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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION -o0o - 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 The dissertation is completed at: HANOI 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 LIST OF PUBLICATIONS RELATED TO THE THESIS 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 Nguyen Phuc Loc, Tran Thi Le Thu (2021) Research directions on learners’ acdemic motivation in psychology Journal of Psychology, 2(263), 60-80 Nguyen Phuc Loc, Tran Thi Le Thu (2020) Learners' academic motivation in psychology: a systematic review HNUE Journal of Science, 65, 75-84 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 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 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 Pp 230-243 FOREWORD Necessity of the research Based on the orientation of the 8th Central Resolution, the XI session on fundamental and comprehensive renovation of education and training (Central Executive Committee, 2013) of the country, the Ministry of Education and Training (MOET) has developed and issued a comprehensive general education program; 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 both physically 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 the good qualities and capabilities necessary to become responsible citizens, cultured, industrious and creative workers 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 learning interest, 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 has not 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” Research purpose Researching the theory and actual situation of expression of JHS students’ IAM, the factors related to their IAM; on the basis of the actual situation, propose a number of impact measures to contribute to helping JHS students improve their IAM Research subject and participant 3.1 Research subject Manifestations of JHS students’ intrinsic AC; factors related to the JHS students’ intrinsic AC 3.2 Research participant Subjects for research: 776 students at 03 JHSs in Hanoi; Subjects for interview: 16 JHS students; Subjects for case study: 02 JHS students from a private school in Hanoi Research scope 4.1 In term of research subject The topic only deeply investigates the IAM and its manifestation in aspects: (1) learning to know, (2) learning toward accomplishment and (3) learning to experience stimulation The topic also only considers the IAM with 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 the survey The study was carried out on 776 JHS students studying at 03 JHSs; in which there are 01 public school: JHS1 for short (in Gia Lam District), 01 private school: JHS2 (in Cau Giay District) and 01 semi-public school: JHS3 (Cau Giay District) 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 5.2 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 interventions that contribute to achieve and improve the IAM in accordance with each student and the circumstances of each family and each school 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’s IAM 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 of impact 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 Research approaches and methodology 7.1 Research methods Theoretical models of AM research are generally very diverse, the project chooses to study in an integrated approach, which includes some basic psychological theories such as: activity psychology, developmental psychology, school psychology, cultural psychology; and a number of in-depth research theories about AM: self-determination theory, minset theory, self-efficacy theory, goal-achievement theory, and cognitive-behavioral theories 7.2 Methodology To carry out this study, we use a combination of the following research methods: theoretical research, survey, in-depth interview, case study, data processing method using mathematical statistics Research contribution 8.1 In term of theory The thesis has generalized the research trends on the AM and the JHS students’ IAM and clarified the following issues: (1) the concepts: the AC and the JHS students’ IAM, which emphasizes satisfaction and pleasure from within when participating in learning activities with the high degree of autonomy; (2) the three components of the the AM include learning to know, learning toward accomplishment, and learning to experience stimulation; (3) subjective and objective factors affecting the JHS students’ IAM; (4) effective measures to improve the JHS students’ IAM The research contributes to the theoretical basis to prove current Psychology theories such as self-determination theory, mindset theory, self-efficacy theory, goal orientation theory and humanism theory besides behavioral theories, cognitive 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 the most expression of the learning towards accomplishment, followed by learning to know and learning to experience stimulation The three components of IAM are positively correlated, showing that when one aspect 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 small number of JHS students have amotivation In addition, the study has shown the difference in the status of the intrinsic AC by grade and family economic status The study also shows that personal, school and family factors are all correlated and have the ability to predict the JHS students’ IAM Moreover, the impacting mechanism of the classroom mastery goal structure to the IAM through the mastery goal orientation, and the impact 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 the IAM continuum and revealed new factors related to the development and decline of IAM The results of the practical 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 the requirements and reality of each student Research helps school psychologists understand the causes and predict 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 Dissertation structure In addition to the