The objective of this study was to make a scientific description of motivation factors in maktab teaching by analyzing the attitudes of students, mualims and parents. We supposed that mualims use various strategies and actions to motivate their students. A method of theoretical analysis and a descriptive-analytical method were employed, while the following research instruments were used: 1) a survey exploring the factors students consider important for their motivation in maktab; 2) a survey analyzing the factors that mualims consider important for motivating students in maktab. 3) a nonstandardized interview with students, parents and mualims.
The research sample comprised 65 maktab students, 20 mualims and 5 parents. The findings revealed that students are motivated to attend maktab, and that mualims pursue different strategies and take various actions to motivate their students. As a more relevant finding we emphasize the need for conducting research that would approach this phenomenon in a more focused and thorough way based on the segments of teaching process (taking into account all motivational teaching strategies), and by the use of a standardized research instrument, since some of the current findings raised many open issues related to the quality of motivation in maktab teaching.
References
1.
McCombs BL. Motivation and Lifelong Learning. Educational Psychologist. 1991;26(2):117–27.
2.
Suzić N. Emocije i ciljevi učenika i studenata.
3.
Stojaković P. Psihologija za nastavnike.
4.
Slatina M. Od individue do ličnosti – Uvođenje u teoriju konfluentnog obrazovanja.
5.
Schunk DH, Pintrich PR, Meece JL. Motivation in education: Theory, research, and applications.
6.
Rheinberg F. Motivacija.
7.
Previšić V. Suvremeni učitelj: odgojitelj-medijator-socijalni integrator: U. In: Učitelj-učenik-škola Zbornik radova Znanstveno-stručnog skupa povodom 140 godina učiteljskog učilišta u Petrinji. p. 13-19,.
8.
Šimleša P PN. Pedagoška enciklopedija 1.
9.
Palekčić M. Unutrašnja motivacija i školsko učenje - pedagoški i psihološki aspekti razvijanja unutrašnje motivacije učenika, Beograd: Zavod za udžbenike i nastavna sredstva.
10.
Ames C. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology. 84(3):261–71.
11.
Mandić P, Gajanović N. Psihologija u službi učenja i nastave.
12.
Klaić B. Rječnik stranih riječi. Tuđice i posuđenice.
13.
Grgin T. Edukacijska psihologija.
14.
Epstein JL. Homework Practices, Achievements, and Behaviors of Elementary School Students. Report. (26).
15.
Ćatić R. Osnovi porodične pedagogije.
16.
Brophy J. Motivating Students to Learn Third Edition.
17.
Beck RS. Motivacija: teorija i načela.
18.
Andrilović V i Č, M. Psihologija učenja i nastave.
The statements, opinions and data contained in the journal are solely those of the individual authors and contributors and not of the publisher and the editor(s). We stay neutral with regard to jurisdictional claims in published maps and institutional affiliations.
