Academic Achievement Motivation Research Articles

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.

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.

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.

Structural Relationship of Teachers' Interaction Styles Based on Social Adaptability, Psychological Hardiness, and Academic Achievement Motivation with Mental Health Mediation in Eighth Grade Female Students

Structural Relationship of Teachers' Interaction Styles Based on Social Adaptability, Psychological Hardiness, and Academic Achievement Motivation with Mental Health Mediation in Eighth Grade Female Students

Role of Motivation in Academic Achievement among Medical Students: Mediating Role of Self-Efficacy

Motivation acts as a major factor in making sound decisions and actions. The following study was conducted to investigate the relationship between motivation and academic achievement among medical students, along with exploring the mediating role of self-efficacy. Objective: To look for the relationship within motivation, academic achievement and self-efficacy among medical students, investigate the mediating role of self-efficacy among motivation and academic achievement and to investigate the role of various demographic factors. Methods: To test the hypothesis, questionnaires used for accessing motivation and academic achievement were SMMS-R and percentages whereas self-efficacy was measured via General Self-efficacy and Academic Self-efficacy scale. The study sample includes females (n=183) and males (n=115) with MBBS student being the inclusion criteria and non-MBBS students set as exclusion criteria where the data were collected through convenience sampling technique and calculated based on G-power. Results: were analyzed through Statistical Package for Social Sciences (SPSS) version 26.0 using Pearson Correlation to see the relationship between variables and independent sample t-test to see gender differences. Results showed Academic achievement was positively correlated with the motivation. A significant positive correlation of motivation with General self-efficacy and a strong negative correlation was found between Academic Self-efficacy and strength of motivation among medical students. Conclusions: By using this study, we will be able to understand the role of motivation and self-efficacy on academic achievement among medical students and how it varies across gender.  

The Influence of Spirituality on Academic Engagement through Achievement Motivation and Resilience

Academic involvement refers to the active participation of students in the learning environment. There are several factors that directly or indirectly influence students' academic involvement, including spirituality, achievement motivation, and resilience. This research aims to explore the impact of spirituality on academic involvement by examining its relationship with achievement motivation and resilience. The research adopts a quantitative correlational approach and considers three types of variables: independent variables, dependent variables, and intervening variables. The study involves 200 active students from the Islamic Religious Education Study Program at Universitas Muhammadiyah Magelang, who were selected using a lottery method. Data collection for this research was done through a questionnaire, and the analysis involved descriptive statistics and path analysis. The findings of the study demonstrate a significant influence of spirituality on students' academic involvement through achievement motivation and resilience. This suggests that spirituality has an impact on both achievement motivation and resilience. Furthermore, the study reveals that achievement motivation and resilience also play a role in shaping students' academic involvement. Overall, the results indicate that spirituality positively affects academic involvement by promoting achievement motivation and resilience. Thus, students with strong spirituality tend to exhibit higher levels of achievement motivation and resilience, which in turn positively contribute to their academic involvement.

Conceptualizing the Academic Management and Lecturer-Student Relationship for University Students’ Achievement Motivation in China

China has attached great importance to education. In 2019, since the higher education gross enrolment rate achieved 51.6%, Chinese higher education entered the stage of popularization, which makes China face new problems and challenges. In the stage of popularization, there are some adjustments in academic management and lecturer-student relationship, which have influences on the students’ achievement motivation. In order to further clarify the connotation and relationship of academic management, lecturer-student relationship and achievement motivation, and then take better measures to stimulate students' achievement motivation, this paper introduces the basic situation and systematically reviews the relevant literature, then designs the research methodology. The paper has a more profound and clean understanding of the three concepts (academic management, lecturer-student relationship, achievement motivation), and then puts forward the conceptual framework of the research, which can make some contributions to the improvement of the quality of university personnel training.

