Impact of Gender, Age, First University Choice, and Residence on Academic Adaptation and Performance Through Academic Motivation

For Chinese students, learning is seen as their duty and obligation to the society and their parents. Thus, in contrast to the Western students, the effects of extrinsic motivation on academic performance may not necessarily be always negative. The present study examined the effects of intrinsic and extrinsic motivation, as well as their multiplicative effect among Chinese students. A total of 13,799 students in China were followed longitudinally in three waves (Grade 10, beginning of school year, midyear, and end-of-year; 5-month interval each). The main and multiplicative effects of intrinsic and extrinsic motivations were used to predict academic growth in a latent growth model. The multiplicative effect between intrinsic and extrinsic motivations showed that extrinsic motivation was detrimental to academic performance for students with high intrinsic motivation. For students with low intrinsic motivation, however, the extrinsic motivation helped to improve academic performance. Worth noting, intrinsic motivation also had a moderate positive effect on academic performance. For Chinese learners, interest is not the only key motive to learn. Extrinsic reasons could facilitate students' learning when they are not interested in the subject. Extrinsic motivation harms only for highly intrinsically motivated students.

Higher learning outcomes can be achieved by developing a cooperative mindset in the classroom. Academic motivation refers to a student’s intrinsic motivation to engage in learning activities and work hard for academic success. The concept of motivation is generally considered to be a dynamic force that drives human behavior. Students with high motivation have better learning habits and tend to demonstrate interest and perseverance in learning. It is against this background that this study on the influence of academic motivation on the academic performance of senior secondary school students was conducted based on Tamil medium schools in the Colombo South Educational Zone. Major research questions of the study are (1) what is the relationship between intrinsic motivation and academic performance of academic students? (2) What is the relationship between intrinsic and extrinsic motivation and academic performance? This study was conducted as a quantitative method study following a descriptive survey design based on the research questions such as, what are the school-level motivational factors that have a direct impact on student learning?. What is the relationship between mothers’ educational level and academic performance? What is the relationship between intrinsic and extrinsic motivation and gender? The study population was students studying in the Senior Secondary Levels (10, 11) in Tamil-medium schools within the Colombo south Educational Zone. 200 students and 50 teachers who taught in the senior secondary grades were selected through stratified random sampling technique, Data was obtained from the teachers and students through a structured questionnaire and analyzed using the SPSS 20. Data was analyzed descriptive statistically. The main findings of the study are that there is a significant relationship between students’ self-motivation and learning performance; there is a significant direct relationship between controlled motivation and learning performance; there is a significant direct relationship between academic performance and extrinsic motivation; there are gender differences between intrinsic and extrinsic motivation and academic performance; women are more motivated in education than men; and the level of education of mothers acts as a high educational external motivator in students’ academic performance.

Learning motivation is a key factor affecting academic performance. This study aims to explore the effects and relationship between intrinsic motivation and extrinsic motivation of York secondary school students on their academic test’s performances. The results show that students’ academic motivation becomes positively correlated with English, math and science tests scores. Although extrinsic motivation can promote students’ short term academic performance to a certain extent. In long term, intrinsic motivation has a positive and significant impact on students continues learning or affect students’ academic performance. This study provides important implications for educators and emphasizes the importance of stimulating learning motivation to improve the academic performance of secondary school students. Thus, educators and parents should encourage students to find interest in learning and encourage students to have an intrinsic drive in learning. Learning motivation can determine students learning attitude and mastery degree and can help students stimulate interesting in learning new knowledge in academic.

<p><em>The purpose of this study was to examine the differences in the effects of </em><em>motivation factors on college choice between academically advanced students and other students.</em> <em>College choice ranged from no college, two-year college, four-year college, moderately selective four-year college, and highly selective four-year college. </em><em>Restricted data from the nationally representative Education Longitudinal Study (ELS) of 2002 were used for the analysis. Using the ELS questions, 8 motivation</em><em> constructs (general intrinsic motivation, math intrinsic motivation, reading Intrinsic motivation, extrinsic motivation, general academic self-efficacy, math self-efficacy, English self-efficacy, and educational expectation) were developed. Structural equation modeling was used to investigate the direct and indirect effects of the factors on college choice. The results indicated that although ACT/SAT scores, followed by GPA, are the most important factors for both academically advanced students’ and other students’ choices of more selective colleges, their choices are mediated by their intrinsic reading motivation and math self-efficacy. Compared to other students’, academically advanced students’ extrinsic motivation more negatively affected, while </em><em>S</em><em>ocio</em><em> E</em><em>conomic </em><em>S</em><em>tatus (SES) less negatively affected, their choices of more selective colleges</em><em>. Other students’ high general academic self-efficacy and educational expectations positively affected their ACT/SAT scores, GPA, and choices of more selective colleges, which did not affect academically advanced students.</em></p>

