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The desire to learn is often related to the concept of motivation. Motivation is the most-used concept for explaining the failure or success of a language learner. [1] Second language (L2) refers to a language an individual learns that is not his/her mother tongue, but is of use in the area of the individual.
Educational psychology is the branch of psychology concerned with the scientific study of human learning.The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning.
These learning styles are not innate to an individual but rather are developed based on an individual's experiences and preferences. [10] Based on this model, the Honey and Mumford's Learning Styles Questionnaire (LSQ) [11] was developed to allow individuals to assess and reflect on how they consume information and learn from their experiences ...
A sharp, clear, vivid, dramatic, or exciting learning experience teaches more than a routine or boring experience. The principle of intensity implies that a student will learn more from the real thing than from a substitute. Examples, analogies, and personal experiences also make learning come to life.
Drive reduction theory, developed by Clark Hull in 1943, is a major theory of motivation in the behaviorist learning theory tradition. [1] "Drive" is defined as motivation that arises due to a psychological or physiological need. [2] It works as an internal stimulus that motivates an individual to sate the drive. [3]
Conscientiousness shows a positive association with the four learning styles because students with high levels of conscientiousness develop focused learning strategies and appear to be more disciplined and achievement-oriented. Personality and learning styles are both likely to play significant roles in influencing academic achievement.
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