Forming Positive Motivation of Higher Education Students for Research Activities
DOI:
https://doi.org/10.14571/brajets.v17.nse1.125-136Palavras-chave:
positive motivation, higher education students, research activity, professional training, higher education institutions, vocational educationResumo
Scientific research is crucial for academic and professional success. However, many students and postgraduates need more motivation to build their scientific careers. This article aims to address the issue of forming positive motivation among higher education students towards research activities. The technology that fosters positive motivation among higher education seekers towards research activities considers various ways and methods for achieving this goal. The research analyses current theoretical approaches, empirical data, and educational best practices. The proposed view on motivation formation for scientific research encompasses individual and institutional aspects, including the role of mentorship, resource availability, organisation of educational programs, and involvement in real research projects. The article discusses different approaches to stimulating interest and engaging students in scientific activities. It recommends using individual and collective methods, creating a conducive research environment, and utilising external motivational mechanisms. The authors evaluate the effectiveness of these strategies and offer practical recommendations for their implementation in educational institutions. The article determines the levels of positive motivation among higher education seekers towards research activities before and after implementing the proposed technology during a pedagogical experiment. Additionally, it discusses the significance of creating a research culture in educational institutions that will encourage active student participation in research activities and promote their long-term professional development.Referências
Babenko, D., Dotsenko, N., & Gorbenko, O. (2023). Technology of creation term papers in electrical engineering disciplines in the online learning environment. IEEE 5th International Conference on Modern Electrical and Energy System (MEES), 1-5. https://doi.org/ 10.1109/MEES61502.2023.10402391.
Batsurovska, I. (2021). MOOCs in the system of E-learning of Masters in Electrical Engineering. IEEE International Conference on Modern Electrical and Energy Systems (MEES), 1-4. https://doi.org/10.1109/MEES52427.2021.9598641.
Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-Enhanced collaborative academic course promote digital literacies, self-Regulation, and perceived learning of students? The Internet and Higher Education, 45, 100722. https://doi.org/10.1016/j.iheduc.2019.100722.
Bin, H., Zhang, Y., Zhu, Z., Lin, Y., Zhan, Y., & Ma, J. (2022). Research on the influence of collaborative mind mapping strategy in smart classroom on college students' scientific research problem-solving ability and learning Aanxiety. International Symposium on Educational Technology (ISET), 23-27. https://doi.org/10.1109/ISET55194.2022.00014.
Castaño-Muñoz, J., & Rodrigues, M. (2021). Open to MOOCs? Evidence of their impact on labor market outcomes. Computers & Education, 173, 104289. https://doi.org/10.1016/j.compedu.2021.104289.
Castriconi, R., Placidi, L., Avanzo, M., Cirio, R, Gallo, P, Mazzilli, A., Milano, A., Rancati, T., Russo, P. & Garibaldi, C. (2023). Survey on the interest and commitment of AIFM members to scientific activities (SicAS). The initiative of the FutuRuS working group. Physica Medica, 110, https://doi.org/102589. 10.1016/j.ejmp.2023.102589.
Chen, D. (2022). Practice on the data service of university scientific research management based on cloud computing. World Automation Congress (WAC), 424-428. https://doi.org/10.23919/WAC55640.2022.9934710.
Cui, Y. (2019). Second classroom model for cultivating intercultural communication competence of practicality-oriented talents considering state transition matrix. International Conference on Robots & Intelligent System (ICRIS), 376-381. https://doi.org/10.1109/ICRIS.2019.00101.
Grynova, M., Shvedchykova, I., Soloshych, I., Bunetska, I., & Soloshych, S. (2022). Project approach in the formation of scientific and research competence of students of energy specialties. IEEE 4th International Conference on Modern Electrical and Energy System (MEES), 1-4. https://doi.org/10.1109/MEES58014.2022.10005742.
Espina-Romero, L., Guerrero Alcedo, J., & Ossio, C. (2023). 7 topics that business ecosystems navigate: Assessment of scientific activity and future research agenda. Heliyon, 9, e16667. https://doi.org/10.1016/j.heliyon.2023.e16667.
Horváth, L. (2023). Model organised theoretical and experimental research in collaborative space. IEEE 17th International Symposium on Applied Computational Intelligence and Informatics (SACI). https://doi.org/10.1109/SACI58269.2023.10158625.
Ivaskiv, R., & Neroda, T. (2019). Designing the integrated multi-user media platform for educational and scientific research support: Activating of student cognitive activity through team work in academic library creative space. IEEE 14th International Conference on Computer Sciences and Information Technologies (CSIT), 39-43. https://doi.org/10.1109/STC-CSIT.2019.8929880.
Jiang, D., Dahl, B., Chen, J., & Du, X. (2023). Engineering students’ perception of learner agency development in an intercultural PBL (Problem- and Project-Based) team setting. IEEE Transactions on Education, 66(6), 591-601. https://doi.org/10.1109/TE.2023.3273177.
