Academic Achievement Motivation Research Articles

A validation of the Questionnaire on Teacher Interaction in Italian secondary school students: the effect of positive relations on motivation and academic achievement

The model for interpersonal teacher behavior, mapping the various teachers’ interpersonal behaviors, has been applied for research in many countries. In order to measure the students’ perceptions regarding the interaction with their teachers, the Questionnaire on Teacher Interaction (QTI) has been developed. The QTI has been shown to be a valid and reliable instrument in all the different language versions in which it was adapted. Translated and validated in many countries, the QTI has not yet received a validation in Italy. The present study was conducted on a population of Italian secondary school students with the aim to examine the psychometric properties of the Italian translation of the QTI in its 64-item version. Results show that individual and class-mean reliabilities and the values related to the scales’ ability to differentiate between classrooms are in line with those of the original research and of the other validation studies. Moreover, the circumplex nature of the octagonal model of the QTI is confirmed by the interscale correlations. Finally, results show that the more positive are the QTI dimensions of affiliation and control, the more positive are students’ academic achievement and learning motivation.

INVESTIGATING THE EFFECTS OF SELF-DIRECTED LEARNING AND COLLABORATIVE METHODS ON JUNIOR SECONDARY SCHOOL STUDENTS SOCIAL STUDIES LEARNING OUTCOMES IN OYO STATE, NIGERIA

Learner-centred methods of teaching are rarely used in most Nigerian classrooms. Pedagogic practices at the basic level of education encourage teacher-dominated methods that do not allow for students’ active participation and inculcation of behavioural changes that reflect the outcomes of learning Social studies. As a paradigm shift, the main effects of treatments (Self-directed learning, Collaborative task method and a combination of the two methods), gender and achievement motivation on the combined dependent variables of achievement in Social studies and critical thinking were investigated. Three hypotheses stated were tested at the 0.05 level of significance. A pre-test post-test non-randomised control group design was adopted in which treatments were crossed with two levels of achievement motivation and gender respectively. 223 males and 136 female students were randomly selected from 12 junior secondary schools in Oyo State. Three instruments: Academic Achievement Motivation Inventory (α = 0.83), Critical Thinking Disposition Inventory (α = 0.87) and Social Studies Achievement Test (r = 0.80) were used to collect data from the participants. Using Multivariate Analysis of Covariance (MANCOVA), Self-directed learning proved to be most significant in improving the learning of Social studies concepts, followed by a combination of Self-directed learning and Collaborative task methods while the Collaborative task method was the least effective. Gender and achievement motivation had significant effects on students’ achievement and not on critical thinking. The findings have implications for the teaching of Social studies in Nigeria. If the rationale of instruction is to enhance the acquisition of cognitive learning outcome with the teacher acting as a facilitator, then the Self-directed learning is most beneficial to students followed by a combination of Self-directed learning and Collaborative task method. When students are actively involved in the teaching-learning process, their academic achievement is more enhanced, especially when a conducive environment is provided. Key words: achievement motivation, collaborative task method, critical thinking, self-directed learning, social studies achievement.

Dimensions of personality, multiple intelligences, learning styles, motivation for academic achievement and its relationship to academic achievement

