What is the difference between teaching, coaching and mentoring? There is no difference; I know that sounds like I am going mad, but there is no difference for the learner. Instead, it is how the teacher/coach/ mentor interacts with the learner – and what changes that, is what the learner knows. Once they’ve been hired, they can continue to show this passion by taking advantage of our many curated learning opportunities or learning platforms, as well as participating in our available employee resource groups.” A passport to success Provide autonomy support: Autonomy support provides choice, flexibility, and opportunities for self-directed action. Providing children with autonomy support can increase their motivation, engagement, and love of learning. For example, allow children to choose their learning activities, set their own goals, and make decisions about their learning. We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself.”

We hope these quotes on learning and development have left you feeling inspired and eager to embrace your learning journey. Let them be a gentle reminder that continual learning is a rewarding and never-ending adventure. In the words of Albert Einstein, “once you stop learning, you start dying”. So keep learning, keep growing, and watch as doors of opportunity swing open before you. First, this study tested whether academic passion could effectively predict academic engagement. Thus, it not only effectively promoted the development of the broaden-and-build theory in the field of education, but also expanded the scope of research on the factors affecting academic engagement. This study revealed the positive effects of academic passion from the perspective of positive psychology, and answered the theoretical questions “Is there a positive relationship between academic passion and academic engagement?” and “How does academic passion affect academic engagement?” This result is consistent with an earlier study that suggested a positive relationship between academic passion and engagement ( Enwereuzor et al., 2016). Therefore, these findings suggest that students with academic passion can realize the value and significance of learning ( Lin et al., 2019), thus they will invest more positive emotions, efforts, and concentration into learning. This suggests that students will have a higher level of academic engagement if they have a strong academic passion for learning. The stimulation of academic passion mainly depends on the students' love for learning itself, or the students' recognition of the external effects that learning can obtain ( Vallerand et al., 2007). Therefore, teachers should be aware that learning itself and external motivation are key factors in fostering academic passion ( Stoeber et al., 2011). Consequently, teachers can create a series of designs based on the following principles: the curriculum design needs to be rich and interesting, learning tasks must be challenging and innovative, the learning atmosphere must be autonomous, and the learning results must be rewarded. By incorporating these, teachers will be able to enhance students' academic passion and academic engagement. If you’re looking to learn more about the top American films, then you can print out a list of the films and watch them with another movie lover. This pursuit allows you to grow closer to the other person but also expand your learning in an area you love. Asked how he manages to combine his busy role with his high-level study, James says: “I fit my PhD study in where I can. Work takes priority, but I get time off to do the testing, as I have an agreement with my immediate line manager. It’s about forward planning, being open and fair and having flexibility.”

Data Availability Statement

We do not learn things we already know. Instead, we learn things we had never thought about before, and every so often this can lead to failure, or the question: Am I smart enough to learn this skill? This question scares us and forces us to confront our limitations. After all, if a passion for learning was easy to develop, would we be writing articles about it? Divorce practicality from the picture. While highlighting the practical value of a student’s passion can be all it takes to keep that student interested for the long haul, sometimes it is best to let the passion flourish within the student organically, without much outside influence. Use your best judgment to decide what sort of support each student needs and when. Trust that hard work follows naturally from passion. Students can certainly get distracted and carried away by their passions, and at times it is entirely appropriate to redirect them to the lesson at hand, but have faith that, as Sir Ken Robinson said, “When students are motivated to learn, they naturally acquire the skills they need to get the work done.” Remain inquisitive about issues and developments in the people profession and the wider world of work Certainly, jobseekers should be keeping their eye out for potential employers that are passionate about helping their staff to keep learning. But it works both ways. Recruiters and HR teams are also looking for people with enthusiasm for continued growth.

Michelle Daly, a senior technical recruiter at the firm, said her team is looking for candidates who they can help become “innovators, visionaries and game changers”. As a result, it’s important that potential new hires demonstrate a passion for learning and development during the recruitment process.SMART is an acronym that you’ve probably heard of: Specific, Measurable, Achievable, Relevant, and Time-bound. This is a tip that comes with age, and younger learners might not understand this. In the workplace and in your personal life, you’ll have countless opportunities to learn. Every time someone avoids taking responsibility for a task at work – that’s an opportunity for you to step up and start learning a new skill. Offer choice and variety: Provide children with various learning activities and opportunities for choice to help them find interesting and engaging activities that can increase their sense of autonomy and control over their learning.

I highly recommend that you read Pernille Ripp’s book “Passionate Learners.” Pernille, a 7th grade Language Arts teacher at Oregon Middle School, Oregon, Wisconsin, being met. She then listened to their answers and tried to develop pathways writes her story about how she had almost quit teaching because she didn’t like the teacher she had become. She started by asking her learners which need they have that are not that may include their requested modifications. The passion to learn is a bit of a paradox. It is sometimes wonderful and sometimes it is about enduring suffering. Knowing that you will discover both feelings, you can push yourself through on your way to developing your passion for learning.James has now taken his learning to another level. From completing his MSc in Explosives Ordnance Engineering he is now researching synthetic tissue simulants and how they can be used to test the effectiveness of body armour as part of his PhD.

Get to know a student’s passions through his parents and friends. Some students have trouble opening up and revealing their passions in class. See what you can learn from parents, friends, and former teachers about a student’s personal interests. The Harman single-factor test was used to statistically verify the presence of common method bias. The results reported that four factors had eigenvalues >1, and the first factor explained 34.01% of the total variance. The results did not exceed a critical value of 40%. In addition, the CFA results of the method-factor approach showed that the model fit of the four-factor model (χ 2 /df = 3.920, CFI = 0.928, IFI = 0.928, TLI = 0.918, NFI = 0.906, RMSEA = 0.053) did not significantly improve after adding the common method factors (χ 2 /df = 3.846, CFI = 0.930, IFI = 0.930, TLI = 0.920, NFI = 0.908, RMSEA = 0.053). The above method shows that there is no serious deviation in the general method. Correlations Between Primary Variables Students who self-handicap aren’t indicating that they don’t want to do well. Instead, they are showing a fear of failure. And who can blame them? In high-stakes, assessment-driven environments it is understandable that students will adopt strategies to redefine academic failure and protect their feelings of self-worth. Such strategies are misattributed to low aspirations, instead of seen as a response to students’ fear of failure. Some of the most groundbreaking discoveries that have come about in human history have been the result of a individuals’ burning curiosity to think of out the box and explore and experience new things. For example, Elizabeth Holmes, who has been given the title of ‘the youngest female billionaire in the world’, and is revolutionizing medicine, dropped out of Stanford to pursue her dreams (Haltiwanger, 2015). Connect passions with intelligence, not talent. When a student creates an outstanding watercolor painting for the annual art show, don’t just make him feel talented; make him feel smart. Say, “You have a keen eye for detail” or, “You really know how to paint!” These sorts of compliments can make the student feel that the skill is in his control, something he earned because of effort and enthusiasm for learning, not simply a “gift.”Help students create something with their passions. A passion unpracticed is better than no passion at all, but a passion that yields results makes a student feel confident, accomplished, and smart. The vast majority of people in the world strive to life a life of happiness. Cultivating and exercising an innate sense of curiosity is one of the best ways to experience happiness. You may be wondering, “How is this possible?” Curiosity creates an openness to new experiences, which lays the foundation for greater opportunities to experience joy and fulfillment in life. Research has shown curiosity to be associated with higher levels of positive emotions, lower levels of anxiety, more satisfaction with life, and greater psychological wellbeing. Seek to have a deep understanding of yourself and your impact on others, and of the limits of your own expertise