PENGARUH SUPERVISI AKADEMIK PENGAWAS SEKOLAH, KEPEMIMPINAN KEPALA SEKOLAH, DAN MOTIVASI BERPRESTASI TERHADAP KINERJA GURU SEKOLAH DASAR

Performance is very important in determining the quality of a person's work, including a teacher. Teacher performance is an important factor in determining the quality of education in a school. There are many factors that can influence teacher performance, including the academic supervision of school supervisors, the leadership of the school principal, and teacher achievement motivation. This research aims to determine the academic supervision of school supervisors, the leadership of school principals, and teacher achievement motivation on teacher performance. This research is correlational research with a quantitative approach. The research population was State Elementary School teachers in the Target Area 2, Kembang District, Jepara Regency. Sampling used a total sampling technique with a total sample of 77 teachers. The data collection method uses a questionnaire. Data analysis techniques use descriptive analysis and multiple linear regression analysis. The results of the research show that: (1) the school supervisor's academic supervision has an effect on teacher performance by 13.9%, (2) the principal's leadership has an effect on teacher performance by 12.3%, (3) achievement motivation has an effect on teacher performance by 35,5%, (4) school supervisor academic supervision, principal leadership, and achievement motivation together influence the principal's performance by 61.7%.

The Relationship Academic Supervision and Achievement Motivation to the Teachers’ Performance at Elementary Schools

The aims of this research to find out the relationship academic supervising and achievement motivation to the teachers’ performance at the elementary schools in Tangerang Regency. In this research, there were 204 teachers in the population, and 146 teachers were selected as the sample using the proportional stratified random sampling technique. This is a correlation study aimed at investigating the relationship between academic supervision, motivation for achievement, and teachers’ performance, both individually and collectively. This research is highly valuable for school principals in advancing the field of educational management science, especially with regard to academic supervision and teacher performance development. The novelty in this study is that teacher performance has increased by optimizing the implementation of supervision and generating teacher achievement motivation. Achievement motivation so far has not been an aspect of coaching from school principals.

Pendampingan Belajar Siswa Di Rumah Melalui Kegiatan Bimbingan Belajar Di Desa Jatisari

. Education has a very important role in the development of Indonesian people as a whole. Various efforts to overcome educational problems can be done, one of which is through learning assistance activities which are part of a form of community service. This community service activity is a means of delivering the benefits of knowledge and a sense of concern for students for the community in the field of education in the form of learning assistance through home tutoring activities. The purpose of this activity is to improve academic achievement and student learning motivation. This activity involved a total of 30 elementary and MI students, consisting of 20 elementary school students and 10 MI students. The method of implementing activities is qualitatively descriptive. Descriptive narrative data analysis techniques. The results of the activity show that students' achievement and learning motivation have experienced good development. The need for improvement of facilities in the sustainability of the implementation of tutoring activity programs so that students are more comfortable and enthusiastic in learning.

The effect of emotional health on academic performance of graduate students in accounting with the mediating role of academic achievement motivation

The effect of emotional health on academic performance of graduate students in accounting with the mediating role of academic achievement motivation

The Effect of Board Games on the Academic Achievement and Learning Motivation of Fourth-Grade Elementary Student

The Effect of Board Games on the Academic Achievement and Learning Motivation of Fourth-Grade Elementary Student

Academic Stress, Social Support, and Adjustment Among International Students in India

This study uses a correlation, quantitative approach to understand the relationship between academic stress, adjustment, and social support. International students from various colleges and universities across India participated in the study. Analysis revealed significant relationships between academic stress, academic lifestyle, academic achievement, and social support. The adjustment was categorized into academic lifestyle, academic achievement, and academic motivation. Better adjustment and quality social support systems led to a decrease in academic stress. Multiple regression analysis showed academic lifestyle as a significant predictor of perceived academic stress. The academic motivation was directly proportional to an increase in academic stress (p<0.05). We found a significant difference in students’ academic motivation based on gender. The findings of this study call for adopting a holistic approach to reduce international students’ academic stress and adjustment concerns. Also, steps to ensure social support can enrich students’ academic journey in a foreign land.

The effects of online game addiction on reduced academic achievement motivation among Chinese college students: the mediating role of learning engagement.

The present study aimed to examine the effects of online game addiction on reduced academic achievement motivation, and the mediating role of learning engagement among Chinese college students to investigate the relationships between the three variables. The study used convenience sampling to recruit Chinese university students to participate voluntarily. A total of 443 valid questionnaires were collected through the Questionnaire Star application. The average age of the participants was 18.77 years old, with 157 males and 286 females. Statistical analysis was conducted using SPSS and AMOS. (1) Chinese college students' online game addiction negatively affected their behavioral, emotional, and cognitive engagement (the three dimensions of learning engagement); (2) behavioral, emotional, and cognitive engagement negatively affected their reduced academic achievement motivation; (3) learning engagement mediated the relationship between online game addiction and reduced academic achievement motivation.