Dafi’iyah Al-Muta’allim Wa Al-Mu’allim Fi Ta’lim Al-Lughah Al-Arabiyyah
DOI:
https://doi.org/10.32332/an-nabighoh.v24i1.4905Keywords:
Motivational Theory; Teacher; Learner; Language Teaching.Abstract
The teaching and learning process is in dire need of motives and encouragements from various aspects, and it is considered among the drivers behind the behavior of the learner and the teacher, as the teaching and learning process will lose its vitality in the absence of motivation, and because it plays an important role, this research seeks to touch the theories related to motivation. Which is still the focus of the interest of educators in the field of education, in addition to that, the researcher mentioned some strategies related to motivation in terms of internal and external, such as human behavior and motivation to do something, which is among the core of this research, by looking at some references related to the topic of motives. The results of the research indicate that: There is a strong link between motivation theories, whether it is internal motivation and external motivation, each of which seeks to motivate and encourage to do something, and in this aspect is motivation in language education.
References
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Ashraf, Rasha, Jonathan M. Godbey, Milind M. Shrikhande, and Tracy A. Widman. “Student Motivation and Perseverance: Do They Explain College Graduation?” Journal of the Scholarship of Teaching and Learning 18, no. 3 (2018). https://doi.org/10.14434/josotl.v18i3.22649.
Banks, Tachelle. “From Deficit to Divergence: Integrating Theory to Inform the Selection of Interventions in Special Education.” Creative Education 5, no. 7 (2014): 510. https://doi.org/10.4236/ce.2014.57060.
Beckmann, Jürgen, and Heinz Heckhausen. “Motivation as a Function of Expectancy and Incentive.” In Motivation and Action, 163–220. Cham: Springer International Publishing, 2018. https://doi.org/10.1007/978-3-319-65094-4_5.
Byrnes, James P. “Categorizing and Combining Theories of Cognitive Development and Learning.” Educational Psychology Review 4, no. 3 (1992): 309. https://doi.org/10.1007/BF01417875.
Cervone, Daniel, Lara Mercurio, and Carmen Lilley. “The Individual Stem Student in Context: Idiographic Methods for Understanding Self-Knowledge and Intraindividual Patterns of Self-Efficacy Appraisal.” Journal of Educational Psychology 112, no. 8 (2020): 1597–1613. https://doi.org/10.1037/edu0000454.
Ciampa, K. “Learning in a Mobile Age: An Investigation of Student Motivation.” Journal of Computer Assisted Learning 30, no. 1 (2014): 82–96. https://doi.org/10.1111/jcal.12036.
Clément, Richard, Zoltán Dörnyei, and Kimberly A. Noels. “Motivation, Self-Confidence, and Group Cohesion in the Foreign Language Classroom.” Language Learning 44, no. 3 (1994): 417. https://doi.org/10.1111/j.1467-1770.1994.tb01113.x.
Deci, Edward L. “Intrinsic Motivation, Extrinsic Reinforcement, and Inequity.” Journal of Personality and Social Psychology 22, no. 1 (1972): 113. https://doi.org/10.1037/h0032355.
Deci, Edward L., Richard Koestner, and Richard M. Ryan. “A Meta-Analytic Review of Experiments Examining the Effects of Extrinsic Rewards on Intrinsic Motivation.” Psychological Bulletin 125, no. 6 (1999): 627. https://doi.org/10.1037/0033-2909.125.6.627.
DeRobertis, Eugene M., and Andrew M. Bland. “Lifespan Human Development and ‘the Humanistic Perspective’: A Contribution toward Inclusion.” The Humanistic Psychologist 48, no. 1 (2020): 3–27. https://doi.org/10.1037/hum0000141.
Dörnyei, Zoltán. “Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications.” Language Learning 53, no. S1 (2003): 3–32. https://doi.org/10.1111/1467-9922.53222.
———. “Motivation and Motivating in the Foreign Language Classroom.” The Modern Language Journal 78, no. 3 (1994): 273. https://doi.org/10.2307/330107.
