Learners' Motivation at Schools in Low SES Regions in Hungary

Autor/inn/en	Polonyi, Tünde; Balajthy, Dániel; Abari, Kálmán; Szabó, Fruzsina; Pásku, Judit; Buda, Mariann
Titel	Learners' Motivation at Schools in Low SES Regions in Hungary
Quelle	In: International Journal of Inclusive Education, 27 (2023) 5, S.636-651 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Polonyi, Tünde)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1866687
Schlagwörter	Student Motivation; Low Income Students; Socioeconomic Status; Psychological Needs; Foreign Countries; Second Language Instruction; Instructional Innovation; Individual Differences; English (Second Language); Middle School Students; Hungary + Suchen Sie Ihr Suchwort? Schulische Motivation; Socio-economic status; Sozioökonomischer Status; Ausland; Fremdsprachenunterricht; Educational Innovation; Bildungsinnovation; Individueller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ungarn
Abstract	Our research attempts to explore the learning motivation patterns of Hungarian pupils from a low SES environment in order to develop an innovative foreign language teaching application. Pupils aged 10-14 were selected from 11 schools in a disadvantaged, low SES region of Hungary (N = 523). We used online questionnaires: a demographic questionnaire, the School Climate Questionnaire and the Learning Motivation Questionnaire. Higher achieving students seem to be less competitive. The difference in motivation regarding maternal educational qualifications is insignificant. Motivational patterns are not affected by low SES, but by the pupils' affective bonding and attachment to their school. Schools' motivational profiles differ from each other significantly; however, this does not correlate with the number of low SES pupils. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01