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Article
Motivation in the Montessori Classroom
Publication: Montessori Courier, vol. 3, no. 5
Date: Dec 1991
Pages: 18–19
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Language: English
ISSN: 0959-4108
Article
Competence Theories of Learning and Motivation: How They Pertain to Montessori Philosophy
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 9, no. 4
Date: Fall 1982
Pages: 12–14
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Language: English
ISSN: 0010-700X
Master's Thesis
Goal Orientation Theory and Its Relationship with Motivation in the Elementary Classrooms of the Montessori Public Schools Project in Puerto Rico / La Teoría de Orientación a la Meta y su Relación con la Motivación en los Talleres de Elemental del Proyecto de Escuelas Públicas Montessori en Puerto Rico
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: Goal Orientation Theory focuses on the types of goals that individuals pursue, and analyzes the influence of school structures on student motivation and learning. This research used the explanatory sequential design of mixed methods to identify the elements and teaching strategies present in the Upper Elementary classrooms of the Puerto Rico Montessori Public Schools Project used by their teachers that explain the perception of their students as environments that promote mastery goal orientation. In the quantitative phase, a questionnaire was administered to students of nine classrooms to identify their personal goal orientation and their perception of the goal structure of their learning environments. In the second phase of the study, the analysis of the quantitative data collected in the first phase of the study was used to identify three classrooms with varying degrees of mastery goal orientation structure. Through a qualitative approach, the elements and teaching strategies that promote a structure related to the mastery goal, as perceived by their students, were identified through individual interviews with their teachers. The findings point to the Upper Elementary classrooms as environments oriented mainly to the mastery goal and identify and describe strategies and elements in them that promote and reinforce this orientation in their students. Alternate abstract: La Teoría de orientación a la meta se enfoca en los tipos de meta que los individuos persiguen, y analiza la influencia de las estructuras escolares en la motivación y aprendizaje estudiantil. Esta investigación utilizó el diseño secuencial explicativo de métodos mixtos para identificar los elementos y las estrategias de enseñanza presentes en los ambientes de Taller II (9–12 años) del Proyecto de Escuelas Públicas Montessori de Puerto Rico utilizadas por sus guías que explican la percepción de sus estudiantes como ambientes que promueven la orientación a la meta de aprendizaje (mastery goal orientation). En la fase cuantitativa se administró un cuestionario a estudiantes de Taller II para identificar su orientación de meta personal y su percepción sobre la estructura de metas de sus ambientes. En la segunda fase del estudio se utilizó el análisis de los datos recopilados en la primera fase del estudio para identificar tres ambientes con distintos grados de orientación a la meta de aprendizaje. A través de un acercamiento cualitativo se identificó, mediante entrevistas individuales a sus guías o maestras, los elementos y las estrategias de enseñanza que promueven una estructura relacionada a la meta de aprendizaje. Los hallazgos señalan a los Talleres II como ambientes de aprendizaje orientados mayormente a la meta de dominio, e identifica y describe estrategias y elementos en ellos que promueven y refuerzan esta orientación en sus estudiantes.
Language: Spanish
Published: Río Piedras, Puerto Rico, 2022
Article
Preschoolers’ Attitudes, School Motivation, and Executive Functions in the Context of Various Types of Kindergarten
Available from: Frontiers in Psychology
Publication: Frontiers in Psychology, vol. 13
Date: Mar 3, 2022
Pages: Article 823980
Comparative education, Czech Republic, Czechia, Eastern Europe, Europe, Montessori method of education - Evaluation, Religious education - Evaluation, Waldorf method of education - Evaluation
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Abstract/Notes: European policy has seen a number of changes and innovations in the field of early childhood preschool education over the last decade, which have been reflected in various forms in the policies of individual EU countries. Within the Czech preschool policy, certain innovations and approaches have been implemented in the field of early children education, such as the introduction of compulsory preschool education before entering primary school from 2017, emphasis on inclusive education, equal conditions in education and enabling state-supported diversity in the education concepts of kindergartens. The aim of our study was to assess the influence of various preschool education systems in the Czech Republic in the context of psychological variables reflecting selected children’s outcomes which may contribute to future school achievement. The monitored variables were the attitudes, motivations and executive functions of children in the last year of preschool education. A comparison was made between the traditional preschool education program and the so-called alternative types of preschool education, such as Montessori, Waldorf and religious schools. The total sample was divided into four subgroups, namely a group of children attending traditional kindergartens (731, 84.9%), religious (65, 7.5%), Montessori (35, 4.1%), and Waldorf (30, 3.5%) kindergartens. To determine empirical data, the following research methods were used: Attitude Questionnaire, School Performance Motivation Scale, and Behavior Rating Inventory of Executive Function (BRIEF). The results of our survey show the fact that the type of kindergarten attended has a significant effect on the child’s level of school performance motivation, attitudes toward school as well as executive functions. Significant differences were found between the different types of kindergartens attended in the monitored variables.
Language: English
DOI: 10.3389/fpsyg.2022.823980
ISSN: 1664-1078
Article
The Effect of Montessori Teaching Method on Self-Concept and Motivation in Elementary First- Grade Students of Tabriz
Available from: Journal of Instruction and Evaluation
Publication: Journal of Instruction and Evaluation / Amuzish va Arzishyabi, vol. 12, no. 45
Date: 2019
Pages: 31-50
Asia, Iran, Middle East, South Asia
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Abstract/Notes: The aim of this study was to determine the effect of teaching Montessori Method on self–concept and motivation of elementary first-grade students in Tabriz. Information was collected on the basis of semi-experimental pretest-posttest research with control group. The population consists of all elementary first grade male students of Tabriz which were 665 schools in 2015-2016 school years. The sample includes 40 primary school pupils (20 in the experimental group and students 20 in the control group) who were selected by multistage cluster random sampling. To collect data, self-motivation Liu, Wang and Parkyn’s questionnaire was used to assess self-concept and motivation for preschool and elementary school age groups. The Montessori method teaching sessions (40 sessions) were conducted on the experimental group and the control group was exposed to traditional and traditional education. After holding Montessori classes sessions and analyzing data with Covariance method, results showed that teaching Montessori Method has been effective on self-concept and motivation of elementary school students. And this method has been able to boost self-image and increase motivation in male students.
