Students' motivation and academic success in inclusive classes
The analysis of the motivation experiences of students in the conditions of inclusive education determines teaching procedures considerably. The main aim of this research was to determine whether there were any difference in motivation experience between students with learning and developmental diff...
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Pedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu
2016-01-01
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Series: | Nastava i Vaspitanje |
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Online Access: | http://scindeks-clanci.ceon.rs/data/pdf/0547-3330/2016/0547-33301602263I.pdf |
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doaj-3986470f875e4e42b3f576aeac98994c2020-11-24T22:20:50ZengPedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u BeograduNastava i Vaspitanje0547-33302560-30512016-01-0165226327710.5937/nasvas1602263i0547-33301602263IStudents' motivation and academic success in inclusive classesIlić-Stošović Danijela D.0Dromnjaković Ana M.1Nikolić Snežana J.2Nišević Snežana D.3University of Belgrade, Faculty for Special Education and Rehabilitation, Belgrade, SerbiaPU 'Palilula', BeogradUniversity of Belgrade, Faculty for Special Education and Rehabilitation, Belgrade, SerbiaOŠ 'Boško Buha', BeogradThe analysis of the motivation experiences of students in the conditions of inclusive education determines teaching procedures considerably. The main aim of this research was to determine whether there were any difference in motivation experience between students with learning and developmental difficulties and the students without these difficulties, and whether there is any correlation of academic success and motivation experiences between these two groups. The sample comprised 87 students of the fifth grade (24.13% students with learning and developmental difficulties, and 75.86% students without these difficulties). The examination of motivation experience was carried out by the Scale for Estimating Extrinsic and Intrinsic Motivation. Statistics analyses show that there are differences in experiencing intrinsic and extrinsic motivation among students with and without learning and developmental difficulties. Learning difficulties correlate with lower academic achievement at the end of the fourth grade. As academic success increases the motivation experience decreases in both groups. The obtained results stress the importance of interventions by teachers and other school professionals in order to maintain motivational levels of all students. The results of this research highlight the quality of assessment system of academic achievement of all students and suggest further researching how and which way teachers understand and apply different functions of assessment.http://scindeks-clanci.ceon.rs/data/pdf/0547-3330/2016/0547-33301602263I.pdfmotivationacademic successinclusion |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Ilić-Stošović Danijela D. Dromnjaković Ana M. Nikolić Snežana J. Nišević Snežana D. |
spellingShingle |
Ilić-Stošović Danijela D. Dromnjaković Ana M. Nikolić Snežana J. Nišević Snežana D. Students' motivation and academic success in inclusive classes Nastava i Vaspitanje motivation academic success inclusion |
author_facet |
Ilić-Stošović Danijela D. Dromnjaković Ana M. Nikolić Snežana J. Nišević Snežana D. |
author_sort |
Ilić-Stošović Danijela D. |
title |
Students' motivation and academic success in inclusive classes |
title_short |
Students' motivation and academic success in inclusive classes |
title_full |
Students' motivation and academic success in inclusive classes |
title_fullStr |
Students' motivation and academic success in inclusive classes |
title_full_unstemmed |
Students' motivation and academic success in inclusive classes |
title_sort |
students' motivation and academic success in inclusive classes |
publisher |
Pedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu |
series |
Nastava i Vaspitanje |
issn |
0547-3330 2560-3051 |
publishDate |
2016-01-01 |
description |
The analysis of the motivation experiences of students in the conditions of inclusive education determines teaching procedures considerably. The main aim of this research was to determine whether there were any difference in motivation experience between students with learning and developmental difficulties and the students without these difficulties, and whether there is any correlation of academic success and motivation experiences between these two groups. The sample comprised 87 students of the fifth grade (24.13% students with learning and developmental difficulties, and 75.86% students without these difficulties). The examination of motivation experience was carried out by the Scale for Estimating Extrinsic and Intrinsic Motivation. Statistics analyses show that there are differences in experiencing intrinsic and extrinsic motivation among students with and without learning and developmental difficulties. Learning difficulties correlate with lower academic achievement at the end of the fourth grade. As academic success increases the motivation experience decreases in both groups. The obtained results stress the importance of interventions by teachers and other school professionals in order to maintain motivational levels of all students. The results of this research highlight the quality of assessment system of academic achievement of all students and suggest further researching how and which way teachers understand and apply different functions of assessment. |
topic |
motivation academic success inclusion |
url |
http://scindeks-clanci.ceon.rs/data/pdf/0547-3330/2016/0547-33301602263I.pdf |
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