Academic Motivation Scale Research Articles

Student behavior at university: The development and validation of a 10-dimensional scale.

This study proposes the multidimensional concept of 'student behavior at university' and methodology for its quantitative investigation. Unlike previous concepts related to aspects of the student experience, the idea of student behavior considers the combinations and interrelations of individual and environmental characteristics affecting student experience and outcomes. It provides a new lens for viewing student experience at university, highlighting the multifacetedness of this phenomenon and the diversity of possible patterns of student behavior. Based on the conceptual model, a ten-dimensional scale measuring student behavior was developed and validated through mixed-method research with an exploratory sequential design. The following dimensions of student behavior were identified: 1) interaction with course content in class; 2) persistence; 3) self-learning; 4) irresponsible learning behavior; 5) active learning; 6) friendship; 7) study collaboration; 8) obedience; 9) creating a positive self-image; and 10) extracurricular involvement. To develop a survey instrument, we utilized semistructured in-depth interviews with Russian students (n = 119). In the quantitative phase of the study, based on the survey (n = 1,253) carried out at seven highly selective Russian universities, we tested the reliability and validity of the ten-dimensional scale. To test construct-related validity, we utilized the self-determination theory developed by Ryan and Deci and a short version of the Academic Motivation Scale developed by Gordeeva, Sychev, and Osin for the Russian educational context. Our findings are in line with assumptions of self-determination theory and the results of previous studies and can be considered evidence of construct validity. The directions for further development of the methodological approach and its practical implications are discussed.

Teacher support in AI-assisted exams: an experimental study to inspect the effects on demotivation, anxiety management in exams, L2 learning experience, and academic success

Although AI technologies show great promise for education, their inclusion into assessment systems has generated debates regarding student motivation, anxiety, learning opportunities, and academic results. This study explored the influence of teacher support in AI-assisted exams on L2 learners’ demotivation, anxiety, L2 learning experience, and academic success. Conducted at a large university in Ethiopia, participants included 92 BA Management students from two intact classes, equally distributed by gender and ranging in age from 18 to 23. The two intact classes were randomly divided into an experimental and a control group. Using a quantitative quasi-experimental pretest–posttest control group design, the study administered an Oxford Quick Placement Test, the Academic Motivation Scale, the Foreign Language Classroom Anxiety Scale, the L2 Learning Experience Scale, and a researcher-made test to assess academic success. The AI tools integrated into the exams included automated assessment and feedback systems to enhance learner engagement. Chi-square analyses and independent samples t-tests revealed significant positive effects of teacher support on reducing demotivation and anxiety, enhancing L2 learning experiences, and improving academic success in the experimental group compared to the control group, highlighting the benefits of combining AI tools with teacher support. These findings suggest that teacher support in AI-assisted exams can substantially benefit L2 learners. Additionally, the findings indicate that AI-assisted exams can considerably improve learning outcomes when paired with effective teacher involvement, highlighting implications for various stakeholders in L2 instruction. Implications of the study, limitations, and suggestions for future research are discussed.

The Impact of Digital Learning Platforms on Student Motivation in High School

This study explores the relationship between the use of digital learning platforms and student motivation in high school settings. With the increasing integration of technology in education, understanding its influence on student engagement and motivation is critical. This research employs a cross-sectional survey design with a sample of 200 high school students from New York City. Using a questionnaire based on the Academic Motivation Scale (AMS), the study examines whether students who regularly use digital platforms demonstrate higher motivation levels than their peers who do not. Data analysis, conducted using SPSS, reveals a significant positive relationship between digital platform usage and student motivation. The findings suggest that digital learning tools may enhance motivation, offering important implications for educators and policymakers. However, the study's cross-sectional nature and limited sample size present constraints, indicating the need for further research.