المُجمَل : استهدفت الدراسة الحاليّة : (1) تعرّف العلاقات بين " العوامل الخمسة للشخصية والذكاءات المتعددة وأساليب التعلّم ودافعية الانجاز الأكاديمي " و " الانجاز الأكاديمي " ، و(2) قياس مدى قدرة العوامل الخمسة للشخصية والذكاءات المتعددة وأساليب التعلّم ودافعية الانجاز الأكاديمي والنوع وتحصيل الأب والأم على التنبؤ بالانجاز الأكاديمي . فطبّقت سبعة مقاييس : قائمة العوامل الخمسة للشخصيّة NEO-PI-R ، ومقياس الذكاءات المتعددة MIDAS ، ومقياس أساليب التعلّم LSS ، ومؤشر أساليب التعلم ILS ، ومقياس الدافعية الأكاديمية AMS ، ومقياس دافعية الانجاز اجتماعية – فردية التوجه IOAM-SOAM ، ومقياس دافع الإنجاز الدراسي ، على عيّنة مؤلّفة من (94) طالباً وطالبة . وبعد تحليل البيانات ، تبيّن أن هناك علاقة ايجابية دالة بين الانجاز الأكاديمي وكل من : حيوية الضمير والانجاز (أحد مظاهر حيوية الضمير) والأفكار (أحد مظاهر الانفتاح) ، والذكاء المنطقي ، وأسلوبي التعلم المستقل والتسلسلي ، والمعرفة (أحد أبعاد الدافعية الداخلية) ، وعلاقة سلبية دالة بكل من : الذكاء الطبيعي ، وأسلوبي التعلم المتجنب والشامل . وباستعمال تحليل الانحدار المتعدد التدرجي ، تم تحديد خمسة متنبئات دالة بالانجاز الأكاديمي : أسلوب التعلم المستقل ، وحيوية الضمير ، والإنجاز ، والذكاء المنطقي الرياضي ، والمعرفة ، على التتابع . وبناءً على هذه النتائج تمت صياغة " أنموذج الإنجاز الأكاديمي العلمي الاجتماعي للطالب العراقي " ، وتقديم جملة توصيات ومقترحات

Preservice Teachers of High School Mathematics: Success, Failure, and Persistence in the Face of Mathematical Challenges

The goal of this study was to identify variables related to success and resilience in an undergraduate, high school mathematics teacher education program. Over a five‐year period, we tracked the academic performance and achievement motivation goals of multiple cohorts of students. Students who successfully completed their degrees had higher grade point average (GPAs) upon entering the program, earned higher grades in their first college mathematics course, and failed fewer courses than students who left the program or university. Learning and performance motivational goals did not predict success in the program. Performance goals decreased over time. Nearly half the successful students repeated one or more mathematics courses. Ten students completed their degrees, obtained a teaching license, and are teaching despite the need for multiple repetitions of the same mathematics courses. These persistent students did not differ from their peers in motivational goals. Our results suggest that although students with higher GPAs and initial mathematics grades were more likely to complete the program, students who experienced challenges in mathematics courses were able to succeed. We discuss the implications of these results for recruiting, advising, and retention of students in mathematics education programs.

Academic Achievement Motivation of College Students in Relation to their Metacognition

This study investigated the academic achievement of college students in relation to their metacognition. Data was collected from a sample of 200 college students of rural and urban areas of Kapurthala district of Punjab state only. Achievement motivation scale by T.R. Sharma (1984) was used to explore the academic achievement motivation and metacognition inventory scale by Punita Govil (2003) was used to explore the metacognition of college student. Data was analysed by using t-test and Karl Pearson coefficient of correlation. The main findings of the study were as follows: the male college students differed significantly from female college students with respect to their academic achievement motivation. The female college students have better academic achievement motivation than male college students. The male college students differed significantly from female college students with respect to their metacognition. The female college students have better metacognition than male college students. The rural and urban college students do not differ significantly with respect to their academic achievement motivation. The rural college students do not differ significantly from urban college students with respect to their metacognition. There exists positive correlation between academic achievement motivation and metacognition of college students.

A Study on the Nursing Student with Academic Self-Efficacy, Motivation and Career Aspiration

This study is a correlation research that aims to examine the academic self-efficacy, achievement motivation and career aspirations of the students and to identify the affecting factors on their career aspirations. This study was analyzed with t-test, ANOVA, Pearson's correlation coefficient, multiple regression using SPSS/WIN 18.0 program. The findings of study showed that positive significant correlations between personality, satisfaction in major, academic self-efficacy and achievement motivation. The multiple regressions revealed that personality (β = .163, p < .01), achievement motivation(β = .348, p < .001), academic self-efficacy(β = .280, p < .001), major satisfaction(β = .114, p < .05) were jointly predictive of career aspirations. The explanation power was 38.8%. A program that can enhance academic self-efficacy and achievement motivation should be developed based on the research findings to allow students to dream of happy future in their school years by letting them choose and decide their career according to their aptitude.

