Academic Achievement Motivation Research Articles

Effects of special education on academic achievement and task motivation: a propensity-score and fixed-effects approach

ABSTRACTAs traditional teaching methods may fail to serve children with special needs, special education (SE) services aim to compensate for the shortcomings of conventional schooling. However, despite of numerous studies on the effectiveness of SE services, the influence of potential selection bias remains a real challenge, and only a few studies have applied methodology aiming to surmount these shortcomings. Therefore, by combining two methods (i.e. propensity score and fixed effects regression) to account for potential confounders, we examined the effects of receiving SE services in first and third grades on Norwegian students’ academic achievement and task motivation in third and fifth grades (n = 745). Thus, we controlled for a propensity score that was calculated based on observed selection into SE, and combined this with fixed effects regression that has the advantage of ruling out all time-invariant confounders (e.g. genetics). Results revealed that SE in third grade adversely affected math achievements in fifth grade, and SE had no effect on reading and writing achievements or task motivation for reading, writing and math. The efficacy of SE services is called into question, and potential explanations and solutions are explored.

Effect of Early Grade Retention on School Completion: A Prospective Study.

This 14 year prospective study investigated the effect of retention in grades 1-5 on high school completion (diploma, GED, or drop out). Participants were 734 (52.7% males) ethnically diverse, academically at-risk students recruited from Texas schools into the study when they were in first grade (mean age = 6.57). Propensity score weighting successfully equated the 256 retained students and the 478 students continuously promoted students on 65 covariates assessed in grade 1. At the end of 14 years, 477 had earned a diploma, 21 had obtained a GED, 110 had dropped out, and 126 were missing school completion status. Using multinomial logistic regression with high school graduation as the reference outcome, retention led to a significant increase in the likelihood of dropping out of high school (odds ratio = 2.61), above students' propensity to be retained and additional covariates. The contrast between graduation and GED outcomes was not significant. A significant Retention X Ethnicity X Gender interaction was obtained: The negative effect of retention was strongest for African American and Hispanic girls. Even though grade retention in the elementary grades does not harm students in terms of their academic achievement or educational motivation at the transition to high school, retention increases the odds that a student will drop out of school before obtaining a high school diploma.

Effectiveness of a Training Program Based on the Theory of Successful Intelligence in Developing Critical Thinking and Improving Academic Achievement among Gifted Students of Low Academic Achievement

The study was designed to develop critical thinking, improve the academic achievement motivation, and promote the attitude towards serious creativity among a sample of gifted students with low academic achievement in Jazan, Saudi Arabia. The sample consisted of 18 gifted students enrolled in Prince Nasser bin Abdulaziz Center for the gifted, aged between (12-13) years with an average of (12.33) years and with a standard deviation of (1.22) degrees. The researcher used a training program based on the theory of successful intelligence. The researcher used many scales to measure the dependent variables of the study. The results of the study indicated that there are statistically significant differences between the pre and post-test of critical thinking and motivation towards academic achievement and the attitude towards serious creativity in the post-test (the best measurement).
 Keywords: Successful intelligence, Critical thinking, Trend towards serious creativity, Gifted students with low academic achievement, Academic achievement motivation.

The Relationship between the Use of Social Networks with Academic Performance Achievement Motivation in Students of Kurdistan University of Medical Sciences

The Relationship between the Use of Social Networks with Academic Performance Achievement Motivation in Students of Kurdistan University of Medical Sciences

Construction and psychometric analysis of the Teacher Vocation Questionnaire for students (TVQ-S)