Motivating Medical Students: Adaptation of the Academic Motivation Scale within the Framework of the Self-Determination Theory

Introduction: Motivation plays a crucial role in the academic success and professional development of medical students. Understanding the intricacies of motivation within the context of medical education is essential for designing effective interventions and support systems. The aim of this study was to explore the adaptation of the Academic Motivation Scale within the framework of the self-determination theory and of the self-efficacy theory to assess motivation among medical students.Methods: The study adapted the Academic Motivation Scale to the Portuguese context, drawing upon insights from the self-determination theory. Two existing Portuguese scales, MATAMS and Ribeiro et al scale, served as foundational frameworks for the adaptation process. The study included qualitative interviews, which informed the creation of the Minho Medical Academic Motivation Scale – Minho-MEDAMS. This scale was applied to 281 medical students. To assess the scale’s validity, we used the exploratory and confirmatory factor analyses, and the Cronbach’s alpha to measure internal consistency.Results: The exploratory factor analysis showed strong results with a KMO of 0.862, leading to five factors and the removal of two items. The initial confirmatory factor analysis indicated poor fit, prompting the removal of items with low R-squared values. The final Minho-MEDAMS includes 18 items: six for intrinsic motivation, nine for extrinsic motivation and three for amotivation. This refined scale demonstrates high internal consistency (α = 0.831), making it a reliable tool for assessing medical students’ motivation.Conclusion: The successful adaptation of the Academic Motivation Scale within the self-determination theory framework presents a valuable instrument for assessing motivation in medical students. The Minho-MEDAMS offers a comprehensive understanding of motivational dynamics, facilitating targeted interventions and support mechanisms to enhance student engagement and success. Its validity and reliability render it a practical tool for educators, administrators, and researchers in the field of medical education. Ultimately, the Minho-MEDAMS contributes to the advancement of strategies aimed at cultivating motivated and proficient healthcare professionals.

Decoding motivation in English medium instruction: situated expectancy-value theory and student performance at a Chinese transnational university

ABSTRACT This study investigates English-medium instruction (EMI) academic motivation at a Chinese transnational university, aiming to bridge identified research gaps by employing the Situated Expectancy-Value Theory (SEVT). Specifically, it explores motivational predictors of EMI academic performance and the factors influencing these predictors. A longitudinal mixed-methods approach was adopted, utilising a validated Chinese EMI Student Academic Motivation Scale administered twice (n = 156) over a semester and semi-structured interviews with a subgroup of 15 participants. Results from multiple linear regression indicated that the combination of nine motivational variables had a moderate impact on EMI academic performance, and two of the predictor variables – expectations of success and emotional cost – were statistically significant predictors. Qualitative findings from the interviews revealed four key factors that influence the development of expectations of success: past learning experience, English language ability, learner autonomy, and socialisers’ influence; additionally, three main factors were identified as affecting the development of emotional cost: English language barriers, EMI curriculum, and peer pressure. The study concludes with practical pedagogical recommendations, drawn from both quantitative and qualitative data, aimed at enhancing EMI effectiveness in similar educational contexts.

The Effects of Post-Earthquake Trauma Levels of Nursing Students on their Academic Motivation and Career Decisions.

This study was carried out to determine the effects of post-earthquake trauma levels of nursing students on their academic motivation and career decisions. The sample of this descriptive study consisted of 228 students studying at Gaziantep Islamic Science and Technology University, Department of Nursing. The data were collected using an online questionnaire created by the researchers. This online questionnaire form consists of seven questions about socio-demographic characteristics, and it also includes the Determination of Post-Earthquake Trauma Levels Scale, Academic Motivation Scale, and Career Decision Scale. SPSS 23.0 package program was used for the analysis of the data, and P < 0.05 was accepted for the level of significance. It was determined that the post-earthquake trauma level of the students was above the moderate level (63.49 ± 17.29) and that the extrinsic motivation-identified regulation, extrinsic motivation-external motivation, and intrinsic-knowledge levels were more affected by the earthquake (P < 0.05). In addition, it was determined that the mean Career Decision Scale score of the students (74.20 ± 17.35) was below the average. It was determined that post-earthquake trauma level had positive effects on intrinsic motivation-stimulation, extrinsic motivation, and amotivation, but had no effect on career decision.