———. “Understanding L2 Motivation: On with the Challenge!” The Modern Language Journal 78, no. 4 (1994): 515. https://doi.org/10.1111/j.1540-4781.1994.tb02071.x.
Eid, Zeina, and Julia Sallabank. “Language Attitudes and Language Practices of the Lebanese Community in the UK.” International Journal of the Sociology of Language 2021, no. 269 (2021): 179–202. https://doi.org/10.1515/ijsl-2020-0008.
Eisenberger, Robert, and Linda Shanock. “Rewards, Intrinsic Motivation, and Creativity: A Case Study of Conceptual and Methodological Isolation.” Creativity Research Journal 15, no. 2–3 (2003): 121. https://doi.org/10.1080/10400419.2003.9651404.
Ely, Christopher M. “Language Learning Motivation: A Descriptive and Causal Analysis.” The Modern Language Journal 70, no. 1 (1986): 28–35. https://doi.org/10.1111/j.1540-4781.1986.tb05240.x.
Gardner, R. C., and P. D. MacIntyre. “An Instrumental Motivation In Language Study: Who Says It Isn’t Effective?” Studies in Second Language Acquisition 13, no. 1 (1991): 57–72. https://doi.org/10.1017/S0272263100009724.
Gardner, R. C., and P. F. Tremblay. “On Motivation, Research Agendas, and Theoretical Frameworks1.” The Modern Language Journal 78, no. 3 (1994): 359. https://doi.org/10.1111/j.1540-4781.1994.tb02050.x.
Gardner, Robert C., and Wallace E. Lambert. “Motivational Variables in Second-Language Acquisition.” Canadian Journal of Psychology/Revue Canadienne de Psychologie 13, no. 4 (1959): 266. https://doi.org/10.1037/h0083787.
Guilloteaux, Marie J., and Zoltán Dörnyei. “Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation.” TESOL Quarterly 42, no. 1 (2008): 55–77. https://doi.org/10.1002/j.1545-7249.2008.tb00207.x.
Hendijani, Rosa, Diane P. Bischak, Joseph Arvai, and Subhasish Dugar. “Intrinsic Motivation, External Reward, and Their Effect on Overall Motivation and Performance.” Human Performance 29, no. 4 (2016): 251. https://doi.org/10.1080/08959285.2016.1157595.
Hennessey, Beth A., and Teresa M. Amabile. “Reality, Intrinsic Motivation, and Creativity.” American Psychologist 53, no. 6 (1998): 674. https://doi.org/10.1037/0003-066X.53.6.674.
Hull, C. L. “The Problem of Intervening Variables in Molar Behavior Theory.” Psychological Review 50, no. 3 (1943): 273. https://doi.org/10.1037/h0057518.
Hull, Clark Leonard. Principles of Behavior: An Introduction to Behavior Theory. Appleton-Century-Crofts, 1943.
Lerner, Richard M, and Marjorie B Kauffman. “The Concept of Development in Contextualism.” Developmental Review 5, no. 4 (1985): 309. https://doi.org/10.1016/0273-2297(85)90016-4.
Le-Thi, Duyen, Zoltán Dörnyei, and Ana Pellicer-Sánchez. “Increasing the Effectiveness of Teaching L2 Formulaic Sequences through Motivational Strategies and Mental Imagery: A Classroom Experiment.” Language Teaching Research, 2020. https://doi.org/10.1177/1362168820913125.
Li, Shaofeng, Rod Ellis, and Yan Zhu. “The Associations between Cognitive Ability and L2 Development under Five Different Instructional Conditions.” Applied Psycholinguistics 40, no. 3 (2019): 693–722. https://doi.org/10.1017/S0142716418000796.
Lukmani, Yasmeen M. “Motivation to Learn and Language Proficiency.” Language Learning 22, no. 2 (1972): 261. https://doi.org/10.1111/j.1467-1770.1972.tb00087.x.