Students’ Voices on the Retention Factors in Korean Local University

This research found four key factors affecting students’ school life. Within relational factor, students were satisfied with their campus life by building and expanding the network. Within educational factor, students who developed positive relationship with faculty members had more academic achievement motivation. However, students who had negative relationship with their faculty members tended to be less satisfied with their school. Within psychological factor, low psychological wellbeing caused by their college choice and aptitude leaded to dissatisfaction with campus life. External environments factor, students who commuted to school or faced financial difficulties were less likely to stay in school. However, students are more likely to remain in their school by recognizing social expectations of people in Korean society. This knowledge can be helpful as a reference for educators and college administrators who are willing to develop successful retention program.

SOCIODEMOGRAFSKI I PSIHOLOŠKI KORELATI ŠKOLSKOG USPEHA

Brojna istraživanja dovode u sumnju validnost školskog uspeha izraženog preko prosečne nastavničke ocene. Sa ciljem rasvetljavanja opravdanosti te sumnje analizirani su podaci iz tri istraživanja u kojima su, pored sociodemografskih karakteristika, registrovani i podaci o ostvarenom školskom uspehu na kraju polugodišta školske godine. Primenjene su i različite kolekcije upitnika za merenje akademske motivacije, motivacije za postignuće, osobina ličnosti, alijenacije i lokusa kontrole. Prva dva istraživanja su realizovana na prigodnim uzorcima veličine 780 i 534 ispitanika osnovnoškolskog uzrasta od 10 do 15 godina oba pola (50 i 48% ispitanica). Treće istraživanje je sprovedeno na prigodnom uzorku od 424 učenika srednjih škola uzrasta od 15 do 19 godina oba pola (67% ispitanica). Putem hijerarhijskih višestrukih regresionih analiza utvrđeno je da pol, obrazovni i radni status roditelja ispitanika, osobine ličnosti i dimenzije motivacije objašnjavaju od 7% do 31% varijanse školskog uspeha. Prema značajnosti i veličinama kao stabilni prediktori izdvajaju se prvo sociodemografske karakteristike, zatim osobine ličnosti i na kraju dimenzije motivacije. Kod mlađih ispitanika najveći parcijalni doprinos imaju pol i obrazovanje roditelja, dok se kod starijih izdvaja jedino pol. Osobine ličnosti dodatno objašnjavaju u proseku manje varijanse školskog uspeha. Među njima se ističu one osobine koje indikuju socijalnu prilagođenost i konformizam. Doprinos dimenzija motivacije je najmanji i tu je uglavnom reč o usvojenim i instrumentalnim aspektima motivacije, dok unutrašnja motivacija nema nikakvog značaja. Na osnovu toga može se još jednom konstatovati da je školski uspeh problematičan indikator obrazovnog postignuća jer više zavisi od sociodemografskih karakteristika nego od osobina ličnosti i motivacije.

IMPORTANCE OF LEARNING MOTIVATION, SCHOOL ANXIETY, AND SOCIAL COMPETENCE, FOR ACADEMIC ACHIEVEMENT OF THE FIRST GRADE PUPILS

While intelligence is often posited to be the primary factor contributing to academic achievement, previous studies have identified a wider range of contributing factors, including learning motivation, social competence and school anxiety. However, studies of links between these factors and academic achievement in primary school remain few and far between, even though academic achievement in primary school represents a strong predictor of academic success in later years. Thus, the purpose of the present study was to assess the importance of learning motivation, school anxiety, and social competence for academic achievement of the first grade pupils. Subjects in the present study were 395 first-graders (172 boys and 223 girls) attending 14 large schools in the second largest city of Lithuania. Academic achievement in native language and mathematics was measured by means of a 5-point Likert scale completed by teachers. Learning motivation was assessed using the 14-item Elementary School Motivation Scale developed by Guay et al. (2010). School Anxiety Scale developed by Lyneham et al. (2008) was used to measure school anxiety. Social competence was assessed by the 29-item Primary School Social Competence Questionnaire developed for the present study. Results revealed that of the three variables studied, social competence was the strongest predictor of academic achievement for both boys and girls. There was also a significant negative link between academic achievement and school anxiety. Surprisingly, learning motivation was only weakly linked to academic achievement for boys, while for girls this link had no significance. KEYWORDS: primary school, academic achievement, learning motivation, school anxiety, social competence. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.677