Development and validation of the mathematics self-efficacy scale for university students

Background: Academic underperformance in mathematics is widespread across all educational levels. To comprehend its causes, it is crucial to analyze various factors that impact academic advancement in mathematics through their interplay. The present study aimed to develop and validate a mathematics self-efficacy scale for university students. Methods: The research method was correlational and of instrument development type. The statistical population included all undergraduate students of Islamic Azad Universities in Tehran in 2021, of which 300 were selected as a sample using a multi-stage cluster random sampling method. In the process of scale construction, a set of items was initially selected based on a review of the research literature in the field of mathematics self-efficacy and the identification of valid tests in this area. Then, a preliminary version of the questionnaire was administered to a sample of 300 students. Factor analysis, Cronbach’s alpha coefficient, and Pearson correlation coefficient were used to analyze the data. Results: Based on the results of the exploratory factor analysis, the mathematics self-efficacy scale consisted of four components: mathematical achievement and success, general mathematical self-efficacy, mathematical anxiety, and mathematical stress. Cronbach’s alpha for the four components were 0.97, 0.95, 0.95, and 0.93, respectively. The results of the convergent validity evaluation showed that all four components of the mathematics self-efficacy scale were positively correlated with the intrinsic and extrinsic motivation components of the Academic Motivation Scale and negatively correlated with academic motivation. Conclusion: The components of the mathematics self-efficacy scale had acceptable internal consistency and convergent validity. Therefore, it can be concluded that the designed scale can be used as a valid tool to measure the level of mathematics self-efficacy in university students.

Standardizing a Questionnaire of Metacognitive Resources of Human Behavior Regulation in Difficult Circumstances

Modern psychology focuses on personal resources that help to overcome difficult circumstances accompanied by anxiety and stress. However, psychological diagnosis in this sphere remains understudied. The present research was an attempt to standardize a questionnaire of metacognitive regulation of human behavior in difficult circumstances. The study involved 559 participants from Tomsk (24.8% men, average age – 22.1). The exploratory factor analysis identified four factors (45.6% variance): self-control of behavior (six items, Cronbach’s alpha, α = 0.780; composite reliability = 0.863); anxiety control (four items, α = 0.823; composite reliability = 0.866); memory efficiency (three items, α = 0.817; composite reliability = 0.832); intuitive cognition of people (four items, α = 0.709; composite reliability = 0.757). Confirmation factor analysis showed high values of the model fitness indices: RMSEA = 0.044; SRMR = 0.059; CFI = 0.991; GFI = 0.986. The scales of the new questionnaire demonstrated the required external convergent validity and were found consistent with similar constructs. The study involved the following methods: D. V. Lyusin’s Emotional Intelligence Questionnaire; Subjective Risk Intelligence Scale developed by G. Craparo et al. and adapted by T. V. Kornilova and E. M. Pavlova, E. Yu. Mandrikova’s Activity Self-Organization Questionnaire, C. D. Spielberger’s Anxiety Test adapted by V. N. Karandashev, C. D. Spielberger’s Questionnaire of Personal Anxiety adapted by Yu. L. Khanin, and the Academic Motivation Scale developed by T. O. Gordeeva, O. A. Sychev, and E. N. Osin. The following scales demonstrated a good discriminative ability associated with statistically significant gender differences: self-control of behavior (p = 0.002); anxiety control (p &lt; 0.001), and memory efficiency (p &lt; 0.001). The questionnaire proved to be an efficient tool of studying human resources related to overcoming difficult circumstances.

