Management and Motivation

The Sociocultural Learning Theory framework’s management and incentive context are designed to provide the best learning environment by incorporating social relations and cultural context as well as cooperation with classmates. According to the theory, much emphasis is placed on the several social interactions of students as well as the cultural factors that influence each student’s learning process and act as the motivating factors (Wakibi et al., 2020). The following are some of the recommendations on how teachers can enhance the process of learning so that the learners can engage, participate, and learn; Teachers should encourage the use of social relations such as group work and discussions in teaching since it is a part of culture that influences learning preferences and passions. This strategy is useful in reducing stress among ADN nursing students and enhances their learning environment for a course that is well coordinated with collaboration, Communication, and comprehension.

Appropriate Learning Environment

The sociocultural learning theory creates a positive learning environment that the ADN nursing students need to handle their stress. This hypothesis also focuses on sharpening thinking through Social Relations, Cultural trends, and group study. From the stress perspective, the approach places much focus on problem-solving and group experience sharing in addition to recognition of the other stakeholders’ input (Pienaar et al., 2022). Trainees learning at ADN experience low levels of stress due to sociocultural learning theory since they feel powerless and part of the learning process In addition, the stress in the trainees due to sociocultural learning theory is negative means the trainees are ready and willing to undergo the learning process.

In the case of the Sociocultural Learning Theory, the kind of learning environment that can be practiced will be peer activities, group discussions, and other learning activities where the learners are involved in classroom activities. It should be the place where group work, learning activities, and chances for group members to share their experiences and cultural backgrounds are offered (Pienaar et al., 2022). They include enhancing the motivation of the ADN nursing students, stress management, and cultivating a learning environment where students can interact and in the process be able to learn from other students as they observe different perceptions. This is in continuity with the prescriptions of the Sociocultural theory.

Thus, when using the Sociocultural learning theory, the traditional classroom approach is suitable, however, it will be reasonable to consider the use of an online or blended environment as well. For example, learning in virtual classrooms is free from the strict setting of timetables, thereby allowing one to utilize other resources and try more possibilities inclusive of those for asynchronous communications which is helpful in the reduction of stress and increases motivation. The blend of both face-to-face and technology-supported methods offers the benefits of both conventional and online courses while addressing students’ learning styles and promoting multi-faceted participation supported by technology and the social presence of instructors and peers.

Theories of Classroom and Learner Management 

There is no best method of providing a proper learning environment without proper knowledge regarding theories of classroom and learner management. All these theories entail models whereby educators can channel their teaching methods and their interfaces with the learners. In this regard, there are two pertinent theories namely Cognitive Load Theory (CLT) and Humanistic Theory.

Cognitive Load Theory (CLT) 

Load theory (CLT) which looks into the effect of learning on cognitive functions identifies three forms of cognitive load. Appropriate load that is related to the learning processes; invasive load that is a result of the use of design factors that have no relation to learning; and inherent load due to the inherent complexity of the learning material (Venkat et al., 2020). Closely related to germane load, germane load is the amount of mental load needed to interact with new information in terms of prior knowledge structures. CLT’s importance lies in managing cognitive load to enhance learning results by providing valuable insights into instructional design principles that optimize learning through reducing essential load and incorporating unnecessary load, for effective learning outcomes; however, a potential limitation of CLTs is its tendency to prioritize cognitive aspects over emotional ones. 

The benefits of Cognitive Load Theory (CLT) include helping educators design classes that can be easier for students to learn and understand (Ghanbari et al., 2020). It might however exclude other aspects that may be very important for instance, how motivated how students feel when studying. While CLT focuses a lot on how the brain works while learning, it might not provide all the necessary information that teachers might need to understand students’ best mode of learning. Nevertheless, it plays an imperative role in making lessons more understandable.

Humanistic Theory

The humanistic theory also focuses on the personality aspects through individual freedom, self-direction, and personal growth which is in a way coherent with the approaches to education. They cherish their unique backgrounds, focus, attitudes, and perceptions about the learning process regarding every learner as a customer of education, an agent involved in the process of learner-centered education (Lovink et al., 2022). Humanistic teachers thus create friendly and inviting environments where the learner will be able to freely express himself or herself. What this idea suggests are sound relationships between the teacher and students, especially elements such as compassion and genuineness. This is its most valuable feature – the opportunity to operate as a solid platform for self-regulated learning, intrinsic motivation, and engagement. That being said, one possible weakness or direction of concern is the challenge that might be experienced when it comes to controlling curriculum coverage, and the need for standardized tests as well as client-specific interventions.

It is easy to get the concept of the humanistic theory since it looks at the needs and feelings of the person which makes the learning atmosphere helpful. It fosters a positive attitude toward learning since it takes into consideration student outcomes and self-development (Zeng et al., 2022). However, it fails to provide a clear guide on how courses can be arranged or how large classes can be monitored, thus making it not very useful sometimes for the instructors to adopt. Besides, it may prevent educators from attaining the goal of matching the differing needs of a group of students because of putting much emphasis on individuality.

Theories of Learner Motivation

In the process of building an ideal learning environment, one has to know some theories connected with the motivation of learners. For this reason, there are two major theories in this field namely the Self-Determination Theory (SDT) and the Expectancy-Value Theory (EVT). Some of the most prominent theories are the Social Cognitive Theory and the Self-Determination Theory (SDT), the latter of which focuses on competence, autonomy, and intrinsic motivation as major predictors of behavior. This implies that when learners are competent and self-directed they tend to participate in learning activities. However, EVT is centered on how individuals perceive tasks and the outcomes or expectations suggesting that learners are motivated when they believe they can accomplish something and that a given task is significant.

