The Impact of Constructivist Learning Environment on Students' Motivation in Primary School
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| Title: | The Impact of Constructivist Learning Environment on Students' Motivation in Primary School |
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| Language: | English |
| Authors: | Blerina Çibukçiu |
| Source: | Bulgarian Comparative Education Society. 2025. |
| Availability: | Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Constructivism (Learning), Student Motivation, Learning Motivation, Elementary School Students, Self Concept, Participative Decision Making, Educational Environment, Grade 4, Grade 5, Foreign Countries, Student Role |
| Geographic Terms: | Kosovo |
| Assessment and Survey Identifiers: | Constructivist Learning Environment Survey |
| Abstract: | Learning in a constructivist environment has the potential to help students' motivation in primary school. This study aims to present the impact of the constructivist learning environment on students' motivation in primary school and specify which aspects of the constructivist learning environment are related to the types of students' motivation in primary school. The data was collected using two instruments: the Constructivist Learning Environment Survey (CLES), which aims to measure students' perceptions of their learning environment, and the Elementary School Motivation Scale to measure students' motivation. The study was undertaken with 320 primary school students. This study highlights the importance of constructivist learning environments in fostering student motivation. The results show a positive relationship between self-importance, uncertainty, critical voice, shared control, and student negotiation with different types of motivation and a positive impact of the constructivist learning environment on students' motivation, specifically on intrinsic motivation. These findings suggest that improving the learning environment, especially when it is oriented towards constructivist practices, can lead to an increase in students' motivation to engage in learning. These findings help teachers and policymakers implement constructivist learning environments to foster motivation in primary school students. [For the complete Volume 23 proceedings, see ED678047.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678072 |
| Database: | ERIC |
| Abstract: | Learning in a constructivist environment has the potential to help students' motivation in primary school. This study aims to present the impact of the constructivist learning environment on students' motivation in primary school and specify which aspects of the constructivist learning environment are related to the types of students' motivation in primary school. The data was collected using two instruments: the Constructivist Learning Environment Survey (CLES), which aims to measure students' perceptions of their learning environment, and the Elementary School Motivation Scale to measure students' motivation. The study was undertaken with 320 primary school students. This study highlights the importance of constructivist learning environments in fostering student motivation. The results show a positive relationship between self-importance, uncertainty, critical voice, shared control, and student negotiation with different types of motivation and a positive impact of the constructivist learning environment on students' motivation, specifically on intrinsic motivation. These findings suggest that improving the learning environment, especially when it is oriented towards constructivist practices, can lead to an increase in students' motivation to engage in learning. These findings help teachers and policymakers implement constructivist learning environments to foster motivation in primary school students. [For the complete Volume 23 proceedings, see ED678047.] |
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