1 juli 26 rabu

 

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30 juni 26 selasa

 

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Questions

 

They were asked a few questions,
then silence embraced them
like an old friend
who had been waiting all along.

I,
on the other hand,
stood beneath a storm
where every answer
became the seed
of another question.

Perhaps
my proposal was not polished enough.
Perhaps
my arguments still trembled.
Perhaps
I simply had more to learn.

It hurt.

For a fleeting moment,
I mistook correction
for failure,
and criticism
for proof
that I was not enough.

Then there was the noise.

A child wandered
through the room,
restless,
turning concentration
into scattered fragments.

Yet somehow,
when others stood
where I had stood,
the room was calm.

Coincidence?
Arrangement?
Fortune?

I will never know.

And perhaps
I no longer need to.

Because peace
does not come
from understanding
every unfair moment.

It comes
from choosing
not to let bitterness
write the ending.

So today,
I choose gratitude.

Gratitude
for the questions
that forced me to think deeper.

Gratitude
for the flaws
that refused
to let me settle
for mediocrity.

Gratitude
for surviving
the longest hour
of my academic journey.

Now,
my desk
is covered
with revisions—

pages bleeding
with ink,
comments,
and expectations.

It looks overwhelming.

But mountains
are never climbed
in a single step.

Page by page.
Sentence by sentence.
Correction by correction.

I will return.

Not because
I am already brilliant,

but because
I refuse
to let today's struggle
become tomorrow's regret.

One day,
these revisions
will no longer feel
like wounds.

They will become
the fingerprints
of perseverance—

proof
that I did not stop
when the questions
became too many.

Situational motivation and motivation

 

Situational motivation and motivation are related but represent different levels of specificity. The main difference lies in what causes the motivation and how stable it is over time.

Aspect	Motivation	Situational Motivation
Definition	A general psychological state or process that initiates, directs, and sustains behavior toward a goal.	A temporary form of motivation that arises in response to a specific situation, task, or learning environment.
Scope	Broad concept, including intrinsic, extrinsic, trait-like, and state-like motivation.	A specific type of state motivation experienced during a particular activity or context.
Stability	Can be relatively stable (e.g., a student's long-term motivation to learn English).	Highly dynamic and changes depending on the immediate context.
Influencing Factors	Personal interests, goals, values, self-efficacy, personality, social environment.	Teacher behavior, instructional design, AI tools, task difficulty, feedback, classroom atmosphere, peer interaction.
Duration	Can persist over weeks, months, or years.	Usually lasts only during or shortly after the learning activity.
Example	"I am motivated to become fluent in English."	"Using InquiryGPT today made me excited to complete this writing task."

Theoretical Perspective

Many educational psychologists distinguish between trait motivation (relatively enduring) and state or situational motivation (temporary).

According to John M. Keller, motivational conditions can be created by instructional design, meaning learners' motivation may increase or decrease depending on the learning experience itself.

Within Self-Determination Theory, developed by Edward L. Deci and Richard M. Ryan, situational motivation refers to motivation experienced in a specific context and is influenced by whether the activity satisfies learners' needs for autonomy, competence, and relatedness.

Example in AI-Assisted EFL Writing

Suppose students use InquiryGPT and ChatGPT.

• General motivation
• "I enjoy learning English writing."
• This reflects a relatively stable disposition toward learning English.
• Situational motivation
• "During today's InquiryGPT activity, I felt highly motivated to revise my essay because the prompts helped me think critically."
• This reflects motivation elicited by the specific instructional experience.

Which should you use in research?

It depends on your research objective.

• Use motivation if you are interested in students' overall motivation toward learning English or writing across time.
• Use situational motivation if you want to evaluate the motivational effect of a particular instructional intervention, such as InquiryGPT, ChatGPT, project-based learning, or a specific lesson.

For intervention studies in AI-assisted learning, situational motivation is often the more appropriate construct because it captures learners' immediate motivational responses to the instructional treatment.

Summary

• Motivation = the broad, overarching construct that explains why people engage in behavior.
• Situational motivation = a context-specific, short-term form of motivation triggered by a particular learning situation.

For a quasi-experimental study comparing InquiryGPT and ChatGPT in an EFL writing course, situational motivation would generally provide a more sensitive measure of the intervention's immediate impact than a broad measure of motivation.

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