HOW DO PSYCHOLOGICAL AND ENVIRONMENTAL FACTORS AFFECT STUDENTS’ MOTIVATION IN LEARNING PROCESS?

Abstract. This study investigates how psychological and environmental factors impact the motivation of NIS Aktobe students. It finds that positive relationships with teachers and peers, along with a comfortable learning environment, enhance student motivation and academic performance. These findings offer valuable insights for improving student motivation through adjustments in psychological and environmental factors.

Introduction Understanding student motivation in education is crucial, especially amidst evolving pedagogical landscapes. Psychological and social factors influence students' readiness to learn. Motivation and engagement drive academic success and lifelong curiosity. The modern educational context demands identifying these factors. The COVID-19 pandemic accelerated the shift to online learning, posing new challenges like digital engagement and student isolation. Studies consistently link motivation and engagement levels with academic performance and life outcomes. This research aims to explore these dynamics in NIS Aktobe students, addressing questions about learning experiences, teacher practices, and holistic student well-being. The findings aim to enhance the learning environment and bridge the gap between soft skills and academic achievement.

Aims

1. To what extent does a positive learning experience contribute to the development of skills such as critical thinking, adaptability, and creativity in students?

2. How do teachers' perceptions and practices align with or deviate from evidence-based recommendations for enhancing student motivation?

3. How can educators create an environment that not only fosters academic success but also supports the holistic well-being of students?

Literature Review

Various perspectives contribute to understanding student motivation. Firstly, teacher-student relationships greatly influence motivation, with debates on equality versus individualized attention. Secondly, environmental factors like classroom conditions impact motivation, with overcrowding and lighting affecting learning. Additionally, parental involvement is crucial, as highlighted by Irsaliev (2022). Solutions include personalized education, qualitative assessments, and promoting parental volunteerism, as suggested by Irsaliev (2022) and the Center for Psychological and Pedagogical Support for Parents (2022). Ultimately, fostering a clear educational objective is essential, as emphasized by Irsaliev (2022).

Methodology

The research employed a quantitative design, using surveys to collect data from NIS students in grades 11 and 12 on psychological and environmental factors affecting learning. Surveys provide standardized questions, facilitating data consistency and analysis (Creswell, 2014). Secondary sources, like “bilimdinews.kz” and “highedujornal.kz”, supplemented literature review on similar topics. The convenience sampling method selected 89 participants, ensuring a 90% confidence level with a 5% margin of error (Fleetwood, 2023). Surveys were translated into English, Russian, and Kazakh for accessibility. While surveys have limitations such as biased responses and limited depth, steps were taken to ensure anonymity and confidentiality to mitigate these issues.

Data analysis

Out of the 89 survey participants, 42.7% were women and 57.3% were men. The majority, 78.4%, were aged between 12-17, with the remaining 21.6% between 18-25. Most respondents, 77.5%, had secondary education, while 16.9% had higher education. In terms of motivation, 32.6% reported low levels, 22.5% medium, and 45% high levels. Regarding relationships with teachers and peers, 28.1% rated it low, 22.5% medium, and 49.5% high. 27% found the learning environment uncomfortable, 21.3% medium comfortable, and 51.7% very comfortable.

Participants suggested solutions like improving technology in schools, giving students more freedom and choice, and offering awards for performance. Some believed motivation is an individual responsibility. These findings highlight the importance of fostering positive relationships and a supportive learning environment to enhance student motivation and academic success.

Conclusion

The primary research among 11th and 12th-grade NIS students sheds light on key sub-questions posed in the aims section:

1. Motivation and engagement significantly influence the learning process, impacting retention, understanding, and academic achievements.

2. Relationships with teachers and peers play a crucial role in student motivation, with positive connections fostering trust, support, and collaboration.

3. Solutions to address lack of motivation include offering rewards, setting clear goals, improving the learning environment, and providing guidance and feedback.

These findings underscore the importance of understanding psychological and environmental factors in student motivation for creating effective educational environments. Further research is needed to deepen our understanding and develop targeted interventions for enhancing student motivation and academic success.