Masgoret, A.–M., and R. C. Gardner. “Attitudes, Motivation, and Second Language Learning: A Meta–Analysis of Studies Conducted by Gardner and Associates.” Language Learning 53, no. 1 (2003): 123. https://doi.org/10.1111/1467-9922.00212.
McClelland, David C., Richard Koestner, and Joel Weinberger. “How Do Self-Attributed and Implicit Motives Differ?” Psychological Review 96, no. 4 (1989): 690–702. https://doi.org/10.1037/0033-295X.96.4.690.
Merrick, Kathryn, and Mary Lou Maher. Motivated Reinforcement Learning. Heidelberg: Springer Berlin, 2009. https://doi.org/10.1007/978-3-540-89187-1.
Nhem, Davut. “Using Task-Based Language Teaching in English Writing Classrooms: Students’ Perception of Motivation, Writing Behavior, and Challenges.” Journal of Foreign Language Teaching and Translation Studies 5, no. 3 (2020): 45–62. https://doi.org/10.22034/efl.2020.246165.1054.
Noels, Kimberly A. “New Orientations in Language Learning Motivation: Towards a Model of Intrinsic, Extrinsic, and Integrative Orientations and Motivation.” In Motivation and Second Language Acquisition. 23. Honolulu: University of Hawai’i, 2001.
Noels, Kimberly A., Dayuma I. Vargas Lascano, and Kristie Saumure. “The Development Of Self-Determination Across The Language Course: Trajectories Of Motivational Change And The Dynamic Interplay Of Psychological Needs, Orientations, And Engagement.” Studies in Second Language Acquisition 41, no. 4 (2019): 821. https://doi.org/10.1017/S0272263118000189.
Noels, Kimberly A., Luc G. Pelletier, Richard Clément, and Robert J. Vallerand. “Why Are You Learning a Second Language? Motivational Orientations and Self-Determination Theory.” Language Learning 50, no. 1 (2000): 57–85. https://doi.org/10.1111/0023-8333.00111.
Pintrich, Paul R. “The Role of Motivation in Promoting and Sustaining Self-Regulated Learning.” International Journal of Educational Research 31, no. 6 (1999): 459. https://doi.org/10.1016/S0883-0355(99)00015-4.
Reese, Hayne W., and Willis F. Overton. “Models of Development and Theories of Development.” In Life-Span Developmental Psychology, edited by L. R. Goulet and Paul B. Baltes, 115. Academic Press, 1970. https://doi.org/10.1016/B978-0-12-293850-4.50011-X.
Renger, Susan, and Ann Macaskill. “Developing the Foundations for a Learning-Based Humanistic Therapy.” Journal of Humanistic Psychology, 2021, 1–22. https://doi.org/10.1177/00221678211007668.
Rheinberg, Falko, and Stefan Engeser. “Intrinsic Motivation and Flow.” In Motivation and Action, 579–622. Cham: Springer International Publishing, 2018. https://doi.org/10.1007/978-3-319-65094-4_14.
Ryan, Richard M., and Edward L. Deci. “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being.” American Psychologist 55, no. 1 (2000): 68–78. https://doi.org/10.1037/0003-066X.55.1.68.
Schunk, Dale H. “Coming to Terms with Motivation Constructs.” Contemporary Educational Psychology 25, no. 1 (2000): 116. https://doi.org/10.1006/ceps.1999.1018.
———. “Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich.” Educational Psychologist 40, no. 2 (2005): 85–94. https://doi.org/10.1207/s15326985ep4002_3.
Skinner, B. F. Science And Human Behavior. New York: Free Press, 2014.
Stupnisky, Robert H., Allison BrckaLorenz, Bridget Yuhas, and Frédéric Guay. “Faculty Members’ Motivation for Teaching and Best Practices: Testing a Model Based on Self-Determination Theory across Institution Types.” Contemporary Educational Psychology 53 (2018): 15–26. https://doi.org/10.1016/j.cedpsych.2018.01.004.
