• Yusufu Ismail Mohamedi Masters Students, Gujarat University, Navrangpura, Ahmedabad - 380009 , Gujarat -India


Motivation, Engagement, communication, teacher, commitment


It is difficulties for everyone to formulate theories to change the world forever. Despite the fact that, everybody would use motivation to achieve personal success beginning from a young age. One of the most difficult and most important aspect of a teacher’s work it is student’s motivation. Students who are not motivated cannot learn effectively. They would fail to take the information provided, and are not willing to participate in the lessons. Also, some of them may become problem in the course of the learning process. The aim of this study is to show how teachers should play great role with regards to the students, the methods that he should use, and the techniques and teaching strategies that teachers should use in the classroom so that students will be motivated. The study is focused on the high school classes. Thus, they are also the most problematic category to focus on learning if there are no good techniques to motivate them. The methodology followed in this work is qualitative and quantitative. We interviewed 15 high school teachers in State Board school in Ahmedabad and had a survey of about 80 students of this school, classes 10, 11, and 12. The purpose of the theme is to identify the gaps that exist in the motivation of the students in the classroom. This study provides recommendations on how to use the process of motivation to meet the individual needs of each student and to increase their productivity. Therefore, this will result to a future generation of people who are eager to go to school.


I. Anderman & Midgley (1998). Changes in self-reported academic cheating across the transition from middle school to high school. Lexington, KY.

II. Bandura (1997). Insights. self-efficacy. Harvard Mental Health Letter, 13(9), 4-6.

III. Bomia et al. (1997). The impact of teaching strategies on intrinsic motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education

IV. Brooks, Freiburger & Grotheer (1998). Improving elementary student engagement in the learning process through integrated thematic instruction. Saint Xavier University, Chicago, IL…

V. Connell & Wellborn (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In Gunnar, M. R., & Sroufe, L.A. (Eds.), Hillsdale, N.J.: Self processes and development (Vol. 23, pp. 43–77).

VI. Connell, Spencer & Aber (1994). Educational risk and resilience in AfricanAmerican youth; Context, self, action, and outcomes in school. Child Development, 65(2), 493-506

VII. Deci & Ryan (2000). The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227...

VIII. Deci et al. (1991). Motivation and education; The self-determination perspective. The Educational Psychologist, 26, 325–346.

IX. Deci, Koestner & Ryan (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668

X. Fan & Williams (2010). The effects of parental involvement on students' academic self-efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53-74.

XI. Furrer & Skinner (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162…

XII. Geisa, W. H. (2022). The Matters That Hinder Students’ Motivation in Learning Speaking Skills in Haro Sabu High School Grade9 in Focus. Journal of Positive School Psychology, 5037-5045.

XIII. Guay et al. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(4), , 711-735

XIV. Harrold, O'Donnell & National Center for Education Statistics (2008). Parent and family involvement in education, 2006-07 school year, from the national household education surveys program of 2007. First Look. NCES 2008-050. National Center for Education Statistics.

XV. Klem & Connell (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262- 273…

XVI. Lumsden (1994). Student Motivation to Learn. Eric. Meyer (2010). Transforming school cultures. Gender and Sexual Diversity in Schools.

XVII. Mitra & Serriere (2012). Student Voice in Elementary School Reform Examining Youth Development in Fifth Graders. American Educational Research Journal, 49(4), 743-774.

XVIII. Nye, Konstantopoulos & Hedges (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237-257.

XIX. O'Brien & Lai (2011). Student Voice: How can it help us to understand students' experiences of school? Assessment Symposium, Rutherford House, Wellington, New Zealand

XX. Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational research, 63(2), 167-199.

XXI. Potter & Briggs (2003). Children talk about their early experiences at school. . Australian Journal of Early Childhood, 28(3), 44-49

XXII. Sichivitsa, V. O. (2007). The influences of parents, teachers, peers and other factors on students' motivation in music. Research Studies in Music Education, 29(1), 55-68.

XXIII. Skinner & Belmont (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4) ,571-581

XXIV. Smyth & McInerney (2007). Teachers in the middle: Reclaiming the wasteland of the Adoloscent years of schooling. New York, USA: Peter Lang

XXV. Zyngier (2011). (Re)conceptualising risk: left numb and unengaged and lost in a no-man’s-land or what (seems to) work for at-risk students.International Journal of Inclusive Education, 15(2) , 211-231

Additional Files



How to Cite

Yusufu Ismail Mohamedi. (2022). FACTORS THAT AFFECTING STUDENT’S MOTIVATION – A CASE STUDY OF NAVRANGPURA, AHMEDABAD. International Education and Research Journal (IERJ), 8(12). Retrieved from http://ierj.in/journal/index.php/ierj/article/view/2601