Literacy Research Annotated Bibliography

Topic: Motivation

The research questions related to my selected topic are:

How does the instructor’s conduct impact learners’ motivation to learn?

What is the link between student performance and motivation?

What are strategies for motivating students in the classroom?

How does the class environment impact learner motivation?

Annotated Bibliography

Ayçiçek, B., & Yanpar Yelken, T. (2018). The Effect of Flipped Classroom Model on Students’ Classroom Engagement in Teaching English. International journal of instruction, 11(2), 385-398.

The topic addressed in this resource is the flipped classroom structure’s impact on learner engagement in teaching. Typically, the conventional educational approaches have been insufficient to meet varying learning demands (Ayçiçek & Yanpar, 2018). The included information is useful; thus, teachers could highly benefit from it. The source is also dependable and effectively and accurately addresses the subject. International journal of Instruction endorses this resource. My overall perception of the source is that it is very informative. It will contribute to my research by providing the teaching approach that instructors could use in increasing student motivation, which regards a flipped classroom.

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Brandmiller, C., Dumont, H., & Becker, M. (2020). Teacher perceptions of learning motivation and classroom behavior: The role of student characteristics. Contemporary Educational Psychology, 63, 101893.

This article examines whether instructors’ views of learners’ cognitive abilities, their class conduct, and learning motivation differ as per gender, immigrant background, and learners’ socioeconomic status. The results showed that instructors perceived that learners of high economic status, girls, and those who do not have an immigrant background tend to have increased motivation and more cognitive abilities (Brandmiller et al., 2020). This resource is useful and dependable, the content is accurate, and the question is appropriately addressed. Contemporary Educational Psychology endorses the research. My overall perception of this resource is that it is very informative. It addresses one of the research questions by presenting details on student motivation and the factors that affect it.

Domen, J., Hornstra, L., Weijers, D., van der Veen, I., & Peetsma, T. (2020). Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation. British Journal of Educational Psychology, 90(2), 403-423.

The topic addressed in this resource is the extent to which instructors’ views about learner-precise independence structure and support tend to vary between learners in the class. Additionally, it assesses if differentiated need support forecasts learner motivation. As per the self-determination model, tutors could support the learners’ involvement in learning by providing autonomy structure and support (Domen et al., 2020). This resource is useful and reliable and addresses its objectives effectively. The British Journal of Educational Psychology endorses this resource. My overall perception regarding this source is that it is informative and offers a lot of insight regarding elements of student motivation. The resource contributes to my research by providing more information regarding teacher behavior and its association with student motivation.

Flitcroft, D., & Woods, K. (2018). What does research tell high school teachers about student motivation for test performance?. Pastoral Care in Education, 36(2), 112-125.

The topic addressed in this resource includes student motivation in general and its effect on learners during learning programs. The research method is source review and analysis. The resource is very useful, the included information is dependable, and it precisely addresses what it states. The Journal of Pastoral Care in Education has endorsed the resource. My overall perception of the research is that it is informative, but it has used most of the old sources, which could bring bias to the study. The resource is important to my research since it addresses most of the aspects of the research questions, including strategies that teachers could use in enhancing learner motivation and the impact of this motivation on student performance.

Frenzel, A. C., Taxer, J. L., Schwab, C., & Kuhbandner, C. (2019). Independent and joint effects of teacher enthusiasm and motivation on student motivation and experiences: A field experiment. Motivation and Emotion, 43(2), 255-265.

The topics covered include instructors’ interests and motivation and learner motivation. Educational studies have constantly acknowledged tutor enthusiasm as a major element in high instructional quality (Frenzel et al., 2019). Additionally, signals regarding educators’ motivation are pertinent for learners’ emotional encounters and learner motivation. This article is resourceful and dependable, the content is accurate, and the question is appropriately addressed. The Journal of Motivation and Emotion endorses this research. My overall perception of this resource is that it is well-researched and considers teachers’ motivation as a significant determinant of students’ motivation. This resource will be vital to my study because it details how instructors could impact learners’ motivation.

Hornstra, L., Stroet, K., van Eijden, E., Goudsblom, J., & Roskamp, C. (2018). Teacher expectation effects on need-supportive teaching, student motivation, and engagement: a self-determination perspective. Educational Research and Evaluation, 24(3-5), 324-345.

The topics addressed in this resource include instructor’s behavior and learner motivation. Past studies have portrayed that instructors differentiate their conduct depending on their students’ anticipations (Hornstra et al., 2018). Essentially, self-determination theory shows how tutors’ conduct links to learner engagement and motivation. This resource is useful and has unique concepts regarding teacher behavior and student motivation. It is also reliable and accurately addressed. The Journal of Educational Research and Evaluation endorses this resource. My overall perception is that the resource is educative and comprises unique concepts for student motivation. It adds revealing details regarding teacher behavior and student motivation.

