correct for themselves The average score between the two expressions
is not much different, showing that although there are positive emotions when seeing their own change, theyneed to stick to a certain common standard that all students want to achieve The high IAM is also shown inthe fact that JHS students are “happy to discover new things that they never knew” (M = 5.87) JHS studentsare more interested in their actual ability than in expanding their knowledge of an interesting learningcontent They need interactive teachers with clear goals and criteria for achievement At the same time,teachers need to let students feel the connection of emotions, interests, and values to nurture their curiosity todiscover interesting things
On the other hand, expressions such as "happy and satisfied while learning new things" (M = 5.63)
or " is completing learning activities with many difficulties" (M = 5.33) are not totally correct when JHSstudents describe IAM The expressions associated with the experience process do not seem to bring positiveemotions to JHS students when studying This shows that the accompaniment of teachers, schools andparents is important to maintain effective IAM It is rare to see students with a high IAM finding joy interest