Syafrizal, Syafrizal. “The Impacts of Integrative and Instrumental Motivation for Indonesian Learners.” Lingua Pedagogia 1, no. 2 (2019): 64–76. https://doi.org/10.21831/lingped.v1i2.18541.
Taormina, Robert J., and Jennifer H. Gao. “Maslow and the Motivation Hierarchy: Measuring Satisfaction of the Needs.” The American Journal of Psychology 126, no. 2 (2013): 155. https://doi.org/10.5406/amerjpsyc.126.2.0155.
Vallerand, Robert J. “Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation.” In Advances in Experimental Social Psychology, 29:271–360. Academic Press, 1997. https://doi.org/10.1016/S0065-2601(08)60019-2.
Vansteenkiste, Maarten, Willy Lens, and Edward L. Deci. “Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation.” Educational Psychologist 41, no. 1 (2006): 19–31. https://doi.org/10.1207/s15326985ep4101_4.
Walker, Christopher O., Barbara A. Greene, and Robert A. Mansell. “Identification with Academics, Intrinsic/Extrinsic Motivation, and Self-Efficacy as Predictors of Cognitive Engagement.” Learning and Individual Differences 16, no. 1 (2006): 1–12. https://doi.org/10.1016/j.lindif.2005.06.004.
Wang, FengXia. “Motivation and English Achievement: An Exploratory and Confirmatory Factor Analysis of a New Measure for Chinese Students of English Learning.” North American Journal of Psychology 10, no. 3 (2008): 633.
Westen, Drew. “The Scientific Legacy of Sigmund Freud: Toward a Psychodynamically Informed Psychological Science.” Psychological Bulletin 124, no. 3 (1998): 333. https://doi.org/10.1037/0033-2909.124.3.333.
Wilkesmann, Uwe, and Sabine Lauer. “The Influence of Teaching Motivation and New Public Management on Academic Teaching.” Studies in Higher Education 45, no. 2 (2020): 434. https://doi.org/10.1080/03075079.2018.1539960.
Zhao, Yongbin, and Rod Ellis. “The Relative Effects of Implicit and Explicit Corrective Feedback on the Acquisition of 3rd Person -s by Chinese University Students: A Classroom-Based Study.” Language Teaching Research 26, no. 3 (2022): 361. https://doi.org/10.1177/1362168820903343.
Ziafar, Meisam, and Ehsan Namaziandost. “From Behaviorism to New Behaviorism: A Review Study.” Loquen: English Studies Journal 12, no. 2 (2019): 109. https://doi.org/10.32678/loquen.v12i2.2378.
Ashraf, Rasha, Jonathan M. Godbey, Milind M. Shrikhande, and Tracy A. Widman. “Student Motivation and Perseverance: Do They Explain College Graduation?” Journal of the Scholarship of Teaching and Learning 18, no. 3 (2018). https://doi.org/10.14434/josotl.v18i3.22649.
Banks, Tachelle. “From Deficit to Divergence: Integrating Theory to Inform the Selection of Interventions in Special Education.” Creative Education 5, no. 7 (2014): 510. https://doi.org/10.4236/ce.2014.57060.
Beckmann, Jürgen, and Heinz Heckhausen. “Motivation as a Function of Expectancy and Incentive.” In Motivation and Action, 163–220. Cham: Springer International Publishing, 2018. https://doi.org/10.1007/978-3-319-65094-4_5.
Byrnes, James P. “Categorizing and Combining Theories of Cognitive Development and Learning.” Educational Psychology Review 4, no. 3 (1992): 309. https://doi.org/10.1007/BF01417875.
Cervone, Daniel, Lara Mercurio, and Carmen Lilley. “The Individual Stem Student in Context: Idiographic Methods for Understanding Self-Knowledge and Intraindividual Patterns of Self-Efficacy Appraisal.” Journal of Educational Psychology 112, no. 8 (2020): 1597–1613. https://doi.org/10.1037/edu0000454.
Ciampa, K. “Learning in a Mobile Age: An Investigation of Student Motivation.” Journal of Computer Assisted Learning 30, no. 1 (2014): 82–96. https://doi.org/10.1111/jcal.12036.