Teaching vocation is an important factor considered as a basic competence in most of the teacher training programs in Chile. here is little research addressing this issue, which led researchers to carry out this study through the construction of a questionnaire to measure teaching vocation in pedagogy students (TVQ-S). he questionnaire was built based on a comprehensive literature review and process of content analysis by referee criteria and levels of internal validation with an instrumental study. It was made up of 37 items distributed in 6 factors that measure the interest in teaching, academic achievement motivation, self-determination, intrinsic motivation, disciplinary interest and a scale of lies. he Pilot study involved 209 student teachers from the University of Bio-Bio, Chile, including 86% women and 14% men, aged between 19 and 29 years. Statistical analyzes indicate a good level of overall reliability (α = .833) as such as its factors (.419 and .799); factors also have a significant level of correlation with global instrument (between .539 and .760 Pearson, significant p> .001). It can be concluded that the instrument is valid and reliable for assessing the construct teaching vocation in Chilean students of pedagogy. KEYWORDS. Teaching vocation; pedagogy; psychometric properties; assessment. doi: 10.21703/rexe.20181734cossa61

Developing and Validating Instruments for Measurement of Motivation, Learning Styles and Learning Disciplines for Academic Achievement

In the study of education, there are still many researchers who use quantitative research methods based on Structural Equation Modeling (SEM) to analyze the various relationships between variables in the model formed based on the theory under study. Before data were analyzed with SEM, Exploratory Factor Analysis (EFA) was needed to identify the appropriate items for use in the research instrument. Therefore, this study was undertaken to develop and validate EFA-based process instruments for the measurement of motivational constructs, learning styles and disciplines of learning about academic achievement for additional mathematics subjects. This study has adapted the instruments that have been developed by some previous researchers based on the School Learning Inventory model developed by Selmes (1987), and modified some statements in accordance with current research. According to Awang (2010; 2012), if a researcher adapts the instrument previously developed by the researcher and modifies the statement to fit the current research, they need to re-run the EFA procedure, as the current field of study may be different from previous research or current research population far In contrast to previous studies in terms of socio-economic, racial and cultural status. Therefore, some of the previously constructed items are no longer suitable for current research or there may be different structural items in the current study compared to structures that have been found in previous studies. Therefore, researchers need to recalculate the value of Internal Reliability for the current instrument of the new Cronbach Alpha value. Taking into consideration the recommendation by Awang (2010; 2012), researchers have decided to re-run EFA on items that measure their construction. This study will explain in detail the procedures for carrying out EFA analysis for each construct.

Intrinsic motivation and academic performance in school-age children born extremely preterm: The contribution of working memory

Intrinsic motivation is associated with better academic performance. Working memory abilities may contribute to this association, especially in children at risk for learning and academic difficulties such as those born extremely preterm. This study examined whether verbal and visuo-spatial working memory abilities mediate the relationship between intrinsic motivation for school learning (mastery, challenge and curiosity) and academic performance (word reading, spelling and mathematics) in 7-year old extremely preterm or extremely low birth weight children (n = 91). Structural equation modeling revealed verbal short-term memory to mediate associations between aspects of intrinsic motivation and literacy performance. Positive associations between mastery and verbal short-term memory, reading and spelling, and a positive association between challenge and mathematics performance were also identified. These findings highlight potential pathways linking intrinsic motivation for school learning, working memory, and academic achievement in early school-age children at risk of academic impairments. Examination of individual characteristics such as motivation and cognitive skills is important for understanding factors that shape children's learning and performance.

The Effect of Self- Regulation Skills Training on Academic Achievement Motivation and Academic Performance of Nursing Students in English lesson

The Effect of Self- Regulation Skills Training on Academic Achievement Motivation and Academic Performance of Nursing Students in English lesson

Achievement Motivation and Parenting Styles in Promoting Effective Learning Among Secondary School Students in Ondo State

Effective learning among secondary school students in Ondo state has become a source of concern to all well-meaning people in the educational sector hence this study investigated achievement motivation and parenting styles in promoting effective learning among secondary school students in Ondo State. Descriptive survey design was adopted for this study. The sample was made up of 245 secondary school students randomly selected from five local government areas in Ondo state. A questionnaire titled Assessment of Secondary School Students Academic Achievement Motivation for Promoting Learning. Questionnaire was administered on the students to assess their achievement motivation and parenting styles in enhancing effective learning among secondary school students. Data collected were analysed using Analysis of Variance and t-test. The three null hypotheses formulated were tested at 0.05 alpha level. The results revealed that there was no significant difference between academic achievement motivation and parenting styles of secondary school students. The other two hypotheses based on family structure and gender were not rejected. It was concluded that achievement motivation and the styles adopted by parents in raising their children may not have any impact on the secondary school students’ effective learning outcome. It was also recommended among others that teachers and parents should make their students to develop achievement motivation.

