Main Article Content
Abstract
The current research aims to investigate the effectiveness of a training program based on the developmental theory of intelligence in enhancing the desire to learn among secondary school students. The study utilized an experimental research design due to its suitability for the nature of the research. The researcher prepared the study tools and assessed their validity and reliability. The research sample consisted of 60 female students who were randomly divided into an experimental group and a control group, each comprising 30 students. The results indicated the effectiveness of the program in improving the desire to learn among secondary school students. The researcher also provided recommendations and suggestions based on the research findings.
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References
- 1. Carman, J., Zint, M., & Ibanez, I. (2017). Assessing student interest and desire to learn more about climate change effects on forests in middle school: An intervention-based path model. Electronic Journal of Science of Education, 21(5), 14-35.
- 2. Dompnier, B., Darnon, C., & Butera, F. (2009). Faking the desire to learn: A clarification of the link between mastery goals and academic achievement. Psychological Science, 20(8), 939-943.
- 3. Dweck, C. S., & Molden, D. C. (2005). Self-theories: Their impact on competence motivation and acquisition (pp. 122-140). New York: Guilford Press.
- 4. Gottfried, A., Cook, C., & Morris, P. (2005). Educational characteristics of adolescents with gifted academic intrinsic motivation: A longitudinal investigation from school entry through early adulthood. Gifted Child Quarterly, 49(2), 172-186.
- 5. Jensen, K. (2007). The desire to learn: An analysis of knowledge-seeking practices among professionals. Oxford Review of Education, 33(4), 499-502.
- 6. Levinson, D., Smallwood, J., & Davidson, R. (2012). The persistence of thought: Evidence for a role of working memory in the maintenance of task-unrelated thinking. Psychological Science, 23(4), 375-380.
- 7. Mrazek, M. D., Mrazek, A. J., Carr, P., Delegard, A., Ding, M., Landry, A., Stokes, C., Wong, K., & Schooler, J. (2020). The feasibility of attention training for reducing mind-wandering and digital multitasking in high school. Education Science, 10(1), 201.
- 8. Piechurska-Kuciel, E. (2016). Polish adolescents' perceptions of English and their desire to learn it. In D. Galajda et al. (Eds.), Researching second language learning and teaching from a psycholinguistic perspective (pp. 37-52). Switzerland: Springer International Publishing.
- 9. Waugh, R. (2002). Creating a scale to measure motivation to achieve academically: Linking attitudes and behaviors using Rasch measurement. The British Journal of Educational Psychology, 72, 65-86.
- 10. Welsh, M., & Schmitt-Wilson, S. (2013). Executive function identity and career decision-making in college students. University of Colorado, U.S.A. Sage Open. DOI: 10.1177/215.
References
1. Carman, J., Zint, M., & Ibanez, I. (2017). Assessing student interest and desire to learn more about climate change effects on forests in middle school: An intervention-based path model. Electronic Journal of Science of Education, 21(5), 14-35.
2. Dompnier, B., Darnon, C., & Butera, F. (2009). Faking the desire to learn: A clarification of the link between mastery goals and academic achievement. Psychological Science, 20(8), 939-943.
3. Dweck, C. S., & Molden, D. C. (2005). Self-theories: Their impact on competence motivation and acquisition (pp. 122-140). New York: Guilford Press.
4. Gottfried, A., Cook, C., & Morris, P. (2005). Educational characteristics of adolescents with gifted academic intrinsic motivation: A longitudinal investigation from school entry through early adulthood. Gifted Child Quarterly, 49(2), 172-186.
5. Jensen, K. (2007). The desire to learn: An analysis of knowledge-seeking practices among professionals. Oxford Review of Education, 33(4), 499-502.
6. Levinson, D., Smallwood, J., & Davidson, R. (2012). The persistence of thought: Evidence for a role of working memory in the maintenance of task-unrelated thinking. Psychological Science, 23(4), 375-380.
7. Mrazek, M. D., Mrazek, A. J., Carr, P., Delegard, A., Ding, M., Landry, A., Stokes, C., Wong, K., & Schooler, J. (2020). The feasibility of attention training for reducing mind-wandering and digital multitasking in high school. Education Science, 10(1), 201.
8. Piechurska-Kuciel, E. (2016). Polish adolescents' perceptions of English and their desire to learn it. In D. Galajda et al. (Eds.), Researching second language learning and teaching from a psycholinguistic perspective (pp. 37-52). Switzerland: Springer International Publishing.
9. Waugh, R. (2002). Creating a scale to measure motivation to achieve academically: Linking attitudes and behaviors using Rasch measurement. The British Journal of Educational Psychology, 72, 65-86.
10. Welsh, M., & Schmitt-Wilson, S. (2013). Executive function identity and career decision-making in college students. University of Colorado, U.S.A. Sage Open. DOI: 10.1177/215.