Clément, Richard, Zoltán Dörnyei, and Kimberly A. Noels. “Motivation, Self-Confidence, and Group Cohesion in the Foreign Language Classroom.” Language Learning 44, no. 3 (1994): 417. https://doi.org/10.1111/j.1467-1770.1994.tb01113.x.
Deci, Edward L. “Intrinsic Motivation, Extrinsic Reinforcement, and Inequity.” Journal of Personality and Social Psychology 22, no. 1 (1972): 113. https://doi.org/10.1037/h0032355.
Deci, Edward L., Richard Koestner, and Richard M. Ryan. “A Meta-Analytic Review of Experiments Examining the Effects of Extrinsic Rewards on Intrinsic Motivation.” Psychological Bulletin 125, no. 6 (1999): 627. https://doi.org/10.1037/0033-2909.125.6.627.
DeRobertis, Eugene M., and Andrew M. Bland. “Lifespan Human Development and ‘the Humanistic Perspective’: A Contribution toward Inclusion.” The Humanistic Psychologist 48, no. 1 (2020): 3–27. https://doi.org/10.1037/hum0000141.
Dörnyei, Zoltán. “Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications.” Language Learning 53, no. S1 (2003): 3–32. https://doi.org/10.1111/1467-9922.53222.
———. “Motivation and Motivating in the Foreign Language Classroom.” The Modern Language Journal 78, no. 3 (1994): 273. https://doi.org/10.2307/330107.
———. “Understanding L2 Motivation: On with the Challenge!” The Modern Language Journal 78, no. 4 (1994): 515. https://doi.org/10.1111/j.1540-4781.1994.tb02071.x.
Eid, Zeina, and Julia Sallabank. “Language Attitudes and Language Practices of the Lebanese Community in the UK.” International Journal of the Sociology of Language 2021, no. 269 (2021): 179–202. https://doi.org/10.1515/ijsl-2020-0008.
Eisenberger, Robert, and Linda Shanock. “Rewards, Intrinsic Motivation, and Creativity: A Case Study of Conceptual and Methodological Isolation.” Creativity Research Journal 15, no. 2–3 (2003): 121. https://doi.org/10.1080/10400419.2003.9651404.
Ely, Christopher M. “Language Learning Motivation: A Descriptive and Causal Analysis.” The Modern Language Journal 70, no. 1 (1986): 28–35. https://doi.org/10.1111/j.1540-4781.1986.tb05240.x.
Gardner, R. C., and P. D. MacIntyre. “An Instrumental Motivation In Language Study: Who Says It Isn’t Effective?” Studies in Second Language Acquisition 13, no. 1 (1991): 57–72. https://doi.org/10.1017/S0272263100009724.
Gardner, R. C., and P. F. Tremblay. “On Motivation, Research Agendas, and Theoretical Frameworks1.” The Modern Language Journal 78, no. 3 (1994): 359. https://doi.org/10.1111/j.1540-4781.1994.tb02050.x.
Gardner, Robert C., and Wallace E. Lambert. “Motivational Variables in Second-Language Acquisition.” Canadian Journal of Psychology/Revue Canadienne de Psychologie 13, no. 4 (1959): 266. https://doi.org/10.1037/h0083787.
Guilloteaux, Marie J., and Zoltán Dörnyei. “Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation.” TESOL Quarterly 42, no. 1 (2008): 55–77. https://doi.org/10.1002/j.1545-7249.2008.tb00207.x.
Hendijani, Rosa, Diane P. Bischak, Joseph Arvai, and Subhasish Dugar. “Intrinsic Motivation, External Reward, and Their Effect on Overall Motivation and Performance.” Human Performance 29, no. 4 (2016): 251. https://doi.org/10.1080/08959285.2016.1157595.
Hennessey, Beth A., and Teresa M. Amabile. “Reality, Intrinsic Motivation, and Creativity.” American Psychologist 53, no. 6 (1998): 674. https://doi.org/10.1037/0003-066X.53.6.674.