Predicting Academic Achievement Motivation: Possible Selves of Undergraduate Students in Selected Universities in Kenya

The role of motivation in enhancing students’ academic achievement cannot be gainsaid, moreso intrinsic motivation. International discourses attribute students’ academic achievement to their perceived possible selves. However, most studies on possible selves have largely been conducted among students in high schools outside Africa. Thus, the concept of possible selves remains under-researched in the African context. This study investigated possible selves of undergraduate students from selected universities in Kenya. It explored possible selves’ differences between male and female students, private and public universities, and profession-vowed Catholic students versus those that are not. The study sampled 167 students in five universities; two public universities and three private universities. Questionnaires were piloted to 31 students and validated by experienced educational psychologists. The reliability of the questionnaires, measured using the Cronchbach statistic, was 0.78. The study found higher achievement possible selves among female students than male students. Students in both public and private universities held similar possible selves for achievement; however, female students had higher physical health possible selves than male students. Higher physical health possible selves were also found among students from private universities than in public universities. However, there was no significant difference in possible selves’ between students who were profession-vowed Catholics (fathers, brothers, and sisters) and the non-profession vowed students. Implication arising from the findings is that universities can build on the relatively high achievement possible selves of students to enhance their academic achievement. Universities may use the findings to interrogate student motivation hence improve academic advising accordingly.

The Relationship between Self-Regulated Learning, Academic Self-Concept and the Academic Achievement Motivation of Students in the Second Grade of High School

Background: The purpose of this study was to investigate the relationship between self-regulated learning, academic self-concept and academic achievement motivation of students in the second grade of high schools of Khorramabad. Materials and Methods: This was a descriptive-correlational study in which all the second-grade high school students in Khorramabad city in Iran who numbered 382 (201 boys, 182 girls) were selected as case study subjects. Data collection tools were Pintrich & De Groot Self-regulated learning strategy questionnaire and Karal Rodgers academic self-concept questionnaire. Pearson correlation and multivariate regression analysis were used for data analysis. Results: The Pearson correlation coefficient test showed that there was a positive and significant relationship between self-concept and intrinsic motivation as well as between self-concept and extrinsic motivation of academic achievement (p <0.05). But, the relationship between self-concept and lack of motivation for academic achievement was inversely significant. The relationships between self-regulated learning and intrinsic motivation and the relationship between self-regulated learning and extrinsic motivation of academic achievement among secondary school students were also positively significant ( p <0.05). There was a negative and inverse significant relationship between self-regulated learning and lack of academic motivation. The results of regression analysis also showed that self-concept and self-regulated learning variables were suitable predictors for academic achievement motivation. Conclusion: According to the results of the research, in the educational system, the academic self-concept and self-regulated learning can be improved by counseling and clinical psychology programs in schools in order to develop academic achievement of students.