Language: Persian
DOI: 10.30495/JINEV.2019.665916
ISSN: 2345-6299, 2476-5627
Article
Five Factors Influencing the Students’ Motivation to Learn English as a Foreign Language: A Closer Look into Montessori Classroom Environment
Available from: Universitas Lancang Kuning (Indonesia)
Publication: REiLA: Journal of Research and Innovation in Language, vol. 2, no. 2
Date: Aug 2020
Pages: 76-84
Asia, Australasia, Classroom environments, Southeast Asia, Southeast Asia
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Abstract/Notes: Good learning environment will bring out qualified students. This study focuses on the Montessori method, which is an approach of education designed to train the students’ independence in learning. The study uses descriptive quantitative research design to describe the factors of Montessori classroom environment on the motivation of students in Royal Prime Montessori Elementary School Pekanbaru in academic year 2018/2019. The sample of study is 55 students selected from five classes. The data were collected using questionnaire and observation checklist. This study found five factors influencing the students’ motivational condition, i.e., teacher’s presence, personal attitude, Montessori materials, classroom conditions and friends’ influence. This study revealed that the students taught with this method are active and cooperative during their English learning activities.
Language: English
ISSN: 2685-3906
Master's Thesis (Action Research Report)
Increasing Motivation Toward Math in a Montessori Lower Elementary Classroom
Available from: St. Catherine University
Action research, Lower elementary, Montessori method of education
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Abstract/Notes: This study investigated how the introduction of math-based games influences children’s motivation to practice math. It was conducted in a Lower Elementary Montessori classroom, serving first through third grade and twenty-one students participated. The students played one of three games every day throughout the study. Their motivation toward math was tracked through observational data and their daily work journals. Additionally, each participant answered pre and post intervention questions to ascertain their mindset toward math. The data shows that the intervention had minimal impact on the students’ motivation toward math, although some students did increase the frequency of their math practice. In the future, students who display a lack of motivation toward math would benefit from consistent one-on-one meetings to address their motivation.
Language: English
Published: St. Paul, Minnesota, 2019
Article
The Effect of Montessori Technique-Based Big Book to Improve Early Reading Skill and Learning Motivation for Fourth Grade Students in Elementary School
Available from: Journal of Xi'an University of Architecture and Technology
Publication: Xi'an Jianzhu Keji Daxue Xuebao / 西安建築科技大學学报 / Journal of Xi'an University of Architecture and Technology, vol. 12, no. 8
Date: 2020
Pages: 156-164
Asia, Australasia, Indonesia, Literacy, Montessori method of education, Southeast Asia
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Abstract/Notes: The low level of reading comprehension in elementary school students can certainly affect their learning motivation in the learning process. To overcome this problem, this study aims: to investigate the effect of the Montessori-based Big Book on understanding Early Reading Skills and Learning Motivation. Quasi-experimental design was applied in this study. There were 26 students (14 males and 12 females) from SDN Pucang 4 as an experimental group and 23 students (13 males and 10 females) from SDN Pucang 2 were included as a control group. Data analysis in this study used an independent sample t-test with a significance level of 0.05. The results showed that students in the experimental group had higher scores better than the control group. This shows that the Montessori-based Big Book significantly promotes understanding of Early Reading Skills and Learning Motivation in the experimental group compared to control group students.
Language: English
ISSN: 1006-7930
Article
Middle School Students’ Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments
Available from: University of Chicago Press
Publication: American Journal of Education, vol. 111, no. 3
Date: 2005
Pages: 341-371
Comparative education, Montessori method of education - Criticism, interpretation, etc., Motivation (Psychology)
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Abstract/Notes: This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs. Approximately 290 students responded to the Experience Sampling Method (ESM) and filled out questionnaires. Multivariate analyses showed that the Montessori students reported greater affect, potency (i.e., feeling energetic), intrinsic motivation, flow experience, and undivided interest (i.e., the combination of high intrinsic motivation and high salience or importance) while engaged in academic activities at school. The traditional middle school students reported higher salience while doing academic work; however, such responses were often accompanied by low intrinsic motivation. When engaged in informal, nonacademic activities, the students in both school contexts reported similar experiences. These results are discussed in terms of current thought on motivation in education and middle school reform.
Language: English
DOI: 10.1086/428885
ISSN: 0195-6744, 1549-6511
Master's Thesis (Action Research Report)
"What are the Effects of Goal-Setting on Motivation and Academic Achievement in a Fourth Grade Classroom?"
Available from: St. Catherine University
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Abstract/Notes: The purpose of this action research was to study the effects of goal-setting as a strategy on student motivation and academic achievement in a fourth-grade classroom. The study was performed at a rural public elementary school in South Carolina, consisting of eighteen students in a general education classroom. This study used a preassessment/post-assessment set-up in order to collect data for math achievement and reading comprehension. An attitude survey was used to collect data on student’s motivation towards academic work. The data shows that the goal-setting strategy had a positive effect on math achievement and motivation towards academic work and may have an effect on reading comprehension.
Language: English
Published: St. Paul, Minnesota, 2019