Learning motivation and student's perceptions of family

My diploma work discuss the fields of student motivation and student`s perceptions of family relationships. In the theoretical part of my diploma work I have first defined motivation, then I have discussed in detail family and education as two very important factors in the development of learning motivation. The empirical part is following the theoretical definition, where I have used survey technique among 6th grade students of primary schools, to explor what is motivating them to learn in school and how they perceive their family relationships; I have also explored the connection between both variables. The survey indicates that various ingredients are motivating students to learn, the most motivating is the value of learning, the least motivating is the attribution as a result of bad luck or lower learning ability in case of learning failure. What is more, survey also shows that family relationships are perceived differently among students; some students perceive demotivating family relationships, others encouraging and some perceive ambitious family relationships. I have discovered that some components of learning motivation are connected and some others components are not connected with family relationships. Interest for learning is connected with the type of family relationships that students perceive them as demotivating and encouraging family relationships; external stimulation is connected with perception of ambitious family relationships; attributes for success »couse unknown« and »happiness« are connected with perception of demotivating family realationships, while »effort« is connected with perception of encouraging family relationships; attribute for learning failure »incompetence« is connected with perception of demotivating family relationship, while »effort« is connected with encouraging family relationships; self-learning is connected only with the perception of demotivationg family relationships; learning objective »no learning« is connected with perception of demotivating family relationships, »success« with ambitious family relationships, while »knowledge« is connected with perception of encouraging family relationships; the importance of learning is connected with perception of two types of family relationships, demotivationg and ambitious family relationships; difficulty of learning is connected only with the demotivating family realationships. In my diploma work I have reached some useful and important findings in the field of students motivation and their perceptions of family relationships. I have realized, the diversity among students in these two fields are enormous. Therefor teachers need to treat every student invidually and they need to find appropriate ways to motivate them for learning and beeing successful. This is also what teachers should talk about with parents and advise them, which are appropriate ways to motivate their child