The Role of Academic Motivation in Self-Regulation, Goal Orientation, and Passion Among Medical Students with Self-Handicapping Behaviors

Background: Self-handicapping behaviors, characterized by creating obstacles or excuses to avoid failure, can hinder academic success. Understanding how academic motivation mediates the relationship between self-handicapping behaviors and academic performance is crucial for supporting medical students. Objectives: This study aimed to investigate the relationships between academic self-regulation, goal orientation, passion, and self-handicapping behaviors among medical students, with academic motivation as a potential mediator. Methods: The present study employed a descriptive, correlational approach to examine the relationships between variables within a structural equation modeling (SEM) framework. The population consisted of all undergraduate medical students with self-handicapping behaviors at Jundishapur University of Medical Sciences in 2022. The sample comprised 204 medical students selected using purposive sampling, who completed the Academic Passion Scale, Goal Orientation Scale, Academic Self-Regulation Scale, and Academic Motivation Scale. Structural equation modeling was used to analyze the model with AMOS 24. Results: The SEM analysis revealed that the proposed model had a good fit to the data (CFI = 0.96, RMSEA = 0.05). The results further demonstrated that goal orientation directly enhanced students' academic passion, while academic self-regulation did not have a direct impact. However, strong self-regulation indirectly increased passion by fostering academic motivation (P &lt; 0.001). Similarly, goal orientation also worked indirectly through motivation to enhance academic passion (P &lt; 0.05). Conclusions: This study underscores the importance of goal setting and academic motivation in fostering academic passion among medical students with self-handicapping behaviors. While academic self-regulation strategies may not directly translate to academic passion, they can contribute indirectly by fostering academic motivation. Educators and practitioners can promote academic passion and address self-handicapping behaviors in medical students by encouraging goal orientation, academic motivation, self-regulation, and providing support for overcoming challenges.

The influence of virtual technologies on motivation and engagement: a comparative analysis of male and female students

ABSTRACT Virtual technologies can have a positive impact on the educational process, and their integration into teaching has become increasingly popular over the years. The primary aim of this article is to analyze whether the use of virtual reality affects the growth of motivation and engagement among students and to identify significant differences between the results of male and female students. The study involved 200 s-year students from one of the Chinese universities, who utilized three VR platforms for studying English, mathematics, and history: VirtualSpeech, Prisms VR, and DW Shift. The instruments employed were the Academic Motivation Scale (AMS) and the Academic Engagement Scale (AES). Statistical analysis revealed significant changes for all indicators (p < 0.000). Additionally, no gender differences were found in the effectiveness of virtual technologies. The SWOT analysis highlighted both the strengths and potential threats associated with the use of VR in education. The article confirms the potential of virtual reality to enhance student motivation and engagement and sheds light on gender differences in its effectiveness, which holds high scientific and practical value for educational practitioners and the scientific community alike.

Анализ взаимосвязей предикторов академической успеваемости школьников методом сетевого моделирования

&lt;p&gt;The problem of studying the factors influencing students&amp;rsquo; academic achievement does not lose its relevance in modern psychological and pedagogical science. Such interest arises due to current development of ideas about education as a way of developing human capital, increasing well-being and quality of life of people in modern society. The academic achievement of schoolchildren is largely determined by non-cognitive factors, including personality characteristics, motivational indicators and the development of self-regulation. The present work aims to analyze the relationships between non-cognitive predictors of academic achievement of middle and high school students using the network modeling method. Primary data was obtained using the following methods: V.I. Morosanova&amp;rsquo;s &amp;ldquo;The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ)&amp;rdquo;, &amp;ldquo;Academic Motivation Scale - School (AMS-S)&amp;rdquo;, &amp;ldquo;Attitude towards learning in middle and high school&amp;rdquo;, &amp;ldquo;Big Five Questionnaire &amp;mdash; Children version, BFQ-C&amp;rdquo;. The average score in Russian language and mathematics was used as an indicator of academic achievement. The sample consisted of 307 secondary school students (37.1% boys, age: 10-18 years). The statistical analysis included calculation of descriptive statistics for 28 indicators, and analyses of partial correlation networks, describing the relationships between regulatory and personality variables, as well as the academic achievement of students in grades 5-6, 7-9 and 10-11. The results revealed significant relationships between variables regardless of the period of education, and differences in the structure of partial correlation networks in grades 5-6, 7-8 and 9-11. It was found that the nature of the relationships between non-cognitive predictors and academic achievement varies depending on the period of study. The result showed that the achievement of students in grades 5-6 is significantly and directly correlated to the indicator of openness to new experience, while in grades 7-9 a direct correlation is also found with the general level of attitude towards learning, and in grades 10-11 - with cognitive motivation, neuroticism and conscious self-regulation. The results confirm the known relationships, and also reveal new ones that were not previously discovered in existing research: for example, a negative relationship between academic performance and cognitive motivation. The article concludes with directions for further research of moderator-mediator interactions between non-cognitive variables in their impact on students&amp;rsquo; academic achievement.&lt;/p&gt;

