The Influence of Teachers on Increasing Student’s Motivation

Amir Maliqi¹, Islam-Isaac Borincaj-Cruss²

¹Department of Psychology, University of Prishtina “Hasan Prishtina”, Prishtine, Kosovo.
²Faculty of Arts and Social Science, International University of Sarajevo, Sarajevo, Bosnia and Herzegovina.

DOI: 10.4236/psych.2015.68089                

Abstract

Motivation could be characterized as internal state, that it enlivens, directs and sustains behavior. With regard to schooling, the concept of student motivation is used to explain the extent to which students pay attention to the activities or different exercises, regardless of teaching, or not. Therefore, in the recent years there have been several researches, which among other things are also intended to review and analyze the impact of cognitive and affective aspects of the teachers in raising motivation to the students. The hypotheses are: Effectiveness of teachers only on the cognitive aspect is not enough on increasing student’s motivation. While another hypothesis is: A good teacher in affective aspect increase positively the student’s motivation. Regarding to the methodology, this study uses quantitative method, specifically descriptive-correlational method and this study belongs to cross-sectional design, as a measuring instrument is used in questionnaire and data processing was done through PSPP. This study included 26 students, conveniently selected from XI/3 grade. The results lead to: The cognitive factor of teachers has an impact on in-creasing student’s motivation. However it does not act alone. It interacts with affective factor in this direction, and affective factor of teachers also has an impact on increasing student’s motivation but even here we have its interaction with cognitive factor. So a good teacher should have these two aspects developed to be effective in raising student’s motivation, while, with regard to gender and residence it has not yet significant differences, although to gender there exists an upward tendency towards them.

Keywords

Teachers, Students, Cognitive & Affective Domains, Motivation, Learning, Academic Performance

Conflicts of Interest

The authors declare no conflicts of interest.

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