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Children
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Research on the Academic Motivation of Children and Adolescents
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Research on the Academic Motivation of Children and Adolescents

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Global Pediatric Health".

Deadline for manuscript submissions: closed (5 April 2024) | Viewed by 16949

Special Issue Editors

Dr. María Elena Parra-González

E-Mail Website
Guest Editor
Department of Research Methods and Diagnosis in Education, University of Granada, 51001 Ceuta, Spain
Interests: active methodologies; gamification; methodology; teacher training; personal learning environment; active learning
Special Issues, Collections and Topics in MDPI journals
Dr. Adrián Segura-Robles

E-Mail Website
Guest Editor
Facultad de Ciencias de la Educación y del Deporte de Melilla, Department of Didactics and School Organization, University of Granada, 52005 Granada, Spain
Interests: ICT; active methodologies; educational innovation; educative technology; blended learning; online education; pedagogy; teacher training
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Academic motivation is a vital component of a child's or adolescent's academic success. Motivation drives learning, and when students are motivated, they are more likely to be engaged in their learning, persist through challenging tasks, and achieve their academic goals. Therefore, it is important to understand the factors that contribute to academic motivation and how to enhance it. The purpose of this call for papers is to solicit original research on the academic motivation of children and adolescents.

María Elena Parra González has a PhD in Models of Teaching–Learning and Development of Educational Institutions and is Professor in the Department of Research Methods and Diagnosis in Education at the University of Granada. Her lines of research are teaching innovation, teacher training, active methodologies, and the transformation of contexts and learning. María has conducted training actions for teachers as a coordinator, speaker and expert evaluator of European programs. She won Second Prize at the V Conference on Medical Education.

Dr. María Elena Parra-González
Dr. Adrián Segura-Robles
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • active methodologies
  • gamification
  • learning
  • motivation
  • teaching

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Published Papers (3 papers)

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Research

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14 pages, 993 KiB  
Article
The Impact of Family Socioeconomic Status (SES) on Adolescents’ Learning Conformity: The Mediating Effect of Self-Esteem
by Houyan Li, Bin Xiao and Guandong Song
Children 2024, 11(5), 540; https://doi.org/10.3390/children11050540 - 30 Apr 2024
Cited by 1 | Viewed by 2467
Abstract
Objective: This study aimed to investigate the relationship between family socioeconomic status (SES) and adolescents’ learning conformity and self-esteem among a sample of 15–18 year-old high school students. Methods: A survey was conducted on 339 adolescents using measures of family SES, self-esteem, and [...] Read more.
Objective: This study aimed to investigate the relationship between family socioeconomic status (SES) and adolescents’ learning conformity and self-esteem among a sample of 15–18 year-old high school students. Methods: A survey was conducted on 339 adolescents using measures of family SES, self-esteem, and learning conformity. An intermediary effect model was constructed to examine the mediating mechanism of self-esteem in the impact of family SES on adolescents’ learning conformity. Results: In our study, we observed that male adolescents were more likely to come from families with higher socioeconomic status (SES) and exhibited relatively higher levels of self-esteem compared to female adolescents. However, this finding should be regarded as an observational outcome specific to our study sample and does not directly indicate a causal relationship between gender and family SES or self-esteem. Adolescents from rural areas were more likely to exhibit tendencies towards learning abidance and compliance. Family SES positively predicted self-esteem. The intermediary model indicated that family SES significantly positively influenced learning abidance and compliance, with self-esteem partially mediating the effects at 33.49% and 33.33%, respectively. Family SES negatively affected learning obedience, with self-esteem partially mediating the effect at 39.77%. Conclusion: Among the 15–18 year-old high school student population, family SES not only directly affects learning abidance, compliance, and obedience but also generates an indirect mediating effect through self-esteem. Full article
(This article belongs to the Special Issue Research on the Academic Motivation of Children and Adolescents)
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Review

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15 pages, 1998 KiB  
Review
Fostering Motivation: Exploring the Impact of ICTs on the Learning of Students with Autism
by José María Fernández-Batanero, Marta Montenegro-Rueda, José Fernández-Cerero and Eloy López-Meneses
Children 2024, 11(1), 119; https://doi.org/10.3390/children11010119 - 18 Jan 2024
Cited by 2 | Viewed by 3047
Abstract
Currently, the use of digital tools has led to significant changes in the educational system, favouring equity and the inclusion of students with educational needs. In this context, students with autism spectrum disorder (ASD) benefit from using these electronic devices to improve their [...] Read more.
Currently, the use of digital tools has led to significant changes in the educational system, favouring equity and the inclusion of students with educational needs. In this context, students with autism spectrum disorder (ASD) benefit from using these electronic devices to improve their learning experience. This study focuses on conducting a bibliometric analysis of the impact of information and communication technologies on the learning of students with ASD, with the aim of addressing two research questions. Through the analysis of three databases (Scopus, Dialnet, and Web of Science), a total of 24 articles related to the subject were collected. The results show that the use of different technological devices has numerous benefits for these students. Among the most prominent are the use of augmented reality and educational robotics, mainly providing improvements in academic performance, motivation and improved retention of knowledge acquired in the classroom. In conclusion, the clear need to train teachers in digital competencies and to intensify efforts in this line of research in order to improve the education of students, as well as to enrich the knowledge available to the scientific community, is highlighted. Full article
(This article belongs to the Special Issue Research on the Academic Motivation of Children and Adolescents)
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Other

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23 pages, 3795 KiB  
Systematic Review
Academic Procrastination in Children and Adolescents: A Scoping Review
by Marcela Paz González-Brignardello, Angeles Sánchez-Elvira Paniagua and M. Ángeles López-González
Children 2023, 10(6), 1016; https://doi.org/10.3390/children10061016 - 5 Jun 2023
Cited by 6 | Viewed by 10344
Abstract
Academic procrastination is a persistent behavior in students’ academic development consisting of postponing or delaying the completion of necessary tasks and having a deadline for completion, which is associated with detriment in performance, school dropout, and loss of student well-being. The largest body [...] Read more.
Academic procrastination is a persistent behavior in students’ academic development consisting of postponing or delaying the completion of necessary tasks and having a deadline for completion, which is associated with detriment in performance, school dropout, and loss of student well-being. The largest body of existing knowledge on this behavior comes from studies conducted with university students, although it is necessary to deepen the findings obtained at lower educational levels. The aim of this work has been to carry out a scoping review of the empirical publications focused on academic procrastination in children and adolescents. The inclusion and exclusion criteria are detailed following the general guidelines of the Joanna Briggs Institute. However, some modifications are incorporated in the flowchart to guide the review sequence. The search was conducted in eleven thematic (ERIC, MedLine, Psychology and Behavioral Sciences Collection, PsycINFO, PubPsych, and Teacher Reference Center) and multidisciplinary databases (Academic Search Ultimate, E-Journals, ProQuest, Scopus, and Web of Science) to identify relevant publications up to 2022, including grey literature. Out of the initial 1185 records screened, a total of 79 records were selected. The search results included a total of 79 records. The most used assessment instruments, the most studied variables, and the type of design and sources of information used in the selected studies are detailed. Cultural aspects that open new lines of future research are identified. Full article
(This article belongs to the Special Issue Research on the Academic Motivation of Children and Adolescents)
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