Khalilzadeh, S., & Khodi, A. (2021). Teachers’ personality traits and students’ motivation: A structural equation modeling analysis. Current Psychology, 40(4), 1635-1650.

The topic addressed is the relationship between student motivation and personality traits. A noticeable element in developing highly effective learning and teaching approaches is the link between motivation and personality traits (Khalilzadeh &Khodi, 2021). This resource investigated the link between learners’ motivation and the five major personality traits. This resource is useful, and the included information is dependable. The source highly cites the works of other recognized experts in the field, and it has addressed the topic accurately. The Journal of Current Psychology endorses the resource. My overall perception is that the resource is well articulated and very informative to instructors. It supports my study by contributing to how instructors’ conduct impacts learners’ motivation.

Moreno-Murcia, J. A., Huéscar Hernández, E., & Ruiz, L. (2018). Perceptions of controlling teaching behaviors and the effects on the motivation and behavior of high school physical education students. International Journal of Environmental Research and Public Health, 15(10), 2288.

The topic addressed in this resource pertains to the impact of regulating instructor conduct on high-school physical instruction learners’ international intrinsic motivation. The article is highly resourceful, dependable, and accurately addresses the subject. The International Journal of Environmental Research and Public Health endorses the research. My overall perception of the article is that it is quality research with concepts highly applicable in generally comprehending learner motivation. Notably, intrinsic motivation is vital in learning, and this resource shows how teachers’ behavior could negatively or positively impact learner motivation.

Reeve, J., & Lee, W. (2014). Students’ classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology, 106(2), 527.

Modifications in motivation forestall engagement variations. However, this research tested the reciprocal association that alterations in learners’ classroom engagement result in conforming longitudinal variations in their class motivation. The results showed that learners’ original class engagement projected corresponding longitudinal variations in the three mid-semester motivations (Reeve & Lee,2014). This investigation is highly resourceful, the information is dependable, and the research is addressed appropriately and correctly. The Journal of Educational Psychology endorses the research. I find this resource educational, and students, instructors, and anyone requiring the information could benefit from reading the article. The resource will support my study on one of my research questions by providing details regarding classroom motivation and how the class environment could impact learner motivation.

Swerdzewski, P. J., Harmes, J. C., & Finney, S. J. (2011). Two approaches for identifying low-motivated students in a low-stakes assessment context. Applied Measurement in Education, 24(2), 162-188.

The topic addressed in this resource comprises two strategies for assessing examinee motivation. The first strategy is an international paper-and-pencil self-report evaluation of learner motivation. The second is a computer-dependent strategy that assesses the period learners take on one item in an exam (Swerdzewski et al., 2011). This research is beneficial to instructors and other researchers. It is also dependable and accurately addressed. The Applied Measurement in Education endorses the resource. My overall perception of the resource is that it is informative and presents some strategies that instructors could use in determining if learners are motivated or not. This resource contributes to my resource by identifying the behaviors of motivated learners.

References

Ayçiçek, B., & Yanpar Yelken, T. (2018). The Effect of Flipped Classroom Model on Students’ Classroom Engagement in Teaching English. International Journal of Instruction, 11(2), 385-398.

Flitcroft, D., & Woods, K. (2018). What does research tell high school teachers about student motivation for test performance? Pastoral Care in Education, 36(2), 112-125.

Khalilzadeh, S., & Khodi, A. (2021). Teachers’ personality traits and students’ motivation: A structural equation modeling analysis. Current Psychology, 40(4), 1635-1650.

Reeve, J., & Lee, W. (2014). Students’ classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology, 106(2), 527.

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Question

Literacy Research Annotated Bibliography. You will assemble and read (10) literacy research articles and create an annotated bibliography. A research article includes the following: Abstract, Introduction, Methods, Results, Discussion, and References. Your selected research articles should reflect the conducting of some type of study.

Literacy Research Annotated Bibliography

Page 1 should include your information, followed by a literacy topic. (Select a topic from this list at Reading Research by Topic | Reading Rockets List 4 different research questions related to your selected topic. (Use the text and this resource from 10 Research Question Examples to Guide your Research Project (scribbr.com) for examples of well-written research questions.

The annotated bibliography will be on the following pages.

Reference Entry: The reference entry for each article should be APA formatted as if on a research reference page. (See example image below.)

Annotation:

Summary: You should include the topics covered in the resource. If someone wanted to know the benefits of this resource, what do you say?

Evaluation: Is the resource useful? Do you find the information included in the resource reliable? Who endorses the resource? Does the resource address what it says it addresses? If it does not, what is needed?

Reflection: What are your overall perceptions of this resource? How has or will this resource support your study of one of your research questions?

Format Example Below

Literacy Research Annotated Bibliography