Self-Determination Theory (SDT)

The self-determination theory (SDT), therefore, shares some of the basic values with the sociocultural learning theory in that it postulates the values of intrinsic motivation, autonomy, and competence as important sub-components that are imperative in the stress management of ADN nursing students. In the framework of SDT, it was assumed and found that, when students feel autonomous and possessed with a sense of self-competence regarding their education, they are not only more stressed but can cope with the stress more effectively (Ntoumanis et al., 2021). Given this work, it is also necessary to use SDT principles to address stress and encourage a favorable learning atmosphere for nursing students to grow. This includes promoting learners’ rights in decision-making on their learning and fostering a social environment that enhances self-motivation and self-initiated learning.

The strengths of SDT include a focus on internal motivation which tends to produce a longer duration of engagement as well as a higher level of understanding. In the same context, it promotes students’ independence since they can establish their learning parameters. One weakness is that it fails to diagnose external factors that may influence motivation as are environment and outer rewards that are significant in some learning conditions.

Expectancy-Value Theory (EVT)

When it comes to stress management for ADN nursing students, the Sociocultural Learning Theory is in coherence with the Expectancy-Value Theory (EVT), as the latter focuses on perceived value and expected successes in the process of learning. In EVT it is asserted that motivation depends on the perceived ability for the task, the perceived expectancy of how well the task will be done as well as the perceived value of the task (Shang et al., 2023). Thus, the two critical elements of integrating the EVT in the sociocultural learning environment include the importance of the sociocultural environment in generating a state of competence and primacy of the learning activities to the students’ agendas and plans for the future. The sociocultural learning technique demonstrated by EVT would assist ADN nursing students to reduce their stress and increasing motivation to learn within a sociocultural learning framework through attitudes towards talents and the perceived value of the education.

An advantage of EVT is the emphasis that is paid to how students assess the significance of assignments which can be rather motivating. It also considers anticipation because learners are compelled to work harder when they are sure of the expectations to be met by them. The limitation of the EVT is that the theory might obscure the possibility of multiple motivational sources that go beyond the value and expectancy of the tasks, for example, social or emotional incentives.

Evaluating Applicability of Theories 

From the above theories, it can be seen that all the theories present different perspectives and approaches when it comes to considering how accurate the aforementioned theories of classroom management and learners’ motivation, including Cognitive Load Theory (CLT), Humanistic Theory, Self-determination theory (SDT), and Expectancy-Value Theory (EVT), are to the course formulated in the previous assessment. Employing the framework, which is provided by CLT, educators may better appreciate how the cognitive resources influence learning and build corresponding activities that enhance the information processing during the acquisition. According to humanistic theory, emphasis is made on the student environment and the understanding that the students should have the autonomy to learn. The reason why SDT is oriented towards autonomy, relatedness, and competence in the attainment of social and cultural conventions is to center on intrinsic motivation, as well as the organization of psychological requirements. EVT contributes pointing to the fact how much learners must value their worth and look forward to success.

Areas of Uncertainty

Despite this knowledge that arises upon evaluating several theories, there remain questions concerning the specifics of the implementation approach as well as potential contradictions between different theoretical paradigms (Okoroafor et al., 2020). Therefore, more research needs to be conducted to address the apparent contradictions and to explain how to apply these theories in practice and within the context of the sociocultural learning environment. Moreover, additional analysis of these connections and how they play out regarding different learners may reveal valuable information to explain the current learning environment and pinpoint and address the requirements of different learners more effectively.

Evidence-Based Strategies for Classroom Management

Various Class management strategies are approved and these are the methods that have been validated through research and can improve the learning environment. Maintaining clear and consistent sets of rules and expectations for behavior and academic performance is one such strategy (Wakibi et al., 2020). This includes developing a code of conduct for the classroom, ensuring that the pupils comprehend it, and fostering order and routine. Furthermore, the choice of learning-teaching strategies and students’ actions can be encouraged by positive reinforcement such as encouraging words and incentives for the right behaviors during classroom activities.

Equal evidence-based teaching strategy may be identified in the use of active learning where the students engage in several activities such as conversations, projects, and even hands-on activities. It engages the students and enhances their understanding of what is being taught in class besides encouraging a better and more interactive learning environment (Wakibi et al., 2020). The application of these enumerated research-supported strategies enables a teacher to create the appropriate motivational climate in a classroom so that they can manage class and its process effectively and by course goals and objectives.

Evidence-Based Practices to Enhance Learner Motivation 

Many of the approaches were established in different educational contexts and can enhance motivation with students: increased motivation (Tuo et al., 2023). Active learning approaches such as group discussions, problem-solving techniques, and practical assignments form one of such approaches. All these increase students’ intrinsic motivation, enhance their critical thinking skills, and promote engagement with the content of the course. Providing the students with insightful criticisms and complimenting them on their good performance in their studies also motivates them.

Another behavior change intervention that has been recommended is to ensure the classroom is warm and inviting to all by avoiding bias (Ribeiro et al., 2021). This means that teachers and students should have good relationships with each other, and students have to respect their teachers, too; also, it is essential to recognize that people are unique, and every person has unique ways of learning and his or her own experience. The following strategies can therefore be followed by teachers to create a learning environment that helps the students engage in the class and enhance their performance.

Conclusion

It is important to note that the sociocultural learning theory helps ADN nursing students understand ways they can manage stress. This theory allows for a framework that understands and caters to the diversity in the needs and experiences of Nursing students while enhancing their learning through social interaction and collaborative learning taking into consideration cultural contaminants in learning (Alsadaan et al., 2023). Teaching coping mechanisms, assertiveness, belongingness, and tenants, Accommodation and participation, shared experiences, positive models and role-modeling, and Indigenous cultural learning. These are important factors for stress control in learning institutions. The integration of Sociocultural Learning Theory in nursing education enhances the performance of the students, especially in class, and also the general performance of the intended nurses.

References

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