<p><em>The purpose of this study was to examine the differences in the effects of </em><em>motivation factors on college choice between academically advanced students and other students.</em> <em>College choice ranged from no college, two-year college, four-year college, moderately selective four-year college, and highly selective four-year college. </em><em>Restricted data from the nationally representative Education Longitudinal Study (ELS) of 2002 were used for the analysis. Using the ELS questions, 8 motivation</em><em> constructs (general intrinsic motivation, math intrinsic motivation, reading Intrinsic motivation, extrinsic motivation, general academic self-efficacy, math self-efficacy, English self-efficacy, and educational expectation) were developed. Structural equation modeling was used to investigate the direct and indirect effects of the factors on college choice. The results indicated that although ACT/SAT scores, followed by GPA, are the most important factors for both academically advanced students’ and other students’ choices of more selective colleges, their choices are mediated by their intrinsic reading motivation and math self-efficacy. Compared to other students’, academically advanced students’ extrinsic motivation more negatively affected, while </em><em>S</em><em>ocio</em><em> E</em><em>conomic </em><em>S</em><em>tatus (SES) less negatively affected, their choices of more selective colleges</em><em>. Other students’ high general academic self-efficacy and educational expectations positively affected their ACT/SAT scores, GPA, and choices of more selective colleges, which did not affect academically advanced students.</em></p>

This study investigated the relationship between university students' motivation and their academic performance, with effort acting as a mediating variable. The study strives to add to the body of knowledge on motivation, effort and academic performance, with specific reference to tertiary level institutions in the South African context. Motivation is separated into intrinsic motivation and extrinsic motivation, which were used as the independent variables. Academic performance is the dependent variable, which was measured using the cumulative Grade Point Average (GPA). A quantitative relational design was employed to investigate the degree to which motivation predicts a students' academic performance. The data were collected through an online questionnaire from a convenience sample of 254 commerce faculty students within a university in the Western Cape, ranging from first year to fifth year of study. The empirical results obtained from the data, using the Pearson correlation coefficients, indicated significant relationships between intrinsic motivation, extrinsic motivation and academic performance. Evidence was further found that students' intrinsic and extrinsic motivation influenced the amount of effort they exerted in trying to achieve their desired performance outcome. Through the use of Baron and Kenny's procedure to test mediation, effort was found to be a partial mediator of the relationship between intrinsic and extrinsic motivation and academic performance. Furthermore, a multiple regression analysis of the data indicated that intrinsic motivation is the strongest predictor of academic performance, followed by effort. In the regression model extrinsic motivation could not explain unique variance in academic performance.

Identification of the factors that promote academic performance is of importance in the success rate of medical students. This study aimed to find the relationship between emotions, motivation and academic performance of medical students. This descriptive-correlative study was conducted among 370 medical students in Shiraz University of Medical Sciences using convenience sampling. Academic emotions questionnaire (AEQ) including 75 items and college student version of work preference inventory including 30 items were used to collect the data. The Cronbach's alpha for the eight types of academic emotions ranged from 0.73 to 0.86, and for the intrinsic and extrinsic motivation it was 0.81 and 0.87, respectively. The data were analyzed using Pearson correlation, multiple regression, independent t-test and one-way ANOVA through SPSS, 14. Results indicated a positive and significant correlation between positive emotions (enjoyment, hope, pride) and students' academic performance (r=0.37, r=0.27 and r=0.39, respectively, with p<0.01). A negative and significant correlation was found between negative emotions (anger, anxiety, hopelessness, shame and boredom) with students' academic performance (r=-0.15, r=-0.24, r=-0.23, r=-0.215 and r=-0.21, respectively, with p<0.01). There was a positive and significant correlation between intrinsic and extrinsic motivation and academic performance (r=0.63, r=0.14, with p<0.01, p<0.05, respectively). Emotions related to enjoyment, hope, pride, hopelessness, boredom and intrinsic motivation were shown as the key predictors of students' academic performance. The results of this study showed the key role of motivation and positive emotions in increasing medical students' academic performance.

