Academic Achievement Motivation Research Articles

Longitudinal relationships between academic self-control and achievement motivation during different adolescence stages.

Longitudinal relationships between academic self-control and achievement motivation during different adolescence stages.

Supplemental Material for Longitudinal Relationships Between Academic Self-Control and Achievement Motivation During Different Adolescence Stages

Supplemental Material for Longitudinal Relationships Between Academic Self-Control and Achievement Motivation During Different Adolescence Stages

The Relationship Between Social Media Access and Student Achievement Motivation

The development of the globalization era has caused many changes, one of which is the increasingly sophisticated technology. Social media is a phenomenon as a result of technological advancement. It can be accessed by all groups, including teenagers. The growing level of social media use among teenagers can affect various aspects of their lives, including academic and non-academic achievement motivation. This study aims to find out the relationship between social media access and student achievement motivation. This study uses a quantitative method in the form of a survey. Data was obtained through questionnaires and interviews. The data analysis technique uses Kendall’s correlation. The results of the study show a positive relationship between social media access and student achievement motivation. The p value or significance of 0.002 indicates that there is a substance relationship between the two variables because the p-value is 0.002 <α 0.05 at a significance level of 99% (0.01). Social media is a factor that influences motivation for student achievement. This can happen because of imitation behavior towards positive content on the accounts they follow regarding achievements. Social media helps students to get learning materials and makes it easier to get information about competitions.

The effect of role play prepared with video support on ethical decision-making and motivation levels of nursing students: A quasi-experimental study.

Background: Since the increasingly complex structure of health care services brings many ethical problems, it is important to use different instructional technologies in the ethical education of future nurses.Aim: The aim of this study was to determine the effect of role play prepared with video support on ethical decision-making and motivation levels of nursing students.Research design: A quasi-experimental study with pretest-posttest design.Participants and research context: The research was conducted in the Nursing Department of a University located in Istanbul, Turkey between October 15 and November 15, 2024. The sample of the research consisted of 3rd year nursing students. Data were collected using the Descriptive Characteristics Form, the Nursing Dilemma Test, and the Instructional Material Motivation Scale for Single-Use.Ethical considerations: Permission was obtained from Bezmialem Vakif University Non-Interventional Ethical Research Committee and the institution where the study was conducted for the implementation of the research. Written and verbal consent was obtained from all participants in accordance with the Helsinki Declaration.Findings: While there was no difference between the students' Ethical Dilemma Test Principled Thinking pre-test and post-test scores, their Practical Consideration (p = .005) and motivation levels (p = .037) post-test scores were found to be higher. There was a weak but significant negative correlation between academic achievement and pre-test teaching material motivation levels (r = -0.375, p = .041).Discussion: The use of different teaching methods and techniques in ethics education in nursing is important for future nurses to find more practical solutions to the ethical problems they will encounter during patient care.Conclusion: The results of the study indicate that the use of video-supported role play can be effective in teaching ethics courses in nursing education.

Impact of Family Educational Styles on Students' Academic Achievement Motivation

The aim of this research was to determine the influence of family educational styles on the academic achievement motivation of students in an educational centre, using a quantitative descriptive-correlational, cross-sectional, non-experimental method. To elucidate, academic achievement motivation refers to what a student is willing to do to achieve excellent academic results and reach his or her proposed goals in school. Likewise, 318 students were selected as a sample and the standardised testing technique was applied by means of two data collection instruments, such as a motivation inventory and the Likert-type PSS scale. The results showed that 28.4% of the parents had a disinterested educational style with regard to their children's academic achievement motivation and 43% of the parents had a more open educational style with a favorable effect on their children’s academic achievement motivation; thus 43.4% revealed a low level of this relationship. In summary, there is a certain degree of both positive and negative family educational styles that affect students' academic achievement motivation.

