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

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