Striving to Teach Versus Modern Realia

Authors

DOI:

https://doi.org/10.34142/2709-7986.2021.26.2.08

Keywords:

Amotivation, Distant Learning, Motivation, University Students, Wellbeing

Abstract

There have always been challenges confronting both teachers and students in the process of sharing knowledge and skills. The purpose of the article is to analyze the situation that has become even more demanding due to the changes connected with the implementation of distance learning.

Theoretical and methodological base of the research consists of an approach connected with the use of such methods as analysis, generalization and interpretation of the psychological theory of motivation and the concept of amotivation and its consequences; observation of the current educational situation with regard to its active participants.

Results focus on modern realia, when the educational conditions have been greatly changed in connection with the pandemic situation, it is possible to notice decrease of motivation among the students. Students tend to miss classes as they believe that teaching can be ineffective, prefer not to answer during the lesson, take time in handing in their homework, fellow students influence their choice of being less diligent. Technical problems or inability to participate in an active way in the process of the lesson can really worsen the situation with the desire to get proper knowledge.

Conclusion. That is why teaching big group of students and individual approach when conducting online lessons can be so challenging to teachers. It can lead to burning out while working and teacher wellbeing is also at risk, its great importance has been once again proven and highlighted.

Downloads

Download data is not yet available.

Author Biography

Anzhela Nikishyna, Simon Kuznets Kharkiv National University of Economics, Kharkiv, Ukraine.

University Teacher, Department of Pedagogy, Philology and Translation, Simon Kuznets Kharkiv National University of Economics, 9A, Nauky Avenue, Kharkiv, 61166, Ukraine.

References

Abramson, L. Y., Seligman, M. E., & Teasdale, J. D. (1978). Learned helplessness in humans: Critique and reformulation. Journal of Abnormal Psychology, 87(1), 49–74. https://doi.org/10.1037/0021-843X.87.1.49

Altbach, P. G., & De Wit, H. (2020). Postpandemic outlook for higher education is bleakest for the poorest. International Higher Education, 102, 3–5.

Baker, S. R. (2004). Intrinsic, extrinsic and amotivational orientations: Their role in university adjustment, stress, well – being, and subsequent academic performance. Current Psychology: Developmental Learning, Personality, Social Issues, 23, 189-202.

Bayne, S. (2015). What’s the matter with ‘technology-enhanced learning’? Learning, Media and Technology, 40(1), 5–20. https://doi.org/10.1080/17439884.2014.915851

Bigelow, B.J., & Zhou, R M. (2001). Relational scaffolding of school motivation: Development continuities in students’ and parents’ ratings of the importance of school goals. The Journal of Genetic Psychology, 162, 75-93.

Cameron, J., & Pierce, W. D. (1994) ‘Reinforcement, rewards and intrinsic motivation: a meta-analysis’. Review of Educational Research, 64(3), 363–423.

Carr-Chellman, A., & Duchastel, P. (2000). The ideal online course. British Journal of Educational Technology, 31(3), 229–241. https://doi.org/10.1111/1467-8535.00154

Covington, M.V. (2000). Intrinsic versus extreme motivation in schools: A reconciliation. Current Directions in Psychological Science, 9, 22-25.

Csikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (2005). Flow. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 598–608). Guilford Publications.

Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R.M. (1991). Motivation in education: The self-determination perspective. The Educational Psychologist, 26, 325-346.

Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self - determination in human behavior. Springer US.

Eccles, J.S., & Adler, T.F (1993). Expectancies, values, and academic behaviors. In J.T. Spence (Ed.), Achievements and achievement motive (pp. 75-146). W.H. Freeman and Company.

Ford, V.B., & Robi, D.E. (n.d.). Why do students lack motivation in the classroom? https://libres.uncg.edu/ir/uncp/f/Why%20Do%20High%20School%20Students%20Lack%20Motivation%20in%20the%20Classroom.pdf

Grolnick, W.S. & Ryan, R.M. (1987). Autonomy in Children’s Learning: An Experimental and Individual Difference Investigation. Journal of Personality and Social Psychology, 52, 890-898.

Hamm, D., & Reeve, J. (2002). Teachers as Resources and Obstacles to Students’ Intrinsic Motivation [Unpublished manuscript]. Michigan State University.

Kirschner, P.A. (2015). Do we need teachers as designers of technology enhanced learning? Instructional Science, 43(2), 309–322. https://doi.org/10.1007/s11251-015-9346-9.

Lambert, L. (n.d.). Teacher wellbeing during COVID-19 – How to create a happier, healthier team of teachers. https://www.teachwire.net/news/focus-on-the-positive-how-to-create-a-happier-healthier-team-of-teachers

Landy, F.J., & Becker, W.S. (1987). Motivation theory reconsidered. Research in organizational behavior, 9, 1-38.

Murdock, T.B. (1999). The social context of risk status and motivation predictors of alienation in middle school. Journal of Educational Psychology, 91, 62-75.

Ormrod, J.E. (2011). Educational psychology: developing learners. 7th ed. Boston Pearson/Allyn & Bacon.

Pelletier, L.G., Dion, S., Tucson, K., & Green-Demers (1999). Why do people fail to adopt environmental behaviors? Toward a taxonomy of environmental amotivation. Journal of Basic and Applied Psychology, 29, 2481-2504. https://doi.org/10.1111/j.1559-1816.1999.tb00122.x

Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning, 21(3), 166–190. https://doi.org/10.24059/olj.v21i3.1225

Pintrich, P. R. (2003). A motivation science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686. https://doi.org/10.1037/0022-0663.95.4.667

Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigital Science and Education volume, 2, 923–945 https://doi.org/10.1007/s42438-020-00155-y

Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68

Ryan, R.M., & Deci, E.L. (2002). Overview of self-determination theory: An organismic-dialectical perspective. In E.L. Deci & R.M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). University of Rochester Press.

Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I've got it: A process model of perceived control and children’s engagement and achievement in school. Journal of Educational Psychology, 82(1), 22–32. https://doi.org/10.1037/0022-0663.82.1.22

Snyder, T., & Hoffman, C. (2002). Digest of educational statistics 2001 (NCES Publication No. 2002-130). National Center for Education Statistics.

Wigfall, A. (1988). Children’s attributions for success and failure: Effects of age and attentional focus. Journal of Educational Psychology, 80, 76-81.

Downloads

Published

2021-10-29

How to Cite

Nikishyna, A. (2021). Striving to Teach Versus Modern Realia. Educational Challenges, 26(2), 90-100. https://doi.org/10.34142/2709-7986.2021.26.2.08