عنوان

Testing the Efficacy of a Counselling Intervention:

Number

TLpq2515802744

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Testing the Efficacy of a Counselling Intervention:

General Material Designation

[Thesis]

First Statement of Responsibility

Hudrog Sha'lan, Hana

Title Proper by Another Author

Facilitating the Motivation to Learn among Arab High School Students and Teachers in Israel

Subsequent Statement of Responsibility

Ibbotson, Julia

Name of Publisher, Distributor, etc.

University of Derby (United Kingdom)

Date of Publication, Distribution, etc.

2017

Specific Material Designation and Extent of Item

280

Dissertation or thesis details and type of degree

Ed.D.

Body granting the degree

University of Derby (United Kingdom)

Text preceding or following the note

2017

Text of Note

The motivation of students to learn is one of the most investigated topics in education. Abu Asba (2007) and Assor (2005) have tried to understand the basic factors that enhance motivation and how both teachers and students can benefit from enhancing the motivation to learn. There has been no research that has contributed to the study of motivation in Israeli Arab high schools. The main purpose of the current study was to examine the processes elicited by a counselling intervention designed to enhance motivation, to improve self-image, school climate and student-teacher achievements of high-school students. Thirty students from five 10th grade classes and thirty-five teachers participated in the study. One of the research aims was to formulate a strategy teachers can use when attempting to motivate their students. The study found that it is difficult for teachers to arouse students' intrinsic motivation to learn in a cultural and educational system where motivation to learn is extrinsically controlled. The study also found that motivation to learn increased after students and teachers participated in a counselling intervention program. When students' motivation to learn was elicited, student engagement with the learning processes was enhanced. The findings showed that student and teacher motivation grew and developed when student and teacher self-images improved. Strategies to improve teacher and student self-images included the implementation of teacher training on the subject of learning styles and on the use of relevant instructional styles and the training of educational teams to address teacher and student motivation.

Education

International relations

Middle Eastern studies

School counseling

Secondary education

Hudrog Sha'lan, Hana

Ibbotson, Julia

Electronic name

p

[Thesis]

276903

a

Y