Learning Motivation and Quality of the Educational Process

Abstract

At vocational training schools, a low level of students’ learning motivation can be observed. There are some important questions to be considered from the point of view of the school’s effectiveness: what kinds of factors affect learning motivation, and how the efficacy of education can be enhanced. Self-regulated learning is an active, constructive process that includes students’ goal setting, monitoring, controlling and reflections. There has been no research on self-regulated learning among students in vocational training school/vocational grammar school. The research is based on Pintrich’s and De Groot’s Motivation Strategies for Learning Questionnaire (MSLQ) concerning students’ motivational beliefs and self-regulated learning strategies. The goal of the study is to point out why these students are unmotivated and in which domain it is worth planning an intervention. The second aim of this work is to show the importance of the expansion of teacher’s key competences, while also pointing out those other competences which are unavoidable in the pedagogical work and about the application of quality management in the teaching process, since it is one of the ways of increasing the quality of education and it is designing a system of quality management at vocational training schools.