Passion for Learning: How to engage your learners and unlock their potential

Product Information

We measured academic passion using the scale developed by Vallerand and Houlfort (2003). The Chinese version of the scale has good reliability when used to measure the academic passion of Chinese college students (e.g., Lin et al., 2019). The scale had a total of 19 items, including three subscales: passion criteria, harmonious passion, and obsessive passion. The passion criteria subscale used to determine whether an individual is passionate about a particular activity was selected in this study. This subscale had five items (e.g., “This activity is important for me”) that were rated on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree). Higher average scores indicate higher academic passion. Cronbach's alpha for the scale was 0.75. Academic Self-Efficacy

Learners do not tend to experience the change – it just happens. It’s not modular in that fact, it’s very much the facilitator using all of those skills at different times of the programme, lesson and the course. You could find a teacher using the teach mode and mentor mode in the same lesson, because it’s not rigid in the fact that everybody knows everything and because there may be new knowledge in that lesson. This study explored the mechanism of academic passion's impact on academic engagement, which provided several theoretical and practical guidance; however, certain limitations were also present. First, this study only selected three universities in Henan Province, China, for investigation. Constrained by the convenience sampling method, the representativeness of the sample declined. The scope of this investigation should be further expanded. Furthermore, this study focused on the impact of college students' academic passion on academic engagement. In the future, the academic engagement of primary and secondary school students can be further studied and new research findings are expected. Second, academic engagement data were collected only by students' self-reports; thus, response bias could have influenced the results. In the future, data such as teacher evaluations should be included for more comprehensive measurements. Third, this study revealed the internal mechanism from the perspective of cognitive processes; however, the mediating paths of motivation and other factors should also be investigated in the future. In terms of boundary conditions, future researchers should examine the potential strengthening or restrictive conditions of factors, such as the learning atmosphere, for undergraduates' academic engagement. Conclusion Second, this study found the mediating role of academic self-efficacy and revealed the internal mechanism by which academic passion affects academic engagement. This is not surprising as prior research has shown that academic self-efficacy not only helps individuals undertake and make the necessary efforts to successfully complete various tasks, but also provides them with more personal resources to achieve good academic performance ( Whannell et al., 2012). Thus, students with a higher sense of academic self-efficacy are motivated to use more learning strategies, improve their cognitive competency, and remain persistent when encountering learning challenges ( Wright et al., 2012). Self-efficacious students therefore hold stronger beliefs in the successful completion of their learning goals, more investment, longer persistence, and an improved ability to cope with failure than students with low academic self-efficacy ( Oriol-Granado et al., 2017). This finding thus suggests that a strong academic passion can enhance students' sense of academic self-efficacy in learning, enabling them to set positive goals, mobilize more resources, and invest more effort in learning, thus promoting the continuous improvement of academic engagement. According to Bandura, self-efficacy beliefs have stable (trait-like) and contextual components, which are dependent on variables such as recent performance, alternative experiences, interpersonal persuasiveness, or current physiological state ( Bandura, 1997). Therefore, on the one hand, teachers should actively create a free, open, and error-free learning atmosphere; on the other hand, when students successfully overcome difficulties or obtain major achievements through independent efforts, teachers should give timely encouragement to improve students' academic self-efficacy. Divorce practicality from the picture. While highlighting the practical value of a student’s passion can be all it takes to keep that student interested for the long haul, sometimes it is best to let the passion flourish within the student organically, without much outside influence. Use your best judgment to decide what sort of support each student needs and when.

Conflict of Interest

Two moments from my time as a primary teacher often come to mind when I think about children’s aspirations. No matter what stage we are at in our careers, a passion for continuous learning is very important,” Ann Marie Clyne, head of HR at Mastercard, told Siliconrepublic.com. Some language tutors can be found for 10 USD an hour, for example. No matter the subject – it’s good to have an expert available to help you overcome the challenges in the learning process and expose you to another passionate learner. These are just some of the reasons why it's important to possess a passionate curiosity for learning. Masters refuse to live a life of mediocrity. They are hungry to grow and evolve. You owe it to yourself and the world to be the best person that you can be. If you want to achieve mastery, you need to commit to lifelong learning. This is the highest form of self-improvement. In today’s world, the only thing that is constant is change, and the reality is that, if you are not growing and evolving, you are dying. Boredom plays a big role in destroying a passion for learning. Often boredom comes from too much repetition or a focus on certain skill sets within a subject that take the learner far away from the activity itself.

It’s clear that lifelong learning has become important in many industries. In this article, Pierre Vandergheynst and Isabelle Vonèche Cardia of the École polytechnique fédérale de Lausanne in Switzerland referred to it as “a passport to success” and predicted that a model of continuous learning could even surpass traditional education routes in the future. The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Ask learners to do a pair/share where two share with each other what they are interested in. Invite them to ask each other: When students are passionately engaged in their learning – when they are mesmerized by their learning environment or activities – there are myriad responses in their brains making connections and building schema that simply would not occur without that passion or emotion.

Limitations and Future Research

Encourage self-reflection: Encourage children to reflect on their learning and set goals to help them develop a sense of ownership and investment in their learning. Looking for learning and development quotes that can inspire your growth journey? Ever wondered what the greatest minds across centuries have said about learning and development? First, this study tested whether academic passion could effectively predict academic engagement. Thus, it not only effectively promoted the development of the broaden-and-build theory in the field of education, but also expanded the scope of research on the factors affecting academic engagement. This study revealed the positive effects of academic passion from the perspective of positive psychology, and answered the theoretical questions “Is there a positive relationship between academic passion and academic engagement?” and “How does academic passion affect academic engagement?” This result is consistent with an earlier study that suggested a positive relationship between academic passion and engagement ( Enwereuzor et al., 2016). Therefore, these findings suggest that students with academic passion can realize the value and significance of learning ( Lin et al., 2019), thus they will invest more positive emotions, efforts, and concentration into learning. This suggests that students will have a higher level of academic engagement if they have a strong academic passion for learning. The stimulation of academic passion mainly depends on the students' love for learning itself, or the students' recognition of the external effects that learning can obtain ( Vallerand et al., 2007). Therefore, teachers should be aware that learning itself and external motivation are key factors in fostering academic passion ( Stoeber et al., 2011). Consequently, teachers can create a series of designs based on the following principles: the curriculum design needs to be rich and interesting, learning tasks must be challenging and innovative, the learning atmosphere must be autonomous, and the learning results must be rewarded. By incorporating these, teachers will be able to enhance students' academic passion and academic engagement.