Personal and Contextual Influences on Township School Learners' Motivation and Self-Regulated Learning

Autor/in	Geduld, Bernadette
Titel	Personal and Contextual Influences on Township School Learners' Motivation and Self-Regulated Learning
Quelle	In: Africa Education Review, 14 (2017) 2, S.122-139 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2017.1291279
Schlagwörter	Learning Motivation; Student Motivation; Independent Study; Active Learning; Predictor Variables; Context Effect; Secondary School Teachers; Teacher Surveys; Professional Autonomy; Semi Structured Interviews; Teacher Competencies; School Support; Educational Environment; Expectation; Rewards; Poverty; Employment Opportunities; School Community Relationship; Morale; Social Influences; Municipalities; Foreign Countries; Qualitative Research; Case Studies; South Africa + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Schulische Motivation; Selbststudium; Aktives Lernen; Prädiktor; Berufsfreiheit; Lehrkunst; Schulförderverein; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Expectancy; Erwartung; Reward; Belohnung; Armut; Berufschance; Beschäftigungschance; Moral; Sozialer Einfluss; Magistrat; Ausland; Qualitative Forschung; Case study; Fallstudie; Case Study; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Learners' self-regulation, which includes motivational variables, is influenced by personal variables within learners themselves, as well as by contextual factors. A great deal of research has focused on personal variables in learners that influence their self-regulated behaviours; yet contextual influences that operate outside of formal schooling of township school learners, although generally acknowledged, remain under-researched. The research presented in this paper explored 14 secondary township school teachers' perceptions of the factors that influence learners' motivation to achieve academic success. A better understanding of contextual motivational factors could influence teaching and learning, as well as provide the needed support that ultimately will enhance the academic achievement of South African township school learners. Participants perceived autonomy-supportive, extrinsic motivation, schools as positive learning environments, study and job opportunities, community projects, friends and peers, poverty, and encouragement from the local community as strong sources of motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01