Background: Motivation matters in medical students’ academic performance. However, few studies have specifically examined how motivation and external environmental factors (e.g., institutions) affect medical students’ performance with large-scale data sets. The roles of self-efficacy and learning engagement in the mechanisms that govern how motivation affects academic performance are still unclear. Objective: This study aims to advance a comprehensive understanding about the relationships between medical students’ motivation, self-efficacy, learning engagement, and academic performance in a nationwide survey, taking students’ demographic factors and sociocultural environments into consideration. Design: We collected data from 1930 medical students in China. We probed the relations between studying variables. We then performed structural equation model (SEM) analysis to examine the mediating roles of self-efficacy and learning engagement on the relationship between motivation and academic performance. We further carried out multiple-group SEM analyses to compare differences between males and females, and between students in key universities and colleges (KUCs) and non-key universities and colleges (NKUCs). Results: Medical students in KUCs demonstrated significantly higher intrinsic motivation, better academic performance and lower extrinsic motivation than those in NKUCs. Male students reported higher intrinsic motivation but surprisingly lower academic performance than females. The total effect of intrinsic motivation on academic performance was larger than that of extrinsic motivation. There were significant indirect effects of either intrinsic or extrinsic motivation on academic performance through learning engagement. Besides, both intrinsic motivation and extrinsic motivation predicted self-efficacy; however, the direct effect of self-efficacy on academic performance was not significant. Conclusions: This study provided researchers with a holistic picture of students’ types of motivation in relation to academic performance. Findings from this study can help in rethinking the role of self-efficacy in medicine, in finding more effective interventions for promoting medical students’ levels of motivation, and in developing motivation-related counselling methods for different groups of medical students.

Predictors of adolescents' academic motivation: Personality, self-efficacy and adolescents' characteristics

Motivations underlying exercise may contribute to the extent to which exercise is maladaptive, independent of exercise frequency. Extrinsic and intrinsic exercise motivation may independently moderate associations between exercise frequency and 1) compulsive and 2) healthy exercise. It was expected that among individuals with high extrinsic motivation, greater exercise frequency would be associated with more compulsive exercise, whereas among individuals with high intrinsic motivation, greater exercise frequency would be associated with more healthy exercise. A total of 446 university students (50.9% female; 67.0% White) completed measures of intrinsic and extrinsic exercise motivations, exercise frequency, compulsive exercise, and healthy exercise. Intrinsic and extrinsic motivations for exercise were entered as simultaneous independent moderators of the associations between exercise frequency and 1) compulsive exercise and 2) healthy exercise in multiple linear regressions. Moderation effects of exercise motivation were not supported for compulsive exercise. Only main effects of frequency (b = 0.04, p < 0.01) and extrinsic motivation (b = 0.27, p < 0.01) were observed. Intrinsic motivation moderated the association between frequency and healthy exercise (b = -0.02, p = 0.03). Among individuals with lower intrinsic motivation, greater frequency was related to more healthy exercise. This association was significantly weaker among individuals with high intrinsic motivation. Consistent with theory and extant work, extrinsic motivation was associated with compulsive exercise, while intrinsic motivation was associated with healthy exercise. Clinically, assessing the extent to which exercise is intrinsically or extrinsically motivated may help identify whether individuals may be more likely to engage in compulsive versus healthy exercise. Results support the importance of exploring the exercise motivations as predictors of compulsive and healthy exercise. Level V, Descriptive Cross-Sectional Study.

This study, based on the integrative model of commitment and motivation and organizational support theory, examined the mechanism of intrinsic and extrinsic enlistment motivation on three facets of organizational commitment. A three-wave field questionnaire survey was conducted among 1606 Reserve Officers' Training Corps cadets from Chinese universities. The results showed that both intrinsic and extrinsic motivation positively predicted affective commitment, normative commitment, and continuous commitment. The positive effect of intrinsic motivation was stronger than extrinsic motivation. However, the interactive effect of intrinsic and extrinsic motivation negatively predicted the three aspects of organizational commitment. Career identity mediated all the direct effects above. Moreover, organizational support moderated the effects of intrinsic and extrinsic motivation on career identity. When organizational support was low, the positive effect of intrinsic motivation on career identity was stronger; whereas, when organizational support was high, the positive effect of extrinsic motivation on career identity was stronger. Furthermore, extrinsic motivation and organizational support jointly moderated the effect of intrinsic motivation on career identity and the mediating effects between intrinsic motivation and the three facets of organizational commitment. Specifically, when extrinsic motivation and organizational support were low, the direct and mediating effects above were stronger.