Hull, C. L. “The Problem of Intervening Variables in Molar Behavior Theory.” Psychological Review 50, no. 3 (1943): 273. https://doi.org/10.1037/h0057518.
Hull, Clark Leonard. Principles of Behavior: An Introduction to Behavior Theory. Appleton-Century-Crofts, 1943.
Lerner, Richard M, and Marjorie B Kauffman. “The Concept of Development in Contextualism.” Developmental Review 5, no. 4 (1985): 309. https://doi.org/10.1016/0273-2297(85)90016-4.
Le-Thi, Duyen, Zoltán Dörnyei, and Ana Pellicer-Sánchez. “Increasing the Effectiveness of Teaching L2 Formulaic Sequences through Motivational Strategies and Mental Imagery: A Classroom Experiment.” Language Teaching Research, 2020. https://doi.org/10.1177/1362168820913125.
Li, Shaofeng, Rod Ellis, and Yan Zhu. “The Associations between Cognitive Ability and L2 Development under Five Different Instructional Conditions.” Applied Psycholinguistics 40, no. 3 (2019): 693–722. https://doi.org/10.1017/S0142716418000796.
Lukmani, Yasmeen M. “Motivation to Learn and Language Proficiency.” Language Learning 22, no. 2 (1972): 261. https://doi.org/10.1111/j.1467-1770.1972.tb00087.x.
Masgoret, A.–M., and R. C. Gardner. “Attitudes, Motivation, and Second Language Learning: A Meta–Analysis of Studies Conducted by Gardner and Associates.” Language Learning 53, no. 1 (2003): 123. https://doi.org/10.1111/1467-9922.00212.
McClelland, David C., Richard Koestner, and Joel Weinberger. “How Do Self-Attributed and Implicit Motives Differ?” Psychological Review 96, no. 4 (1989): 690–702. https://doi.org/10.1037/0033-295X.96.4.690.
Merrick, Kathryn, and Mary Lou Maher. Motivated Reinforcement Learning. Heidelberg: Springer Berlin, 2009. https://doi.org/10.1007/978-3-540-89187-1.
Nhem, Davut. “Using Task-Based Language Teaching in English Writing Classrooms: Students’ Perception of Motivation, Writing Behavior, and Challenges.” Journal of Foreign Language Teaching and Translation Studies 5, no. 3 (2020): 45–62. https://doi.org/10.22034/efl.2020.246165.1054.
Noels, Kimberly A. “New Orientations in Language Learning Motivation: Towards a Model of Intrinsic, Extrinsic, and Integrative Orientations and Motivation.” In Motivation and Second Language Acquisition. 23. Honolulu: University of Hawai’i, 2001.
Noels, Kimberly A., Dayuma I. Vargas Lascano, and Kristie Saumure. “The Development Of Self-Determination Across The Language Course: Trajectories Of Motivational Change And The Dynamic Interplay Of Psychological Needs, Orientations, And Engagement.” Studies in Second Language Acquisition 41, no. 4 (2019): 821. https://doi.org/10.1017/S0272263118000189.
Noels, Kimberly A., Luc G. Pelletier, Richard Clément, and Robert J. Vallerand. “Why Are You Learning a Second Language? Motivational Orientations and Self-Determination Theory.” Language Learning 50, no. 1 (2000): 57–85. https://doi.org/10.1111/0023-8333.00111.
Pintrich, Paul R. “The Role of Motivation in Promoting and Sustaining Self-Regulated Learning.” International Journal of Educational Research 31, no. 6 (1999): 459. https://doi.org/10.1016/S0883-0355(99)00015-4.
Reese, Hayne W., and Willis F. Overton. “Models of Development and Theories of Development.” In Life-Span Developmental Psychology, edited by L. R. Goulet and Paul B. Baltes, 115. Academic Press, 1970. https://doi.org/10.1016/B978-0-12-293850-4.50011-X.
