Emotional and Motivational Barriers to Effective Learning of Students

Year 2019, Issue: 16, 1 - 15, 25.07.2019

Eda Gürlen , Tuğba Cihan , Nuri Doğan

https://doi.org/10.30786/jef.524370

Cited By: 1

Abstract

This
study aims to determine and evaluate the learning barriers of high school
students in Turkey. These barriers are examined from various emotional and
motivational dimensions, such as self-efficacy, self-regulation, deficiency of
professional/parental/sibling support and consultancy, learning environment,
fear of failure, rejection, criticism and judgment and embarrassment. These
dimensions in learning barriers influence all kinds of measurements to be
carried on about students. Therefore, describing and revealing them may help
handle the measurement outcomes gathered from students in different ways. The
study employed a descriptive research methodology to collect data from all
regions of Turkey. In this study, six scales were administered to the
participants, who are 2175 high school students from the ninth, tenth and
eleventh grades attending high schools. The results of the study suggest that
students have some difficulty in planning how to study, which is a
self-regulative skill. The participants’ views mostly show that teacher support
can make a strong learning barrier. Parental support is also another learning
barrier.  Furthermore, it was found out
that the learning environment in classrooms did not motivate students to learn.

Keywords

learning barriers, emotional barriers, motivational barriers, effective learning

References

• Abar, B., Carter, K. L., & Winsler, A. (2009). The effects of maternal parenting style and religious commitment on self-regulation, academic achievement, and risk behavior among African-American parochial college students. Journal of Adolescence, 32(2), 259- 273.
• Adelman, H. S. & Taylor, L. (2008). Rebuilding for learning, addressing barriers to learning and teaching, and re-engaging students. USA; Scholastic Inc.
• Arroyo, A. A., Rhoad, R., & Drew, P. (1999). Meeting diverse student needs in urban schools: Research-based recommendations for school personnel. Preventing School Failure, 43, 145–153.
• Dennis, S. L. & Osterholt, D. A. (2011). Holistic support that promotes student learning. The New England of Higher Education New England Board of Education. Retrieved fromwww.nebhe.org/thejournal/holistic-support-that-promotes-student-learning/
• Department of Education (1997). Quality education for all: overcoming barriers to learning and development. Report of the NCSNET & NCESS. Pretoria: Government Printer.
• Endler, A., Rey, G. D., & Butz, M. V. (2012). Towards motivation- based adaptation of difficulty in e-learning programs. Australasian Journal of Educational Technology, 28, 1119-1135.
• Fuller, M.L. & Olsen, G. (1988). Home-school relations. Boston, MA: Allyn and Bacon.
• Furrer, C., & Skinner, E. A. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148 –162.
• Furrer, C. J., Skinner, E. A. & Pitzer, J. R. (2014). The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. National Society for the Study of Education, 113(1), 101-123.
• Gürlen, E. & Cihan, T. (2016). Barriers to Effective Learning of High School Students in Turkey. International Journal of Assessment Tools in Education. 3 (2), 161-173.
• Henderson, A., & Berla, N. (Eds.). (1994). A new generation of evidence: The family is critical to student achievement. Washington, DC: National Committee for Citizens in Education, Center for Law and Education.
• Khan, I. A. (2011). An analysis of learning barriers: The Saudi Arabian context. International Education Studies. 4(1), 242-247.
• Kızıldağ, S., Demirtaş-Zorbaz, S. & Zorbaz, O. (2017). School engagement of high school students. Education and Science, 42(189), 107-119.
• López, G. (2001). The value of hard work: Lessons on parent involvement from an (im)migrant household. Harvard Education Review, 71(3), 416-437.
• Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: yields for theory, current issues, and educational practice. Review of Educational Research, 79, 327–365.
• Nayir, F. (2017). The relationship between student motivation and class engagement levels. Eurasian Journal of Educational Research, 71, 59-78.
• OECD (2003). Student engagement in school: a sense of belonging and participation.Results From PISA 2000. OECD, Paris.
• Patrick, H., Ryan, A.M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83-98.
• Pintrich, P. R. & Garcia, T. (1994). Student goal orientation and self-regulation in the college classroom, in M. L. Maehr & P. R. Pintrich (eds) Advances in motivation and achievement: Goals and self-regulatory processes, pp. 371–402. Greenwich, CT: JAI Press.
• Preacher, K. J. & MacCallum R. C. (2003). Repairing Tom Swift’s electric factor analysis machine. Understanding Statistics. 2(1), 13-43.
• Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-56.
• T.C. Kalkınma Bakanlığı, İllerin ve Bölgelerin Sosyo-ekonomik Gelişmişlik Sıralaması Araştırması (SEGE, 2011). Retrieved from http://www.kalkinma.gov.tr/ Pages/content.aspx?l=7a0b8e4a-dd0f-43b1-880c-e682b9d15cc3&i=548
• Turhan, M., Karabatak, S. & Polat, M. (2014). The investigation of the organizational learning barriers in schools using vignette technique. Mersin University Journal of the Faculty of Education, 10(1), 66-83.
• Young, S. H., & Vrongistinos, K. (2002). In-service teachers’ self-regulated learning strategies related to their academic achievement. Journal of Instructional Psychology, 29(3), 147-154.
• Webb, M. A., Stewart, D., Bunting, L. & Regan, H. (2012). Breaking down barriers to learning: Primary school-based counselling and support. No.14. Policy and Practice Briefing. Retrieved from http://www.barnardos.org.uk/ 14246_pp_briefing_14_ breaking_down_ barriers.pdf
• Weiqiao Fan, Li-Fang Zhang. (2009). Are achievement motivation and thinking styles related? A visit among Chinese university students. Learning and Individual Differences,19(2), 299-303.
• Weinstein, C. E . & Mayer, R. (1986). The teaching of learning strategies, in M. Wittrock (ed.) Handbook of research on teaching, 315–327. New York: Macmillan.
• Zimmerman, B. J. (1986). Development of self-regulated learning: Which are the key subprocesses? Contemporary Educational Psychology, 16, 307-313.
• Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology,82, 51-59.
• Zimmerman, B. J. (2000). Self-Efficacy: an essential motive to learn. Contemporary Educational Psychology 25, 82–91.