The Characteristics Of The Ideal Lecturer From The Female Students' Perspective And The Relationship Of These Characteristics With Student’s Motivation Towards Learning

This research aims to determine the characteristics of ideal lecturers at the College of Education for Girls (from a student's perspective) and the relationship between these characteristics and student motivation to learn. This research included three hypotheses and was applied to students at the College of Education for Girls - Tikrit University. Researchers relied on an ideal lecturer characteristics scale (from the student's perspective) and a learning motivation scale, both of which were developed electronically, using a correlational descriptive approach. The sample consisted of 190 students, and the sample was selected using a quasi-random method. Several statistical methods are used to process the results obtained by researchers. After obtaining and discussing the results, several conclusions were obtained which can be summarized as follows: Positive lecturer personality traits increase student-teacher interaction and make a significant contribution to the success of the educational process. Apart from that, students' motivation in studying the subjects they study is influenced by the personal qualities of their lecturers. The study resulted in a series of recommendations: (i) updating ongoing professional development courses for all lecturers to provide them with the psychological and educational foundation necessary to ensure that their interactions with students are based not only on academic merit and grades, but also on an understanding of personality student. (ii) diagnose students with high and low academic achievement motivation. Based on this diagnosis, lecturers must be able to adjust their teaching methods and interactions with students.

Strategy to Increase the Effectiveness of Differentiated Learning

Implementing differentiated learning is a challenge for schools that are not yet “Sekolah Penggerak”. This research aims to formulate a strategy to increase the effectiveness of differentiated learning, especially in private junior high schools that implement the "Independent Curriculum" independently. The strategy is formulated based on a structural model between the effectiveness of differentiated learning variables with academic supervision and exogenous organizational culture variables and achievement motivation as an intervening variable. This cross-sectional research was conducted on 182 private junior high school teachers in Cibinong District, Bogor, who were randomly selected proportionally. SmarPLS 3 software was used to help analyze the data. The results of this research conclude that academic supervision, organizational culture, and achievement motivation are important factors in increasing the effectiveness of differentiated learning. Achievement motivation mediates the influence of academic supervision and organizational culture on the effectiveness of differentiated learning. The effectiveness of differentiated learning can be increased by implementing academic supervision strategies and organizational culture that can increase teacher achievement motivation.

The Impact of Academic Life Satisfaction on Achievement Motivation of School-Going Adolescents of South 24 Parganas District

This study aims to ascertain the impact of academic life satisfaction on the development of achievement motivation of school-going adolescents. The research employs a descriptive survey method within a correlational research design. Data is collected through the Deo-Mohan (1985) Achievement Motivation Scale and the Multidimensional Student’s Life Satisfaction Scale (Huebner, 1994). The sample consists of 576 Bengali-speaking adolescents aged 14-16 years studying in classes IX and X from South 24 Parganas District. The findings reveal significant correlations between academic achievement motivation and multidimensional students’ academic life satisfaction. Adolescents with very high levels of achievement motivation also report very high levels of multidimensional life satisfaction in the case of family, friends, school, and living environment facets, except for academic self-satisfaction, which was at a high level. Adolescents with above-average levels of achievement motivation have very high levels of satisfaction with family and school and high levels of life satisfaction with friends, living environment, and self-satisfaction. Average motivated students have quality life experiences with their family, friends, school, and living environment. However, their achievement motivation was only average due to low academic self-satisfaction. Below-average motivated adolescents exhibit learned helplessness and report low levels of multidimensional life satisfaction.

Relationships among locus of control, academic engagement, and achievement motivation in Chinese adolescents

Previous studies have revealed the effect of locus of control on academic engagement and achievement motivation, but the role that achievement motivation plays in the relationship between the other two variables for Chinese adolescents has remained unclear. We conducted two studies to explore this issue. In Study 1 we used standardized scales to measure locus of control (Internal–External Control Scale), academic engagement (Utrecht Work Engagement Scale–Student), and achievement motivation (Achievement Motivation Scale) among 1,811 middle school students. In Study 2 we intervened in the participants' achievement motivation by way of group counseling to further check the effect on their academic engagement. We randomly recruited 64 students from the same school for control and experimental groups and constructed a relationship model among the three variables of locus of control, academic engagement, and achievement motivation. Results demonstrated that intervention in achievement motivation can effectively enhance the academic engagement of middle school students.