foreword, conclusion, recommendations, references, appendix, the thesis consists of chapters: 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 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 the IAM To this, we have compiled 156 works from 100 sources of reliable domestic and international publishers We analyze and synthesize into 09 research directions on the IAM: (1) IAM and psychological needs, (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 In general, the results of these research directions show that further studies need to clarify whether cultural 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 the maintenance 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 Vietnamese students in the current context of educational innovation In our thesis, we inherit and develop research according to trends focusing on JHS students including (1) IAM and psychological needs; (2) IAM and mindset; (3) IAM and achievement goal; (4) IAM and the classroom structure; (5) the IAM and the learning atmosphere; (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, so students participate in learning from grade to grade according to the regulations of the national education system This age is described by psychologist G Stanley Hall as a "turbulent period" of a person's life (according to Urdan and Pajares, 2002) with physical, psychological, social and characteristic changes 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 of biological systems (Duong Thi Dieu Hoa et al., 2015) This will affect psychology and positive as well as negative impacts on the JHS students' intrinsic AC On the positive side, the brain has a new development that helps intellectual functions develop strongly (Duong Thi Dieu Hoa et al., 2015) This partly motivates students 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 learning activities or lack of attention 1.2.1.2 Psychological characteristics Physical changes have many effects on the emotions, thoughts, and behaviors of JHS students Evidence from many research sources shows that adolescent psychological development is characterized by an increase in the following aspects: desire for autonomy, orientation towards friends, self-perception, selfconsciousness, self-importance, and self-esteem, importance of identity issues, interest in heterosexual relationships, and the ability to relate to abstract cognitive activities (Eccles & Roeser, 2009) This is the age with strong and comprehensive development in terms of perception, memory and thinking This development emphasizes the favorable factors for the development of AC such as focusing attention throughout a lesson, knowing how to distribute attention to different types of learning activities, sometimes even speeding up the learning process; the need to discover new things, assert themselves On the other hand, the high tendency to self-assess with a strict attitude, in the eyes of others and sometimes to be too sensitive to oneself, low selfesteem and instability leads to dissatisfaction with oneself (Truong Thi Khanh Ha, 2013) This makes JHS students easy to get academic pressure Besides, it is easy to be attracted by external impressions and novelties 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 guide students in a delicate and skillful way so that they can maintain healthy, pure friendships The affection and friendliness that encourage each other, suggest each other, stimulate each other to good things, help each other, and protect each other is the motivation for each student's self-improvement, to promote the learning process 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 same time, learning activities of each student are influenced by their physical, psychological and social development 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 model with the assumption that the individual's motivation is arranged according to the degree of autonomy in behavior 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 consistent with 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 divided into groups with types of AIM: amotivation, types of the EAM and types of the IAM, distributed on a continuous 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 of IAMs: (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 This thesis inherits the research results of Vallerand and his co-workers (1992) examining the expression of the JHS students’s IAM in aspects: (1) learning to know, (2) learning toward accomplishment 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 knowledge and understanding of the things that students are interested in that bring them joy and satisfaction IAM- to know 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 to recognize and understand knowledge, as well as seek its meaning (Vallerand et al., 1989) IAM- to know is also 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 the sheer 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 individuals focus on the process of performing and achieving results rather than looking at the results alone This type of IAM is associated with constructs such as the motivation to learn to master knowledge, inner challenge, and creativity (Carbonneau, Vallerand & Lafrenière, 2012) IAM- learning towards accomplishment refers to the joy a person has from trying to develop new skills and hone their qualifications; this is the common point of people with mastery goal orientation At the heart of this type of motivation is that they focus not on the final result, 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 extra parts beyond the requirements of a semester report to experience joy and satisfaction while trying to outdo themselves show IAM- learning towards accomplishment As such, the IAM- learning towards accomplishment is participation in an activity when trying to excel and achieve a new standard or create something 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, aesthetic