The Effect of Primary School Children’s Sleeping Habits on School Motivation

Background and Objective The objective of this study was to determine effects of primary school age children’s sleep habits on school motivation.Methods Research data available between February 9, 2024, and April 6, 2024 were collected online. The study group consisted of primary school children. Written with the consent of their parents who voluntarily participated in collecting research data. Socio-demographic data were collected online from 250 primary school children living in Hakkari, Türkiye using, Sleep Hygiene Index (SHI) and Academic Intrinsic Motivation Scale (AIMS). These children were selected with a convenience sampling method, one of the improbable sampling methods. SPSS 26.0 data analysis program was used for statistical analysis of data obtained in the study. Independent sample t-test, anaysis of variance (ANOVA), and Pearson correlation were used to analyze the data.Results Of the study group of primary school children, 45.7% were boys and 54.3% were girls. There were significant differences in effects of gender factor on primary school children’s SHI and AIMS sub-dimension scores of achievement requirement, social acceptance, fear of failure, and expertise (p &lt; 0.05).Conclusions Age and class status of primary school children’s sleeping habits can affect school motivation. Gender is a variable that can affect sleep hygiene and school motivation.

Secondary vocational education and academic motivation in Sint Maarten

This study investigates the relationship between career and study fair participation and the motivations of Sint Maarten’s secondary vocational students. Using a mixed-method design, data was collected from 98 participants (N = 98) who completed an online survey consisting of the Academic Motivation Scale (AMS). Twenty-one survey participants were subsequently interviewed. Key findings indicated that extrinsic motivation was the highest among participants. The results indicate that a single career fair alone may not be sufficient for improving the intrinsic motivation of students. Future studies should investigate the impact of attending multiple career fairs over a longer period. Overall, the research findings contribute to our understanding of academic motivation and the correlations between career and study fairs and secondary vocational student motivations in Sint Maarten. The findings highlight the importance of improving fair attendance through better promotion and logistical support for students, while also emphasizing the need to address stigmas that affect intrinsic motivation of students. The findings of this study can be particularly useful among policymakers and school leaders in the field of vocational education.

Physical activity, musculoskeletal disorders and academic motivation of high school students: is there a correlation?

Purpose. This study aims to explore the correlations of physical activity, musculoskeletal disorders and academic motivation among senior high school students due to the COVID-19 pandemic which had impacted all aspects of life, including education system, especially in Indonesia. Material and Methods. The method used is correlational research. The participant consisted of 139 students from senior high school 8 Jakarta in Indonesia by sharing an online questionnaire. International Physical Activity Questionnaire (IPAQ) was used to evaluate physical activity. Nordic Body Map was used to evaluate the musculoskeletal disorders, and academic motivation scale (AMS) was used to evaluate their academic motivation. The data in the study were analyzed using the Spearman rank test to determine the significance of the relationship, the direction of the relationship and the strength of the relationship between variables. Results. The result showed that there was no correlation between physical activity, academic motivation, and musculoskeletal disorders in students. Conclusions. Thus, this study confirmed that there was no correlation between the variables of physical activity, academic motivation, and musculoskeletal disorders. Keywords: physical activity, musculoskeletal disorders, academic motivation

The interaction of mathematics achievement, academic motivation and social context among Turkish adolescents

