Facultatea Psihologie, Ştiinţe ale Educaţiei, Sociologie şi Asistenţă Socială / Faculty of Psychology, Educational Sciences, Sociology and Social Work

Permanent URI for this communityhttps://msuir.usm.md/handle/123456789/13

Browse

Filters

20242

Settings

Start date: 2024Subject: search.filters.subject.educational methodology

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Promoting multilingualism in school
    (CEP USM, 2024) Wittman, Hana
    In this article, various models of motivation that influence the learning process are examined, with a particular focus on the field of foreign languages. Motivational structures, including academic self-efficacy, attributions, achievements, and internal motivational objectives, are presented as fundamental elements in promoting or hindering academic success. The diverse ways in which students can be motivated are analyzed, highlighting the importance of adapting motivation to the context, arguing that it may vary depending on the situation, context, and school environment. Definitions and understanding of adaptive and maladaptive motivational models are proposed, along with an analysis of their evolution over time. Research results are presented, indicating that beliefs associated with adaptive motivation, such as academic self-efficacy, lead to improved performance and achievements, while beliefs associated with maladaptive motivation, such as fear of failure, have negative effects on academic performance and achievements
  • Thumbnail Image
    Item
    TEACHING METHODS OF MULTILINGUAL EDUCATION IN SCHOOLS. MOTIVATION AND MULTILINGUAL EDUCATION IN SCHOOLS
    (Stratum Plus, 2024) Wittman, Hanna
    The approaches and processes that characterize language learning in the field of „bilingualism” have undergone drastic changes over the past half century. Generally, part of the old position that bilingualism is harmful to the speaker. There is some consensus that, under favorable circumstances, the use or mastery of two or more languages can have a positive effect on social and cognitive aspects of human development. Many studies, conducted before 2009, stated that bilingualism caused harm to the child’s development. These studies ignored the qualitative biographical data that indicated the advantages of bilingualism. Moreover, in these studies it is noted the lack of adherence to a correct and exact methodology, such as: a comparison of bilingual subjects with monolingual subjects of different socio-economic status. It is evident that researchers then proceeded from the assumption that bilingualism is the property of immigrants only without language tests or a clear definition of bilingualism. This position changed, Cummins (2005) argues, when Canadian researchers Lambert & Peal pointed out the methodological shortcomings of many of the early studies that had been done on second language acquisition.