교육복지 대상 아동의 자아개념과 성취동기에 미치는 원예활동의 효과

The purpose of this study is to clarify effects of a horticultural program on self-concepts and achievement motivations in educationally vulnerable children by carrying out the program with children subject to educational welfare in the priority supporting project for educational welfare in elementary schools. The survey was performed on 11 students in the 5th and 6th grades among other children from P Elementary School in D City, who were subject to educational welfare in the priority supporting project for educational welfare in elementary schools. The duration of the program was from April 2 to June 11, in which it was carried out from 14:50 to 15:50 once a week in a total of 10 sessions. The horticultural activities consisted of three steps including introduction, engagement, and finishing for leading the subjects to positively participate in consideration of difficulty degrees and consolidation among the subjects. The results of this study are as follows. First of all, the subjects’self-concepts were evaluated after the horticultural activities in 4 items including general ego, academic ego, social ego, and emotional ego. With the score of general ego from 27.36 before the activities to 29.09, that of academic ego from 30.64 to 31.91, and that of social ego from 29.09 to 32.27, we can tell that all the sub-items of self-concepts were significantly increased after the execution of the horticultural activities. Achievement motivations in the subjects after the execution of the horticultural activities were evaluated against items including academic and social achievement motivations. The academic achievement motivation was significantly improved as is evidenced by the average score changed from 45.55 before the execution of the horticultural activities to 49.55 after it, and the social one was also significantly improved with the average score changed from 43.45 to 47.36. Based on the results of this study so far, we can tell that the systematic horticultural activities that take job difficulty degrees into account and lead children to grow and take care of plants are effective on the improvement of self-concepts and achievement motivations in children subject to educational welfare. Keywords: Academic ego , Elementary school , Emotional ego , General ego , Social ego

Hubungan Konsep Diri Akademik dengan Motivasi Berprestasi pada Remaja Awal yang Tinggal di Panti Asuhan di Denpasar

&#x0D; Early adolescence is a period for self-concept formation. The self concept is a set of beliefs and feelings of the individual about their own, including physical characteristics, social, emotional, aspiration and achievement (Hurlock, 1999). Concerned with the need of achievement, adolescents need to develop their self-concept specially their academic self-concept as a particular provision in order to face a competition in the work world later. The self concept is not an innate factor, but it is learned and shaped by individual experience in dealing with others. That is equal with the academic self-concept. When a person living in a different situation with the general one, such as live in an orphanage, it can affect early adolescents in shaping their self-concept, at last it can affect their desire to achieve their achievement. According to these conditions, the researchers wanted to see whether there are relationships between academic self-concept and achievement motivation in early adolescents who lives in an orphanage.&#x0D; This study uses quantitative research methods which is correlation analysis method using product moment that involving 120 early adolescents orphanages as subjects that obtained by using sample taking technique simple random sampling .&#x0D; The result found in this research, there is a positive and significant relationship between academic self-concept and achievement motivation in early adolescents who lives in orphanages in Denpasar, which is indicated by the correlation coefficient (r) between the variables of self-concept and achievement motivation is 0.588 with p value 0.000 (p&lt; 0.05), which means that the variable of academic self-concept and achievement motivation variables correlated significantly and positively and both of those are at moderate intensity&#x0D; &#x0D; Keywords: self concept, academic self-concept, achievement motivation, orphanages, early adolescents

Cross-National Differences in Academic Achievement: Why the United States Lags behind Other Rich Nations

This article tests the hypothesis that national differences in academic achievement scores of 15-year-olds in 25 developed nations in 2003, 2006, and 2009 can be explained by national differences in national health and family economic security programs, levels of parental education, and national differences in motivation to strive for high levels of academic achievement. We also test for the additional impact, if any, of national differences in educational system characteristics. We then ask what variables account for the low scores of American students on math, science, and reading achievement tests. More highly developed national family health and economic security programs and higher student levels of motivation for academic achievement in other rich countries help explain why scores in the United States are relatively low. Low academic qualifications and prestige for teachers and a lack of national educational goals also differentiate the United States from nations with higher achievement scores.

