EVALUATION OF ACADEMIC MOTIVATION, A CASE STUDY OF ENG-LISH DEPARTMENT STUDENTS AT DUHOK UNIVERSITY.

  • MOHAMAD SALIH A. SULAIMAN Dept. of English, College of Languages, University of Duhok
  • SHILAN MAJEED MOUSA Dept. of English, College of Languages, University of Duhok
Keywords: KEYWORDS: Motivation; MUSIC Model; Empowerment; Usefulness; Success; Interest; Caring

Abstract

ABSTRACT

There is a vast body of literature that acknowledges an important relationship between motivation and academic performance. It confirms that motivation is crucial for learning, and it enhances academic performance among university students. This study reports the results of a survey exploring the students' perceptions on the teaching practices in a two-semester course of English Syntax,      considering the components of the MUSIC model of academic motivation elaborated by Jones (2009). For this purpose, we used the MUSIC inventory    (College Student version) developed by Jones (2012) to measure constructs related to the five components of the MUSIC model (i.e., eMpowerment, Usefulness, Success, Interest, and Caring) that are critical to students' motivation. That inventory has been shown to produce valid scores with samples of undergraduate students (Jones & Skaggs, 2016; Tendhar, 2015).  The inventory was administered to 90 4th- year undergraduate students in the Department of English, College of Languages, University of Duhok, near the end of the second semester. They responded to the scale items in the MUSIC inventory by choosing one of six options on a Likert-format scale. The students' ratings of the components and    aspects of the course that influenced their perception on it are discussed. Also, researchers' suggestions for improving the instructional design of the course from the perspective of the MUSIC motivational model are presented.

Downloads

Download data is not yet available.

References

REFERENCES
Agha M. (n. d.). Motivation and Learning: A Per-spective Motivationand Learning. Retrieved from https://www.merriam web-ster.com/dictionary/motive.
Arnold, J. (2000). Affect In language learning. Cambridge: Cambridge University Press.
De Volder, M., & Lens, W. (1982). Academic achievement and future time perspective as a cognitive-motivational concept. Journal of Personality and Social Psychology, 42(3), 566–571.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psycho-logical Inquiry, 11 (4), 227-268.
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic re view of experiments exam-ining the effects of extrinsic rewards on in-trinsic motivation. Psychological Bulletin, 125(6), 627–668.
Gredler, Broussard, S. C., & Garrison, M. E. B. (2004). The relationship between classroom motivation and academic achievement in ele mentary school-aged children. Family and Consumer Sciences Research Journal, 33(2), 106–120.College of Education, Gainesville, FL, USA.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Edu-cational Psychologist, 41(2), 111-127.
Jones, B. D. (2009). Motivating students to engage in learning: The MUSIC model of academic motivation. International Journal of Teaching and Learning in Higher Educa-tion, 21(2), 272-285.
Jones, B. D., & Skaggs, G. E. (2016). Measuring students’ motivation:
Validity evidence for the MUSIC Model of Aca-demic Motivation Inventory. International Journal for the Scholarship of Teaching and Learning, 10(1). Retrieved from
http://digitalcommons.georgiasouthern.edu/ij-sotl/vol10/iss1/7.
Jones, B.D. (2014). Motivating students by design: Practical strategies for professors. Charles-ton, SC: Create Space.
Kauffman, D. F., & Husman, J. (2004). Effects of time perspective on student motivation: In-troduction to a special issue. Educational Psychology Review, 16(1), 1-7. https://doi.org/10.1023/B:EDPR.0000012342.37854.58.
Lai, E.R. (2011) Motivation: A Literature Review. Pearson Research
Report.
Noddings, N. (1992) The challenge to care in schools: an alternative approach to educa-tion, New York: Teachers College Press.
Procter, P. (1985). Longman dictionary of contem-porary English. Har low England: Longman, p.185.
Richards, J. & R. Schmidt. (2002): Longman dic-tionary of teaching and applied linguistics. London education Limited.
Tabachnick, S. E., Miller, R. B., & Relyea, G. E. (2008). The relationships among students' future-oriented goals and subgoals, per-ceived task instrumentality, and task-oriented self-regulation strategies in an aca-demic environment. Journal of Educational Psychology, 100(3), 629-642.
http://dx.doi.org/10.1037/0022-0663.100.3.629 .
Tendhar C. (2015). Effects of Motivational Beliefs and Instructional Practice on Students' In-tention to Pursue Majors and Careers in En-gineering. Virginia Tech.
Published
2020-06-02
How to Cite
SULAIMAN, M. S. A., & MOUSA, S. M. (2020). EVALUATION OF ACADEMIC MOTIVATION, A CASE STUDY OF ENG-LISH DEPARTMENT STUDENTS AT DUHOK UNIVERSITY. Journal of Duhok University, 22(2), 325-334. https://doi.org/10.26682/hjuod.2019.22.2.17
Section
Humanities and Social Sciences