Important variables affecting adolescents' mathematics achievement are motivation and peer relationships, including beliefs about the usefulness of mathematics. This study investigated the mediating role of academic motivation and the moderating role of perceived social support in the relationship between mathematics achievement and peer relationships. The study was conducted with a Turkish sample of 534 adolescents (nfemale=328, nmale=206). Data was collected using math course achievement grades, academic motivation scales, peer relations and perceived social support scales. Structural equation modelling showed a direct relationship between peer relationships and math achievement, and academic motivation was a mediating variable. However, it was determined that perceived social support did not have a moderating role in the relationship between mathematics achievement and peer relationships. The results regarding the development of adolescents' mathematics achievement are discussed.

A Comparative Study Of The Meaning Of Life, Academic Motivation, Learning Styles, Study Habits, And Academic Achievement Between University And College Students In Different Educational Institutions

In the rapidly evolving landscape of education, understanding the factors that contribute to students' academic success is more critical than ever. This study aimed to conduct a comparative analysis of the meaning of life, academic motivation, learning styles, study habits, and academic achievement between university and college students across different educational institutions. Using a sample of 800 participants, equally divided between university and college students, data were collected through validated questionnaires, including the Purpose in Life Test, Academic Motivation Scale, VARK Learning Styles Questionnaire, and Study Habits Inventory. Academic achievement was assessed using students' GPA records and their most recent semester results. Descriptive statistics, independent samples t-tests, and correlation analyses were employed to analyze the data. The results indicated that university students exhibited significantly higher levels of meaning of life, academic motivation, and study habits compared to college students. Positive correlations were identified between meaning of life and academic motivation, as well as between study habits and academic achievement, suggesting that these variables are interlinked in influencing student performance. Furthermore, regression analysis demonstrated that academic motivation, learning styles, and study habits significantly predicted the meaning of life in students, accounting for 62% of the variance. The study's findings underscore the importance of fostering educational practices that enhance intrinsic motivation, promote a sense of purpose, and support effective study strategies in students. These insights are crucial for educators, policymakers, and institutions aiming to create learning environments that facilitate both academic success and personal development. Limitations of the study include its reliance on self-reported data and the relatively homogenous sample, suggesting that future research should focus on more diverse populations and longitudinal approaches to understand the long-term effects of these educational factors on student outcomes.

Motivational Factors Influencing the Choice of Medical Studies and Future Career Plans among Montenegrin Students.

There is a concerning trend of emigration among highly educated individuals in Montenegro. This includes medical professionals who seek better job opportunities abroad. The aim of the present study was to identify the primary motivational factors driving Montenegrin medical students to pursue a career in medicine, and whether these factors undergo changes over the course of their studies. A cross-sectional study included 210 medical students in Montenegro, 27.62% were males, and 72.38% were females. The mean age of the students was 21.90 years (SD=3.05) (range 19-39). Their academic motivation was analysed using the Academic Motivation Scale, previously validated in various cultural contexts. The results showed that autonomous motivation levels were higher than controlled motivation levels (p<0.001) among students in Montenegro, which has been previously associated with better learning outcomes. Students with medical doctors among their family members had higher extrinsic motivation related to rewards and punishments (extrinsic motivation with external regulation p=0.018). Amotivation showed a trend of increasing as the students got closer to graduation (p=0.057). Only 8.1% of students planned a career in primary healthcare, and 1% wished to specialize in family medicine. This study's findings, which indicate high levels of autonomous motivation among medical students, are of significant importance. They contribute to a comprehensive understanding of the motivation factors among medical students and young healthcare professionals in Montenegro. Moreover, they provide a basis for the implementation of strategic interventions to retain highly skilled medical professionals within the country's workforce, thereby addressing the concerning trend of emigration among this group.

Comparative study of the relationship between empathy and motivation among undergraduate students of new curriculum and old curriculum.