PARENTAL SUPPORT AND PEER ENVIRONMENT ON ACADEMIC ACHIEVEMENT THROUGH LEARNING MOTIVATION MEDIATION

The aim of this research is to examine the influence of parental support and peer environment on student academic achievement, as well as to understand the mediating role of learning motivation in this relationship. This study uses a quantitative research approach. In the data collection process, researchers distributed questionnaires to respondents. In addition, secondary data used were the grade point average (GPA) of students of the Faculty of Economics class of 2020. Proportional random sampling technique was used, with a sample size of 217 people. Data were analyzed with the help of the SPSS 27 program. Parental support and the peer environment positively influence academic achievement and learning motivation. Parental support and a supportive peer environment significantly enhance students' learning motivation, which in turn improves academic performance. Learning motivation acts as a mediator between both parental support and peer influence, and academic achievement. Thus, strong parental support and a positive peer environment are crucial for boosting students' motivation and academic success.

Application of the Online Collaborative Learning Platform in Islamic Religious Education Learning: Its Impact on Academic Achievement and Student Learning Motivation

Application of the Online Collaborative Learning Platform in Islamic Religious Education Learning: Its Impact on Academic Achievement and Student Learning Motivation

학사경고를 받은 전문대학생을 위한 Adler와 긍정심리학에 근거한 집단상담 프로그램 개발

Objectives The purpose of this study is to develop a group counseling program based on Adler's individual psychology and positive psychology to strengthen the academic achievement of junior college students who have received academic probation, and to verify its effectiveness.
 Methods For this purpose, 24 college students attending S College in City D were divided into an experimental group and a control group, and the experimental group was given a total of 8 programs of 120 minutes per session, twice a week. Pre-, post-, and follow-up tests were conducted for the experimental and control groups using the Academic Self-Efficacy Scale, Self-Esteem Scale and Achievement Motivation Scale and the results were analyzed using two-way repeated analysis of variance. In addition, impressions for each session and satisfaction after the program were completed were analyzed.
 Results As a result of the analysis, it was found that the group counseling program significantly increased academic self-efficacy, self-esteem, and achievement motivation of junior college students. This proved to be an effective program to improve academic achievement of junior college students who received academic warnings later by proving that this program is effective in improving academic self-efficacy, self-esteem, and achievement motivation, which are psychological factors closely related to academic warnings.
 Conclusions This study is significant in that it developed a program for junior college students who received academic warnings and verified its effectiveness, as well as providing empirical evidence for two theories, personal psychology and positive psychology.

Development and evaluation of a new instrument that measures motivation towards academic achievement (IMLA) in higher education

Academic motivation in teaching and learning processes, both in general and in particular in higher education, has been of great interest in educational research, since it is the basis of academic success. In this work, the model "Expectations-Value of achievement motivation" has been considered, which uses a socio-cognitive perspective to design an inventory that allows measuring the motivation for academic achievement in higher education. With this objective, the Motivational Inventory of Academic Achievement (IMLA) is created, supported by a rigorous methodological process in order to make this instrument reliable and valid. The psychometric properties of the IMLA were determined from the analysis of content validity, reliability and construct in a sample of 464 higher education students from a Chilean and a Spanish university. The results indicate that the IMLA has 9 factors that explain 64.11% of the total variance and a Cronbach's alpha of .913, a rating considered high according to the requirements of a measurement instrument. In this way, this study contributes with the creation of a tool that integrates important motivational aspects focused on internal cognitive beliefs, based on expectations and the value of the task, as well as incorporating the assessment of the environment, for which reason it is estimated. that the IMLA is an instrument with a high potential for the educational and scientific field.

Analysis of the indirect correlation between academic achievement, intrinsic and extrinsic motivation, and self-efficacy on teaching readiness

This research aims to determine the indirect correlation between academic achievement, intrinsic motivation, extrinsic motivation, and self-efficacy on the teaching readiness of education study program students. This type of research is quantitative and inferential in testing the hypothesis. This research was conducted in October 2022, and the subjects in this study were 167 students from the Universitas Negeri Gorontalo classes of 2018 and 2019. The sampling technique used is saturated sampling, which is used to select samples that include every member of the population. The instrument used in this research is a questionnaire that has been validated by experts and has been tested for validity and reliability. The results of the research show that (1) There is an indirect positive influence between academic achievement on teaching readiness through self-efficacy by 20.9%, intrinsic motivation on teaching readiness through self-efficacy by 74.1%, and extrinsic motivation on teaching readiness through self-efficacy by 43.3%; (2) There is a direct positive influence between self-efficacy on teaching readiness by 42.9%. Thus, self-efficacy is directly related to teaching readiness and can mediate the relationship between academic achievement, intrinsic and extrinsic motivation, and teaching readiness. The findings of this research can be used to develop and evaluate engineering education study programs that will prepare graduates to become teachers.

