Consideration of Learning Strategies to Increase Junior High School Students’ Motivation to Learn Social Studies

Abstract

In this study, we examined the influence of social studies learning strategies on social studies learning motivation among 63 third-year junior high school students. The learning strategy subscales were included organizational, dialogue, monitoring, and planning strategies, and the motivational strategy subscales were included internal adjustment, identification adjustment, introductory adjustment, and external adjustment. Correlation analysis showed significant correlations between all learning strategies and internal and identification adjustment. Multiple regression analysis showed that organizational and dialogue strategies positively affected internal and identification adjustment. These results suggest that organizational and dialogue strategies are effective at improving self-directed learning motivation. Finally, based on the research results, this paper discusses methods for improving classes and offers suggestions for future directions.