The new competency-based curriculum incorporates the social sciences and humanism to the basic and clinical sciences, thus giving an integrated approach to medical education. Comparing the empathy score with the motivation level across the two curricula was thus planned to assess the current status. A cross-sectional qualitative study using an Internet-based electronic survey containing both an academic motivation scale to assess the motivation level and Jefferson's scale of empathy was used to assess empathy score. From the above study, we concluded that males have a higher empathy score across both the curricula. >95% of students of both categories belonged to the High Intrinsic High Control motivational category. The empathy scores were slightly higher among the CBME (Competency Based Medical Education) group compared to the non-CBME group, but it was not statistically significant. In subgroup analysis, Phase 3 was found to have a significant association. The majority of the students fall in the High Intrinsic High Control category, where they have the next highest level of empathy. Phase 2 was found to have a significant association; it could be because of the positive effects of AETCOM classes on the ready-to-enter clinical exposure batch. The study also revealed that while motivation and empathy are generally linked, outliers existed, particularly among participants with low initial motivation but high empathy. This suggests a potential association between extrinsic motivation and empathy, possibly influenced by external factors.

Impact of a change from A–F grading to honors/pass/fail grading on academic performance at Yonsei University College of Medicine in Korea: a cross-sectional serial mediation analysis.

This study aimed to explore how the grading system affected medical students’ academic performance based on their perceptions of the learning environment and intrinsic motivation in the context of changing from norm-referenced A–F grading to criterion-referenced honors/pass/fail grading. The study involved 238 second-year medical students from 2014 (n=127, A–F grading) and 2015 (n=111, honors/pass/fail grading) at Yonsei University College of Medicine in Korea. Scores on the Dundee Ready Education Environment Measure, the Academic Motivation Scale, and the Basic Medical Science Examination were used to measure overall learning environment perceptions, intrinsic motivation, and academic performance, respectively. Serial mediation analysis was conducted to examine the pathways between the grading system and academic performance, focusing on the mediating roles of student perceptions and intrinsic motivation. The honors/pass/fail grading class students reported more positive perceptions of the learning environment, higher intrinsic motivation, and better academic performance than the A–F grading class students. Mediation analysis demonstrated a serial mediation effect between the grading system and academic performance through learning environment perceptions and intrinsic motivation. Student perceptions and intrinsic motivation did not independently mediate the relationship between the grading system and performance. Reducing the number of grades and eliminating rank-based grading might have created an affirming learning environment that fulfills basic psychological needs and reinforces the intrinsic motivation linked to academic performance. The cumulative effect of these 2 mediators suggests that a comprehensive approach should be used to understand student performance.

Does academic motivation contribute to the self-esteem of students at the graduate level? A case study of universities in the southern districts of Khyber Pakhtunkhwa, Pakistan

This study explored the impact of students' academic motivation on self-esteem at the graduate level. The respondents of this study were 375 university students enrolled in a Bachelor of Science (BS) program in nine disciplines from all four public sector universities in the southern districts of Khyber Pakhtunkhwa. Two standardized questionnaires, i.e., the Academic Motivation Scale, a tool consisting of 28 items for measuring academic motivation, and Rosenberg's Scale for measuring self-esteem, consisting of 10 items that measure self-respect by assessing both positive and negative emotional states about the self, were used. In light of the objectives and hypotheses, mean, and standard deviation (SD) were used to find out the level of academic motivation and self-esteem of the students. Linear regression was applied to find out the impact of students' academic motivation on their self-esteem. Moreover, an independent t-test was used to explore the difference in academic motivation and self-esteem between male and female students. There was no significant difference in the academic motivation and self-esteem of the students at the graduate level. The results showed that the university students at the graduate level had a high level of academic motivation and self-esteem. A unit change in overall academic motivation, knowledge, and stimulation parts of intrinsic motivation and identified and external regulation of extrinsic motivation bring 0.678, 0.218, 0.223, 0.122 and 0.172 change in self-esteem, respectively, while the constructs i.e., accomplishment (intrinsic motivation), introjected (extrinsic motivation), and amotivation are non-significant as p &amp;gt; 0.05.