A Study on the Effects of Art Appreciation Classes that apply H. Gardner’s Multiple Intelligence on Academic Achievement and Learning Motivation of 7th graders

A Study on the Effects of Art Appreciation Classes that apply H. Gardner’s Multiple Intelligence on Academic Achievement and Learning Motivation of 7th graders

The Relationship Between Institutional Environment, Guardian Involvement, Academic Achievement and Learning Motivation of Children Reared In a Malaysian Orphanage

This research was conducted to study the relationships between academic performance, learning motivation, institutionalised environments and guardian involvement of children reared in a Malaysian orphanage. This study involves 50 students consisting of 21 female and 29 male students. These students are in secondary school with ages ranging from 13-17 years old. This study was conducted in a home for orphans and under-privileged children and all the participants of this study are from this home. The findings of this study show that there is a significant relationship between academic performance, intrinsic motivation, extrinsic motivation and therefore learning motivation as a whole (P0.05). Findings also show that there is strong correlation between guardian involvement and academic performance (P0.05). However for relationships between guardian involvement and learning motivation, institutionalised environment and academic performance and institutionalised environment and guardian involvement, correlations fail to exist (P0.05).

Motivational Profiles of Medical Students of Nepalese Army Institute of Health Sciences.

Students enter the medical study with different types of motives. Given the importance of academic motivation for good academic achievement of the students, the present study was designed to reveal the possible relationship between academic motivation and achievement in medical students. In this cross-sectional study medical students (N=364) of Nepalese Army institute of Health Sciences were participated and classified to different subgroups using intrinsic and controlled motivation scores. Cluster membership was used as an independent variable to assess differences in study strategies and academic performance. Four clusters were obtained: High Intrinsic High Controlled, Low Intrinsic High Controlled, High Intrinsic Low Controlled, and Low Intrinsic Low Controlled. High Intrinsic High Controlled and High Intrinsic Low Controlled profile students constituted 36.1%, 22.6% of the population, respectively. No significant differences were observed as regards to deep strategy and surface strategy between high interest status motivated and high interest-motivated students. However, both of the clusters had significantly deeper, surface strategy and better academic performance than status-motivated and low-motivation clusters (p < 0.001). The interest status motivated and interest-motivated medical students were associated with good deep and surface study strategy and good academic performance. Low-motivation and status-motivated students were associated with the least academic performance with less interest learning behaviors. This reflected that motivation is important required component for good learning outcomes for medical students Keywords: Academic performance; controlled motivation; clusters; intrinsic motivation; motivation.

Academic Self-Esteem And Its Relation To Academic Achievement Motivation:, A Field Study In Two Secondary Schools In Oran

Academic Self-Esteem And Its Relation To Academic Achievement Motivation:, A Field Study In Two Secondary Schools In Oran

Academic Self-Efficacy and Personality Factors Predicting Academic Achievement Motivation among Open/Distance Learning Students of University of Ibadan

Difficulty of access to regular/traditional schooling system at tertiary level has increased the demand for open/distance learning (ODL) mode of study at university level. Achievement motivation has been found to be an important factor for academic success, continuity and completion of academic programme in the ODL mode of study. Therefore, this study investigated academic self-efficacy and personality as predictors of achievement motivation among open/distance learning students of University of Ibadan, Nigeria. The research adopted an ex-post facto research design and randomly sampled 199 distance learning students of University of Ibadan comprising of 94 females and 105 males, with ages between 20 and 46 years. A self-administered structured questionnaire that contained validated scales measuring achievement motivation, academic self-efficacy and personality was administered via the institutional e-mail addresses. Academic self-efficacy and personality factors accounted for 45.3% of the academic achievement motivation among students in ODL programmes (R2=.453; F(7,190)=24.261, p&lt;.01). The ODL students’ level of agreeableness and emotional stability significantly determined motivation towards academic achievement [B=-.306; p&lt;.01) &amp; (B=.311; p&lt;.01)] respectively. There was a significant interaction between gender and employment status of distance learning students (F(l, 195)=12.78, P &lt;.01), such that employed males were more motivated towards academic achievement. For open/distance learning students to be motivated to follow through their programmes to the end, their academic self-efficacy is very important, bearing the few student-lecturer contact hours characteristic of ODL. Each ODL institution needs to put this into consideration when designing their programme curricula, with keen attention to the personality differences of the students.

Measuring School Functioning in Students With Chronic Fatigue Syndrome: A Systematic Review.

