Study on School Motivation and Learning Strategies for Primary School Learners in Arts-focused Vocational Schools and Normal Schools

Authors

  • Anca Simion PhD lecturer, Faculty of Psychology and Educational Sciences, Babeş-Bolyai University, Cluj-Napoca, 400029, Romania; Associate Lecturer PhD, Faculty of Sociology and Educational Sciences, Doctoral School of Music and Theatre, West University of Timisoara, Romania
  • Mihai Popean Faculty of Music and Theater,The West University of Timișoara, Timișoara, 300223, Romania

DOI:

https://doi.org/10.18662/rrem/17.4/1075

Keywords:

school motivation, learning strategies, primary education, self-regulated learning

Abstract

The integration of vocational concepts within conventional educational frameworks necessitates the exposure of students to a diverse array of subjects and extracurricular pursuits from an early age. It is evident that both the immediate career decisions made by individuals and the long-term quality of the workforce may be impacted by inadequate involvement in career advice initiatives. In order to facilitate thoughtful career decisions in the twenty-first century, it is imperative to emphasize assessment, professional information search, and exploration. This study investigates the differences in school motivation and learning strategies between primary school learners enrolled in regular and arts-focused vocational education settings. Using a comparative design, the research aimed to assess subscales including study habits, test-related attitudes, organisational skills, motivation, and anxiety. A total of 26 participants were assessed using the Romanian version of the School Motivation and Learning Strategies Inventory (SMALSI), with results analysed using non-parametric and correlational statistical methods. The current study underlines the status of adjusting teaching strategies to learners’ educational environments, highlighting the potential of arts-focused vocational school education to cultivate effective academic behaviours. The results also call for further exploration of how emotional and motivational dynamics manifest across different school types. Limitations related to sample size and gender representation are acknowledged, with recommendations for future mixed-methods research to deepen understanding of the interplay between motivation, anxiety, and learning strategies in diverse educational settings.

Author Biographies

Anca Simion, PhD lecturer, Faculty of Psychology and Educational Sciences, Babeş-Bolyai University, Cluj-Napoca, 400029, Romania; Associate Lecturer PhD, Faculty of Sociology and Educational Sciences, Doctoral School of Music and Theatre, West University of Timisoara, Romania

PhD lecturer at the Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Babeș-Bolyai University and associate lecturer at the Faculty of Sociology and Educational Sciences, West University of Timisoara. Her research focuses on the theory and methodology of assessment, on the development and implementation of personal development strategies in formal educational contexts, on the socio-emotional development of children, as well as on music education in pre-school, preschool and primary education. Her interests focus on how assessment can support authentic learning and student engagement, with an emphasis on the design of innovative approaches and practical tools for active assessment in schools. Through her works, the author combines scientific rigor with the applicative dimension, promoting a vision of education in which assessment, personal development and creative learning contribute to the integral formation of the child.

Mihai Popean, Faculty of Music and Theater,The West University of Timișoara, Timișoara, 300223, Romania

Associate Professor Doctor habilitatus at the Faculty of Music and Theatre, WEST UNIVERSITY OF TIMIȘOARA. Composer, performer and teacher of international stature passionate about artistic and scientific research, Mihai Popean graduated with a doctorate in composition and musical cognition with exceptional results (Distinguished Document Award 2016) and a master's degree in musical composition at Bowling Green State University, Ohio, USA and a bachelor's degree in musical pedagogy at the West University of Timișoara (2000). At the Faculty of Music and Theatre, Mihai Popean is the founder of the Center for Musical and Transdisciplinary Research CCMT, the founder of the research journal MUSiQ, the founder of the Composition Workshop for students and the founder of the Banatus Temesiensis Amateur Piano Competition Festival.

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Published

2025-12-18

How to Cite

Simion, A., & Popean, M. (2025). Study on School Motivation and Learning Strategies for Primary School Learners in Arts-focused Vocational Schools and Normal Schools. Revista Romaneasca Pentru Educatie Multidimensionala, 17(4), 690-712. https://doi.org/10.18662/rrem/17.4/1075

Issue

Vol. 17 No. 4 (2025): Revista Romaneasca pentru Educatie Multidimensionala

Section

Reform, Change and Innovation in Education

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