experiences, 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 recently and can also be understood as people being motivated to achieve optimal levels of arousal (and varies from person 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 as perception 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 are examples of individuals who are intrinsically motivated to experiment in education Thus, IAM- learning to experience stimulation refers to the joy, excitement, positive feeling, interaction, connection that learners get when experiencing, knowing and participating in new things 1.2.5 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 and parenting styles School-related factors include the motivational style of teachers, peers, content of learning materials, and classroom goal structure Socio-demographic factors is related to IAM including family economic 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 the mistake of thinking that they are no longer interested in learning Promoting JHS students’ IAM should be given 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 or indirectly 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 parents training, (4) enhancing JHS students’ IAM through consulting the school administration, (5) improving JHS students’ IAM through psychological support activities school/school psychologists Summary of Chapter In this chapter, an overview of international and domestic works is provided to clarify the research purpose 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 learning interests of learners Second, the JHS students’ IAM is the satisfaction that comes from within when participating in learning activities with the high degree of autonomy, which is expressed through three key aspects: (1) learning to know, (2) learning toward accomplishment and (3) learning to experience stimulation 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 JHS students has not been proven in formal scientific studies in Vietnam The results from the literature review and the analysis of concepts and expressions aim to identify gaps in research and form a theoretical model of the dissertation Specifically, the dependent variable is the JHS students’ IAM and groups of independent variables including three psychological needs, achievement goals, mindset, learning atmosphere, classroom goal structure, and parenting style In addition, there are several models of mediating variables that are assumed to be as follows: psychological need is the bridge between parenting style and the IAM, the autonomy 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 05 measures to improve and promote the JHS students’ IAM effectively, including teaching students about the factors affecting the IAM and study skills; teacher training; parentstraining; consulting the School Board of Directors; promote supporting activities of school psychology CHAPTER RESEARCH ORGANISATION AND METHODOLOGY 2.1 2.1.1 Research organisation Research sites 10 3.1 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 the mean = 5.55 and mean = 0.89 Considering the three components of the IAM, the JHS students tended to learn 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 and achieve a new standard, especially learning to achieve high and surpass themselves in school The main learning tendency of JHS students is learning to get results and achievements, to see their own changes in learning and to know new things, to expand their knowledge of interesting things Learning to experience stimulation has the lowest score means that students not have many positive feelings about learning, not find it very attractive to the learning content, not have many positive emotions when sharing ideas with 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; p0.05) and learning to experience the stimulation (p=0.23>0, 05), we see that the sig coefficients of the three IAM components are all greater than 0.05; therefore, there is no statistically significant difference in mean between the two genders in all components In other words, there is no evidence that there is a difference between learning to know, learning toward accomplishment, and learning to experience stimulation The results of this study are similar to the research on JHS in Hong Kong by the authors Hui, Sun, Chow and Chu (2011) as well as the study by McGeown and colleagues (2014) stating that there is no difference in between men and women’ IAM There is no difference in IAM among JHSs (p= 0.05) In addition, students in all three schools tend to study toward results, achievements and levels of learning with positive emotions However, there is a difference in the learning to know of students from JHS1 and JHS3 Specifically, students in public schools (JHS1) study with the mindset to expand their knowledge about what they find interesting more than students in charter schools (JHS3) Learning towards accomplishment with coefficients sig = 0.01 < 0.05 means that there is a statistically significant difference between students with different learning abilities in this respect Specifically, the level of learning towards accomplishment in excellent students (M = 5.85) and good students (M = 5.82) was higher than average and weak students (M = 5.46) The remaining two components of the IAM and the IAM in general all have sig coefficients greater than 0.05, so even though there is a difference between the mean values of excellent, good, average and weak students, but these differences are not significant Differing from the Kham Phan Kham On (1994)’s research results, the academic achievement score of Lao JHS students is higher than that of students with good and good academic performance This difference may be because this part of the study only focuses on the IAM and not the overall IAM like Kham Phan Kham On The results obtained in the IAM in general and the three components have a coefficient of p