It is often surmised that school functioning is significantly impacted in chronic fatigue syndrome (CFS); however, how this phenomenon manifests itself has rarely been characterized. This systematic review synthesized and critically appraised methods, constructs, and instruments used to assess school functioning in students with CFS. Searches were conducted in electronic databases (CINAHL, MEDLINE, PubMed, ERIC, and PsycINFO) to locate empirical studies that measured school functioning in children and adolescents with CFS. A total of 36 papers met the inclusion criteria. By far the most commonly reported school functioning construct measured related to school attendance. This was followed by academic functioning, achievement motivation, and educational services received. Little consistency was found in the measurement of these constructs across studies. The current review revealed that the school experiences of children and adolescents with CFS have rarely been characterized beyond school absenteeism. Improvements in current assessment methods are required to comprehensively understand the impact of CFS on school functioning. Completely understanding the multiple aspects of school functioning will help to inform targeted strategies to optimize educational outcomes for students with CFS.

A Study of Academic Achievement Motivation among Secondary School Students

The present study reports about the academic achievement motivation differences among 9th standard students. A sample of 200 students comprised of 100 (50 males and 50 females) urban and 100 rural (50 males and 50 females) students selected randomly from the government schools of Hawalbagh block of district Almora of Uttarakhand. The Tools used in the study were Academic Achievement Motivation Test standardized by Sharma (2010) and a Personal Information Schedule constructed by the researcher. The results revealed significant differences among rural and urban students and general and other caste students. However, no significant differences were obtained in the male and female students in the level of academic achievement motivation.

The Autonomous Learners’ Language Learning Strategies at Senior High Schools in Coastal Areas of Riau Province - Indonesia

This study focuses on examining the use of Language Learning Strategies (LLS) by autonomous learners at senior high schools in relation to the type of school and academic factors in Dumai, Bengkalis, and Selat Panjang (coastal areas). The study also concentrates on the preferred by ways operated by the selected respondents to master general English, four language skills, vocabulary, and structure. The target groups of the research are autonomous learners ( more or less 3000 students) from state senior high schools in three different small towns. Due to the homogenous characters of the target groups; academic achievement, age, and learning motivation, the sample is taken randomly as big as 10% out of the population. To collect the needed data quantitatively, the strategy inventory for language learning (SILL) (Oxford 1990) is applied, and for the qualitative data, an interview is conducted to 60 selected learners out of the sample. To analyze the quantitative data, descriptive and inferential statistics are used and for the qualitative data, listing the preferred ways are made accordingly. The findings reveal that the various LLS are used based on academic and types of school backgrounds. The social strategy is the highest use of LLS (402) among other strategies (memory, cognition, compensation, metacognition, and affection). The qualitative findings exist in the body of this article (table 6 – through table 8). The suggestion is that LLS would be better to be well instructed and discussed in the classroom.

Effect of Family Climate and Parental Encouragement on Academic Achievement of School Going Adolescents

The objectives of the study were to investigate the Effect of family climate and parental encouragement on academic achievement of school Going Adolescents. There were 200(100 girls and 100 boys students) school going adolescents in the VIIth and IX standard was selected by purposive sampling method from Akola city in Maharashtra state. The family climate questionnaire by Dr. Beena Shah and parental encouragement scale by Dr. R.R. Sharma psychological tests were used for data collection. Data was analyzed by correlation method and descriptive method, Result showing that there is positive relationship between family climate and academic achievement. Thus highly satisfactory the family climate, higher is the academic achievement of adolescents. Positive insignificant correlation was observed between parental encouragement and academic achievement of girls adolescents even at 5% level of significance. Negative and significant correlation was observed between parental encouragement and academic achievement of boys adolescent i.e. as the parental encouragement increases, academic achievement decreases. Hence on the basis of these results, formulated two hypotheses were accepted. It was recommended that parents need to be aware of the importance of their role in their children’s academic achievement motivation so that they can provide the necessary facilities at home.