Landberg, M., & Partsch, M. (2023). Perceptions on and attitudes towards lifelong learning in the educational system. Social Sciences Humanities Open, 8, 100534. https://doi.org/10.1016/j.ssaho.2023.100534
Li, H., Majumdar, R., Chen, M.-R., & Ogata, H. (2021). Goal-oriented active learning (goal) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading. Computers Education, 171, 104239. https://doi.org/10.1016/j.compedu.2021.104239
Li, H., Tang, Y., & Huang, G. (2022). STEAM curriculum design and practical research: training students' scientific advanced thinking ability. 10th International Conference on Information and Education Technology (ICIET), 244-249. https://doi.org/10.1109/ICIET55102.2022.9779031.
Liu, X., Wu, X., & Zhang, W. (2024). A new DEA model and its application in performance evaluation of scientific research activities in the universities of China's double first-class initiative. Socio-Economic Planning Sciences, 92, 101839. https://doi.org/10.1016/j.seps.2024.101839.
Mebert, L., Barnes, R., Dalley, J., Gawarecki, L., Ghazi-Nezami, F., Shafer, G., & Yezbick, E. (2020). Fostering student engagement through a real-world, collaborative project across disciplines and institutions. Higher Education Pedagogies, 5, 30-51. https://doi.org/10.1080/23752696.2020.1750306
Menezes, F., Rodrigues, R., & Kanchan, D. (2021). Impact of collaborative learning in electrical engineering education. Journal of Engineering Education Transformations, 34, 116-117. https://doi.org/10.16920/jeet/2021/v34i0/157117
Popova, M., & Rina, N. (2020). Transdisciplinary system for student youth educational and research activities support. IEEE 15th International Conference on Computer Sciences and Information Technologies (CSIT), 320-323. https://doi.org/10.1109/CSIT49958.2020.9321894.
Popescu, D., Roibu, H., Abagiu, M.-M., Popescu, R., Popescu, L.-C., & Petrisor, A. (2019). Research as a part of education – a case study of engaging students in research activities. 29th Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE), 1-7. https://doi.org/10.1109/EAEEIE46886.2019.9000437.
Post, L. S., Guo, P., Saab, N., & Admiraal, W. (2019). Effects of remote labs on cognitive, behavioral, and affective learning outcomes in higher education. Computers & Education, 140, 103596. 1 doi: 0.1016/j.compedu.2019.103596
Poyasok, T., Bespartochna, O., & Dniprovska, T. (2019). Formation of scientific and research competence of future electrical engineers. 2019 IEEE International Conference on Modern Electrical and Energy Systems (MEES), 450-453. doi: 10.1109/MEES.2019.8896518.
Tran, V. D., Pham, D. T., Nguyen, H., Pham, T., Nguyen, C., Nguyen, T. H., & Dewey, R. (2022). Involvement of pharmacy students in scientific research activities in Vietnam. Currents in Pharmacy Teaching and Learning, 14. https://doi.org/10.1016/j.cptl.2022.06.004.
Ulappa, A., Stieha, V., Smith, D. B., & Oxford, J. T. (2022). Gateway scholars program - reducing barriers to STEM for undergraduate students through scholarship and supportive programs. International Conference on Computational Science and Computational Intelligence (CSCI), 2129-2132. https://doi.org/10.1109/CSCI58124.2022.00384.
Wang, N. et al. (2020). Cultivate students' innovation ability based on the follow-up study of contest problems. International Conference on Big Data and Informatization Education (ICBDIE), 199-202. https://doi.org/10.1109/ICBDIE50010.2020.00052.
Wang, J., Tigelaar, D. E. H., & Admiraal, W. (2021). Rural teachers’ sharing of digital educational resources: From motivation to behavior. Computers & Education, 161, 104055. https://doi.org/10.1016/j.compedu.2020.104055
Yang, X., Zhao, G., Zhao, Q., & Yan, X. (2019). The Relationship between students’ scientific epistemological beliefs and their performance of knowledge integration in web-based inquiry. Eighth International Conference on Educational Innovation through Technology (EITT), 19-24. https://doi.org/10.1109/EITT.2019.00013.
Yilmaz, M. (2021). Undergraduate in-class research experience for computer architecture students. International Conference on Computational Science and Computational Intelligence (CSCI), 1001-1007. https://doi.org/10.1109/CSCI54926.2021.00218.
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2024 Olha Tytarenko, Tetіana Borysova, Valentyna Tytarenko, Andrii Tsyna, Valerii Tytarenko, Valerii Tytarenko, Yuliia Sribna, Inna Vazhenina
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License. A revista segue a política para Periódicos de Acesso Livre, oferecendo acesso livre, imediato e gratuito ao seu conteúdo, seguindo o princípio de que disponibilizar gratuitamente o conhecimento científico ao público proporciona mais democratização internacional do conhecimento. Por isso, não se aplica taxas, sejam elas para submissão, avaliação, publicação, visualização ou downloads dos artigos. Além disso, a revista segue a licença Creative Common (CC BY) permitindo qualquer divulgação do artigo, desde que sejam referenciados o artigo original. Neste sentido, os autores que publicam nesta revista concordam com os seguintes termos: A) Os autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Creative Commons Attribution License (CC BY), permitindo o compartilhamento do trabalho com reconhecimento da autoria do trabalho e publicação inicial nesta revista. B) Autores têm autorização para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional e não institucional, bem como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista. C) Autores sãoo estimulados a publicar e distribuir seu trabalho online (ex.: repositórios online ou na sua página pessoal), bem como aumentar o impacto e a citação do trabalho publicado.