The effectiveness of the P5BL model in teaching biology for developing high school students’ deep understanding and academic achievement motivation

This study aims to identify the effectiveness of the P5BL model in developing high school students’ deep understanding and academic achievement motivation in biology. To achieve the study objectives, a quasi-experimental design was adopted. The research sample consisted of 112 male students divided into two groups: a control group (54 students) and an experimental group (58 students). The research tools are a deep understanding achievement test, consisting of 20 multiple-choice questions, and the academic achievement motivation scale, consisting of 32 items. The results revealed that the P5BL model is effective in developing second-grade high school students’ deep understanding (explanation, interpretation, application and perspective) and academic achievement motivation (academic ambition, goal orientation, achievement orientation and cognitive motivation). A correlation was also found between developing second-grade high school students’ deep understanding and academic achievement motivation. The most important recommendations include the need to prepare guidance for science teachers to help them teach using the P5BL model, as well as inform science teachers of the importance of using the P5BL model to develop deep understanding and academic achievement motivation. Many suggestions are also presented, including conducting further research on teaching biology, such as investigating the impact of the P5BL model on developing students' creative thinking and inquiry skills and investigating the effectiveness of the P5BL model in developing pre-service biology teachers’ tendency toward self-reflection and reflective thinking skills.

Counsellors’ Attitudinal Skills as Predictors of Academic Achievement Motivation in Secondary Schools in Nsukka Education Zone of Enugu State, Nigeria

The study investigated Counsellors’ Attitudinal Skills as Predictors of Academic Achievement Motivation in Secondary Schools in Nsukka Education Zone of Enugu State, Nigeria. The need for the study came as a result of increasing rate of poor academic achievement motivation of secondary school students in the study area to which the researchers sought to find solutions. It was guided by two research questions and two corresponding null hypotheses tested at 0.05 level of significance. The research design used for the study was correlation survey design. The population of the study comprised the entire five hundred and thirty secondary schools identify from cumulative record folder of SS II students who have performed poor and show lack of interest in schooling in the study area. The entire population of 530 students were used as sample. In this case, there was no sample. This is because the number can be managed. The instrument for data collection were two sets of questionnaire titled “Counsellors’ Attitudinal Skills Assessment (CASA)”; and “Academic Achievement Motivation Scale (AAMS)”. CASA and AAMS were properly validated by experts in test development and the internal consistency reliability indices of the items estimated at 0.82 and 0.84 respectively using cronbach alpha method. The data collected were analyzed using coefficient of determination (R2) for research questions, while Linear Regression was used in testing the hypotheses at p<0.05 level of significance. The findings of the study revealed that there is a significant relationship between listening skill of counsellors and academic achievement motivation of secondary school students. Based on the findings, it was recommended among others that counsellors should organize seminars on counsellors’ attitudinal skills on academic achievement motivation to help motivate secondary school students in schooling.

THE INFLUENCE OF TIME MANAGEMENT AND COLLEGE MOTIVATION ON ACADEMIC ACHIEVEMENT IN STUDENTS MAJORING IN MANAGEMENT WHO ARE WORKING AT THE TERBUKA UNIVERSITY OF UPBJ JAKARTA

This research aims to evaluate the influence of time management and college motivation for academic achievement in self - employed students who are working at Terbuka Univeristy. The hypothesis is that time management and college motivation have a positive and significant influence on the academic achievement of working students .Method study Which used is quantitative with collection data via a Google Form quiz Technique taking sample Which used is Non Probability Sampling , with a focus on self-employed students who are currently working and are in the 6th semester and above. The number of samples used was 100 respondents.The results of analysis using SPSS software show that the two variables , time management and college motivation , have a positive and significant influence towards academic achievement , with a value of significance that is smaller than the specified limit .Simultaneously , these two variables also jointly influence academic achievement .In addition , the results of the national coefficient of determination test show that 60.4 % of the variation in ability in the academic achievement of self - employed students can be explained . by time management and motivation . The rest as big as 39.6%, I explain by other factors not researched in this model .Thus , this research contributes to the understanding of the factors that influence the academic achievement of self - employed students , as well as providing a basis for preparing strategies to improve academic achievement in the context of learning conditions while working