Renger, Susan, and Ann Macaskill. “Developing the Foundations for a Learning-Based Humanistic Therapy.” Journal of Humanistic Psychology, 2021, 1–22. https://doi.org/10.1177/00221678211007668.
Rheinberg, Falko, and Stefan Engeser. “Intrinsic Motivation and Flow.” In Motivation and Action, 579–622. Cham: Springer International Publishing, 2018. https://doi.org/10.1007/978-3-319-65094-4_14.
Ryan, Richard M., and Edward L. Deci. “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being.” American Psychologist 55, no. 1 (2000): 68–78. https://doi.org/10.1037/0003-066X.55.1.68.
Schunk, Dale H. “Coming to Terms with Motivation Constructs.” Contemporary Educational Psychology 25, no. 1 (2000): 116. https://doi.org/10.1006/ceps.1999.1018.
———. “Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich.” Educational Psychologist 40, no. 2 (2005): 85–94. https://doi.org/10.1207/s15326985ep4002_3.
Skinner, B. F. Science And Human Behavior. New York: Free Press, 2014.
Stupnisky, Robert H., Allison BrckaLorenz, Bridget Yuhas, and Frédéric Guay. “Faculty Members’ Motivation for Teaching and Best Practices: Testing a Model Based on Self-Determination Theory across Institution Types.” Contemporary Educational Psychology 53 (2018): 15–26. https://doi.org/10.1016/j.cedpsych.2018.01.004.
Syafrizal, Syafrizal. “The Impacts of Integrative and Instrumental Motivation for Indonesian Learners.” Lingua Pedagogia 1, no. 2 (2019): 64–76. https://doi.org/10.21831/lingped.v1i2.18541.
Taormina, Robert J., and Jennifer H. Gao. “Maslow and the Motivation Hierarchy: Measuring Satisfaction of the Needs.” The American Journal of Psychology 126, no. 2 (2013): 155. https://doi.org/10.5406/amerjpsyc.126.2.0155.
Vallerand, Robert J. “Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation.” In Advances in Experimental Social Psychology, 29:271–360. Academic Press, 1997. https://doi.org/10.1016/S0065-2601(08)60019-2.
Vansteenkiste, Maarten, Willy Lens, and Edward L. Deci. “Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation.” Educational Psychologist 41, no. 1 (2006): 19–31. https://doi.org/10.1207/s15326985ep4101_4.
Walker, Christopher O., Barbara A. Greene, and Robert A. Mansell. “Identification with Academics, Intrinsic/Extrinsic Motivation, and Self-Efficacy as Predictors of Cognitive Engagement.” Learning and Individual Differences 16, no. 1 (2006): 1–12. https://doi.org/10.1016/j.lindif.2005.06.004.
Wang, FengXia. “Motivation and English Achievement: An Exploratory and Confirmatory Factor Analysis of a New Measure for Chinese Students of English Learning.” North American Journal of Psychology 10, no. 3 (2008): 633.
Westen, Drew. “The Scientific Legacy of Sigmund Freud: Toward a Psychodynamically Informed Psychological Science.” Psychological Bulletin 124, no. 3 (1998): 333. https://doi.org/10.1037/0033-2909.124.3.333.
Wilkesmann, Uwe, and Sabine Lauer. “The Influence of Teaching Motivation and New Public Management on Academic Teaching.” Studies in Higher Education 45, no. 2 (2020): 434. https://doi.org/10.1080/03075079.2018.1539960.
Zhao, Yongbin, and Rod Ellis. “The Relative Effects of Implicit and Explicit Corrective Feedback on the Acquisition of 3rd Person -s by Chinese University Students: A Classroom-Based Study.” Language Teaching Research 26, no. 3 (2022): 361. https://doi.org/10.1177/1362168820903343.
Ziafar, Meisam, and Ehsan Namaziandost. “From Behaviorism to New Behaviorism: A Review Study.” Loquen: English Studies Journal 12, no. 2 (2019): 109. https://doi.org/10.32678/loquen.v12i2.2378.
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2022-06-30
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