STUDYING LEARNING

MOTIVATION:
BOARDING VS. LIVING
WITH PARENTS
THEORY: SOCIAL COGNITIVE
THEORY (ALBERT BANDURA)
This theory emphasizes the role of self-efficacy,
expectations, and social learning in motivation.
Living environments can shape these factors,
influencing students' belief in their ability to
succeed and their motivation to learn.
 ASSUMPTIONS
There is a significant difference
in learning motivation between
the two groups. This may not
always be true, and research
findings regarding academic
performance and motivation of
boarding vs. day students have
been mixed. It's crucial to
approach the research with an
open mind and avoid
confirmation bias.
The difference in learning motivation
is solely due to the living
arrangement. Numerous factors can
influence learning motivation,
including individual personality,
family dynamics, academic support,
peer influence, and school climate.
The research needs to account for
these factors to isolate the specific
influence of living arrangements.
"Learning motivation" has a
singular definition.
Motivation is a complex and
multifaceted construct with
various types and underlying
reasons. The research should
clearly define the specific
aspect of learning motivation
being investigated.
STATEMENT OF THE PROBLEM
Does the living arrangement (boarding house vs. living with
parents) have a significant impact on students' learning
motivation, considering both academic achievement and
intrinsic motivation?
To what extent does the physical and social environment of a
boarding house contribute to or hinder students' motivation
for learning, compared to the home environment.
 TOOLS
Questionnaire
THANK
YOU