Study on Self-Concept, Academic Achievement and Achievement Motivation of the Students

Multiple variables leading to socio-economic discrimination include gender, caste, levels of father's education; father's occupation etc. may contribute to self-concept, academic achievement and achievement motivation. The present study attempts to explore whether various social categories of school going adolescents differ with respect to self-concept, academic achievement and achievement motivation. 846 students from 28 schools of West Bengal, India, constituted the sample chosen by SRSWOR by the sampling scheme of Rao, Hartley and Cochran (1962). To test hypothesis of simultaneous equality of a set of variables such as selfconcept, academic achievement and achievement motivation across the social categories, ANOVA was undertaken. The results revealed that gender difference was significant for four dimensions of self-concept out of six dimensions considered. However, for academic achievement and achievement motivation, gender difference was not found to be significant. Caste wise students differed significantly in academic achievement. When father’s education and occupation were considered, highly significant differences were observed for academic achievement and achievement motivation but insignificant difference with respect to dimensions of self-concept.

Academic Achievement Motivation and Attitude of Senior Secondary School Students towards Examination Malpractice in Uyo Metropolis, Akwa Ibom State, Nigeria

The study aimed at finding out whether academic achievement motivation influenced the attitude of senior secondary two students towards examination malpractice. Three research questions and three hypotheses were formulated to direct the conduct of the study. The sample for the study comprised 350 students of both sexes drawn by means of the multistage random sampling technique.A researcher-made instrument entitled Attitude Towards Cheating in ExaminationQuestionnaire (ATCEQ) was used in collecting data on students' attitude towards examination malpractice while the Aberdeen Academic Motivation Inventory (ACMI) was used in assessing academic achievement motivation.Theresults showed no significant difference between the academic achievement motivation as well as the attitude towards examination malpractice of male and those of female students. It was also found that students' academic achievement motivation influenced their attitude towards examination malpractice. These results were discussed and suggestions were proffered for educational practice.

Teaching Chemistry through Music in Elementary Schools

Kama Illias. Chemistry to Music: Discovering how Music-Based Teaching Affects Academic Achievement and Student Motivation in an 8th Grade Science Class in Debremarkos Elementary school. Teachers should have access to new and innovative tools in order to engage and motivate their students in the classroom. This is especially important as many students view school as an antiquated and dull environment – which they must seemingly suffer through to advance. School need not be a dreaded environment. The use of music as a tool for learning can be employed by any teacher to create an engaging and exciting atmosphere whose students actively participate and learn to value their classroom experience. Through this study, product and process was developed that is now available for any 8th grade science teacher interested in using music to enhance their content. In this study 8th grade students (n=41) in public school classroom actively interacted with modern songs created to enhance the teaching of chemistry. Data were collected and analyzed in order to determine the effects that the music treatment had on student achievement and motivation, compared to a control group (n=35). Current literature provides a foundation for the benefits for music listening and training, but academic research in the area of using music as a tool for teaching content was noticeably absent. This study identifies a new area of research called “Music-based Teaching” which results in increases in motivation for 8th grade students learning chemistry. The unintended results of the study are additionally significant as the teacher conducting the treatment experienced newfound enthusiasm, passion, and excitement for his profession. Chemistry to Music: Discovering How Music-Based Teaching Affects Academic Achievement and Student Motivation in an 8th Grade Science Class in Debremarkos Elementary school.

Relational Effects of Reading Motivation and Academic Achievement Among Adolescent Boys

This study explores the relationship between academic achievement and reading motivation among adolescent boys. We seek to understand (1) if motivational construct scores change meaningfully over time, (2) what relationship exists between the achievement scores and reported reading motivation, and (3) if students who report higher reading motivation initially have greater gains in achievement over time than students who report lower reading motivation. Results suggest some variation in construct scores over time. Achievement scores obtained in eighth grade were predictive of numerous motivational construct scores in ninth grade; limited results suggest that motivation in ninth grade may affect later achievement.

