Fatma Fulya Ertür
Learning, Education and Technology MAs - University of Oulu
Research Plan
Vol 1
1. Title of research (tentative)
The affection of the experiences of learners’ on future motivation in learning
2. Background
The background of my research idea was actually about my real life experiences. There are
similar cases in working life, a worker as a learner is more difficult teach them about the new
process and to provide their participation to e-learning environments or classroom educations.
In the situation that, they feel like it is an obligation, they feel like it will not be beneficial for
them. I really would like to find out the reason of the result. In my opinion their previous
experiences affect their future learning motivations.
3. Theoretical framework
The theoretical framework is attached to motivation in learning. It can be related with
collaboration, self-regulated learning and even expertise. Is it possible that half of those who
admit that they could work much harder might actually decide to increase their performance by
20 percent if they were adequately motivated? The best evidence suggests that highly
significant performance increases are possible when motivational strategies are implemented
(Clark & Estes, 2002). According to M. Knowles (1984), who is well known for his theoretical
work on andragogy, motivation is one of the key success factors for adult engagement in
learning and knowledge sharing activities. Knowles stressed the importance of involving adults
in the planning and evaluation phase of learning activities in order to enhance motivation.
In the division of three cyclical phases of self-regulated learning, self-reflection phase is related
with my case. (Bandura, 1997; Schunk, 2001; Zimmerman, 2000).Two major classes of selfreflection processes are self-judgments and self-reactions. Self-judgments refer to selfevaluating one’s learning performance and attributing casual significance to the outcomes.
Casual attributions can have a major impact on students’ motivation to learn (Weiner, 1979).
Students who are dissatisfied with their performance and attribute these outcomes to
uncontrollable causes will often resort to defensive inferences, such as helplessness,
procrastination, task avoidance, cognitive disengagement and apathy. (Zimmerman, 2011).
4. Aim and objectives
This research aims to find out the motivations of the learners according to situations. Depending
on the results it can be applicable to different learner groups, especially in adult education and
working places. The questions about the objectives can be like:
1.
How motivation can be visible?
2.
How your former experiences affect your future motivation?
3.
Is motivation steerable according to steps of the processes?
5. Research methods
Empirical approach with the case study, data collection according to observation. Also individual
surveys can be usable.
6. Timetable
February 2014 - Collecting sources
March 2014 - Evaluation of the available data
April 2014 - Getting together the data with theoretical frame
I will plan the rest according to my progress and reshape my needs.
7. Expected results and possible risks
I assume that, previous experiences affects the future process, if a person fails in a task, he/she
will feel uncomfortable for the rest and it will negatively change his/her attitude and a new failure
will be expected. With it, it can be also possible, that kind of failure can reduce person’s
performance in a positive way if he/she feels ambition about the task and in a group
performance. In the other side if there is a success related with the task, present success will
create confident and next steps will be easier and motivation will be in high levels. Probably the
task will be successful.Reversely, the previous success can create self-confidence and
motivation can negatively affect the learning as the learner cannot focus on the task as he/she
thinks the process will be easy and prosper.
The data groups may be too homogeneous that cannot give the accurate results. I cannot
evaluate the data without prejudgments if there are people I know in the test groups.
8. Ethical issues
The data should be kept only for this research purposes. Criticizing of the records with the other
classmates is not appropriate in this case.
9. Literature
Bandura, A. (1997). Self-efficacy: The exercise of control. New York : Freeman
Clark, R. E. & Estes, F. (2002) Turning research into results: A guide to selecting the right
performance solutions. Atlanta GA: CEP Press.
Knowles, M. S., et al., “Andragogy in action: Applying modern principles of adult education”. San
Francisco: Jossey-Bass, 1984
Schunk, D.H. (2001) Social cognitive theory and self-regulated learning. In B. J. Zimmerman &
D. H. Schunk (Eds.), Self-regulated learning and academic achievement: theory, research, and
practice (2nd ed., pp. 125-151). Mahwah, NJ: Erlbaum
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of
Educational Psychology, 25, 68-81