Entertainment is a form of activity that holds the attention and interest of audience, or gives pleasure and delight. One of the entertainment parts is cinema. Cinema, or motion picture, is the art of moving images or a visual medium that tells stories and exposes reality. Today there is a lot of young generation in Indonesia goes to cinemas for watching movie and hangout. Considering Manado people who are movie goers and willing to spend their money in cinemas. Those showing cinemas are one of profitable business in Manado. One of the important factors that make this business increase is a good service from the employee of cinemas. This research use causal type of research where it will investigate the effect of extrinsic and intrinsic motivation on employee performance at Cinemas (Studio 21, and Theater XXI) in Manado . This research used Saturating sampling method. This research used population as the data sources to make an appropriate result of data . This research found the effect of Intrinsic and Extrinsic Motivation on Employee Performance at 21Cineplex, Manado. In this case Extrinsic Motivation is more important than Intrinsic Motivation. So the result is Extrinsic Motivation become the best starategy to boost employee performance at 21Cineplex, Manado, which is they give bonus, sallary, promotion, and other things that conected with Extrinsic Motivation. Keywords : intrinsic motivation, extrinsic motivation, employee performance.

ABSTRACTCritical ethnic and gender gaps exist in college retention and graduation rates. Early achievement motivation may play an important role in student persistence. A sample of undergraduates completed surveys tapping motivation at the beginning (n = 591) and end (n = 232) of their first semester in college. African American and Caucasian students were more academically self-efficacious than Asian American students. Self-efficacy increased over the semester and was higher for male than female students at both time points. African American and Asian American students were initially more extrinsically motivated than Caucasian students; however, by the end of the semester, all ethnic groups were similar on extrinsic motivation. Female students were more extrinsically motivated and mastery oriented than male students who were more performance oriented. Performance goal orientations were negatively associated with grade point average whereas mastery orientation, intrinsic, and extrinsic motivation were positively associated with academic performance. Implications for higher education are discussed.

This study used a self-deterministic approach to explore the relationship between emotional intelligence (EI), academic motivation (AM), and achievement among health science students. A descriptive cross-sectional study was conducted in three cities of Saudi Arabia (Dammam, Riyadh, and Jeddah). A convenience sample of 450 students was incorporated using the multistage cluster sampling technique. The online survey contained three sections: students' basic data and academic achievement level, the modified Schutte self-report inventory, and the Academic Motivation Scale lowercase. This study revealed moderate overall scores for EI (57.1%), AM (55.6%), and grade point average (GPA) (57.6%). The overall EI score, its domains, and GPA had significant positive correlations with overall AM and intrinsic and extrinsic motivation (p < .01). Amotivation had an insignificant correlation with GPA (p < .05), but it was negatively correlated with EI and its domains (p < .01). Multiple regression analysis proved that EI domains predicted 5.0% of GPA variance; emotions appraisal and expression (β = .02, p = .024), regulation (β = .11, p = .032), and utilization (β = .24, p < .01). EI domains also predicted 26.0% of AM variance; emotions appraisal and expression (β = .11, p = .04), regulation (β = .33, p < .01), and utilization (β = .23, p <.01). Moreover, AM predicted 4.0% of the variance in GPA; intrinsic (β = .25, p = .004) and extrinsic (β = .11, p = .022) motivation. AM also predicted 25.0% of the variance in EI: intrinsic (β = .34, p < .01) and extrinsic motivation (β = .26, p = .026). EI and AM have a bidirectional influence on each other, significantly shaping the GPA of health sciences students in Saudi Arabia, where intrinsic motivation has a predominant role. Thus, promoting students' AM and EI is recommended to foster their academic achievement.

The purpose of this study is to determine the direct effect of intrinsic and extrinsic motivation on learning behaviour; the direct effect of intrinsic and extrinsic motivation and learning behavioural on learning achievement; the indirect effect of intrinsic and extrinsic motivation from learned behaviour to learning achievement; and the influence of intrinsic and extrinsic motivation and learning behaviour on the learning achievement of the biology education department students of FKIP Undana. This is a correlation study, consisting of three independent variables and one dependent variable. Data collection was done by a questionnaire and a document of learning achievement. Data were analysed descriptively and inferentially with path analysis. The results show that intrinsic motivation has a direct effect on learning behaviour, and that both directly affect learning achievement; intrinsic and extrinsic motivation and learning behaviour jointly affect the learning achievement of the students of the biology education department. Keywords: learning achievement; learning behaviour; motivation