Effects of achievement motivation, social identity, and peer group norms on academic conformity

This study investigated whether academic achievement motivation and social identity explain variation in children’s conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity. Specifically, children who enjoyed academic pursuits and who belonged to academically-inclined peer groups were more likely to conform to novel academic behaviors than children who did not. Additionally, academic value moderated the relationship between peer group norms and conformity, implying that, for students who do not value academics, belonging to a peer group with high academic norms will lead to more conformity to academic behaviors than belonging to a peer group with low academic norms. In contrast, analyses suggested that some aspects of achievement motivation and social identity are unrelated to academic conformity. Implications for encouraging positive academic behaviors in middle childhood are discussed.

The Role of Motivation, Cognition, and Conscientiousness for Academic Achievement

Based on a cognitive motivational process model of learning, the impact of studying behavior on learning outcome is investigated. First-year students ( N = 488) participated in the study. Two research questions were addressed: (1) Can cognitive-motivational variables and objective study behavior predict individual learning? (2) Which factors drive studying behavior? Results show low to moderate correlations between cognitive-motivational variables and performance. A cluster analysis yielded three profiles: (1) interested learners with high academic self-concept and effort investment; (2) low interest learners with high academic self-concept and low effort investment; and (3) interested learners with low self-concept and low effort. Groups 2 and 3 are considered at-risk students for developing a surface approach to learning and for drop out.

University Students' Perception of Their Own Academic Achievement Motivation: A Field Study

The aim of the present two-stage study was two-fold: first, to identify motivational themes thought of byuniversity students themselves as to what causes their very high motivational learning states, and also their verylow motivational states; and second, to determine the underlying dimensions affecting both of these states.Undergraduate students studying at a major government university in Jordan were used in this study. All of thesubjects were from different colleges and were enrolled in an elective university course. 534 subjects were usedin stage one of the study, and 304 other students were used in stage two.A modified version of the Critical Incidents Technique was employed to elicit various themes considered byuniversity students as causes of states of very high and very low motivation to study. It was assumed that all thatuniversity students think of as learning-encouraging or learning-discouraging represents very high and very lowlearning motivational themes. Content analysis quantification was carried out in order to determine a universitystudents' motivational themes list.Using the Principal Component Analysis statistical technique to cluster-analyze the 14 very high motivationalstate themes resulted in four motivational dimensions. These dimensions are as follows: 1) self-determination, 2)positive academic attitudes, 3) need for social respect, 4) self-monitoring.Cluster analysis of the 10 very low motivational state themes produced three dimensions, which are as follows: 1)negative personal feelings and circumstances, 2) learned helplessness, 3) negative self-monitoring.

Investigating Relationship between Intellectual Characteristics and Academic Achievement Motive among Educational Sciences Students

Objective of the present study was to investigate relationship between intellectual characteristics and academic achievement motivation of educational sciences students of Isfahan city. The variables studied in this research were: (1) capacity and ability of individual to exalt, (2) ability of high level experiment from self-awareness, (3) ability of investigation and strainness of experiments and activities, (4) ability to employ intellectual resources in life problem-solving, and (5) ability to do virtuous acts. Population of the study was all educational sciences students of Isfahan city in academic year of 211-12. 370 male and female students were selected through stratified random sampling technique. Tools used in the present study were Academic Achievement Motivation (AAM) and Intellectual Characteristics (IC) questionnaires developed by the investigator. Content validity and retest reliability procedures were used to measure validity and reliability of the tools, respectively. To analyze the data, simple regression, multiple regression, factor analysis and secretion coefficient methods were applied. The findings showed that there was not a significant relationship between capacity and ability for straining of the works. However, a significant relationship was found between intellectual characteristics and academic achievement motive. Also, the findings indicate that factors, namely, ability to employ intellectual resources in life problem-solving, and ability of investigation and strainness of experiments and activities had the most effect on motive.