간호대학생의 미디어 리터러시, 학업성취도가 대학생활 적응에 미치는 영향

This study aimed to identify factors influencing the adaptation of adult learners majoring in nursing to college adjustment and to provide foundational data for enhancing college adjustment. Data were collected from May to June, 2023 and a total of 156 adult learners participated in this study.
 According to the research findings, the media literacy of the participants was at a high level, with a score of 4.10. Among the sub-factors, internet usage scored the highest at 4.49, while participation was the lowest at 3.44. Academic achievement was rated at 3.62, and adaptation to college adjustment was moderately high at 3.75. The media literacy of nursing department adult learners showed a positive correlation with academic achievement (r=.51, p<.001) and adaptation to college adjustment (r=.42, p<.001). Additionally, there was a positive correlation between academic achievement and adaptation to college adjustment (r=.53, p<.001).
 The analysis of factors influencing adaptation to college adjustment among adult learners in the nursing department revealed that among general characteristics, the motivation for university enrollment (β =.15, p =.024), media literacy (β =.16, p <.039), and academic achievement (β =.49, p<.001) had significant influences. The explanatory power of the model was 37%, with academic achievement appeared to be the most influential variable in adaptation to college adjustment.
 Therefore, to enhance adult learners' adaptation to college adjustment, to education to develop media literacy skills must be provided. Adequate career guidance for adult learners should also be provided, and school-wide efforts should be made to elevate academic achievement.

Academic Integrity among Graduate Studies Students at the University of Jordan during the Period of Distance E-Learning in Light of the Corona Pandemic and in Light of Selected Variables

This study aimed to identify academic integrity and academic motivation for Graduate studies students at the University of Jordan.it shows the impact level of the academic motivation and academic achievement in the academic integrity. To achieve the purpose of this study we have chosen a stratified random sample consisted of (500) students including (179) males and (321) female students from under-graduate students at university of Jordan registered in the first semester of academic year (2020/2021) in the program master and doctoral degrees in various Humanitarian, scientific and medical colleges, the data needed to answer the study questions were collected by applying two measures Academic integrity (AIQ) and Achievement motivation, the student's GPA were considered a measure of achievement. The results of the study showed that the under-graduate students at university of Jordan have high levels of academic integrity and have medium academic motivation. While the results of study indicated that, there were statistically significant difference in the academic integrity due to the variables: motivation & achievement for the higher motivation & achievement students. On other hand, there were no statistically significant difference due to the interaction between motivation and achievement.

The Impact of Help-Seeking Training and Self-Compassion Training on Academic Achievement Motivation

Objective: The present study aimed to investigate the impact of help-seeking training and self-compassion training on the academic achievement motivation of high school girls. Methods and Materials: This research is a quasi-experimental study conducted in 2022. To examine this study, educational packages of help-seeking strategies based on the Nelson-Le Gall (1981) model and self-compassion training based on the Neff (2013) model were used, along with the Hermans Achievement Motivation Questionnaire (1970). The study population consisted of female high school students in the city of Sabzevar. A total of 45 subjects were randomly selected and divided into three groups of 15 (two experimental groups and one control group). Initially, the research instruments were administered as a pre-test to both groups. The first experimental group received 10 sessions of help-seeking training, and the second experimental group received 10 sessions of self-compassion training, while the control group did not receive any educational intervention. After the end of the 10 training sessions, the research instruments were administered again as a post-test. Data were analyzed using both descriptive and inferential statistics, including the analysis of variance statistical method. Findings: The results of this study showed that there is a significant difference between the impact of help-seeking training and self-compassion training on academic achievement motivation. Conclusion: Thus, it can be concluded that help-seeking training and self-compassion training can be effectively used in academic and educational settings.