In-class discussion and motivation

In this work, we investigate the relationship between in-class group discussions and high school students' learning motivation in Mainland China. Based on the framework of the Motivated Strategies for Learning Questionnaire (MSLQ), the study surveyed students from various types of high schools to explore how classroom discussion frequency, structure, and perception relate to different motivational components. The analysis examines both intrinsic and extrinsic factors of motivation, as well as emotional aspects such as examination anxiety. The findings suggest complex interactions between classroom participation and students motivational responses, revealing how discussion-based learning may shape students' engagement, interest, and emotional experiences in different educational settings.