Achievement Motivation Of Students Research Articles

Brain Control Patterns and their Relationship to the Level of Achievement Motivation of Students with Learning Disabilities in Jordan

The current study aimed to identify brain control patterns and their relationship to the level of achievement motivation of students with learning disabilities in Jordan. The study sample consisted of )221(students with learning disabilities in Na'aor district, over the various government schools offering programs for students with learning disabilities in the 2020/2021 school year. the researchers used two tools, one measuring the brain control patterns of students with learning disabilities and the other measuring their level of achievement motivation. The results of the study indicated that the common pattern of brain dominance to students with learning disabilities was that of right brain control and the level of achievement motivation was low. A direct correlation between brain control patterns and the achievement motivation level, a lack of statistically significant differences in brain control patterns attributable to the heterosexual variable. The study offers a series of recommendations, the most important of which include the development of a training program for teachers regarding the design of learning and educational programs to stimulate the work of the right side of the brain for all stages and various subjects, the establishment of educational programs to develop the motivation of achievement among students with learning difficulties at all levels.

학사경고를 받은 전문대학생을 위한 Adler와 긍정심리학에 근거한 집단상담 프로그램 개발

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

The Impact of College Students’ Emotional Intelligence and Achievement Motivation on Test Anxiety: A Case of 3 Colleges at Chongqing

Test anxiety is a special psychological reaction characterized by worry and tension under the excitation of test situations. In the environment of China's test-oriented education, there is a common phenomenon of test anxiety among students. Test anxiety is particularly acute in the context of the current coronavirus pandemic. It not only affects students' learning, but also has an important impact on their mental health, so the problem of test anxiety cannot be ignored. This study starts from the factors that affect test anxiety, explores the relationship between emotional intelligence, achievement motivation, and test anxiety of college students under the current background of the new coronavirus epidemic, and on this basis, discusses the influence of emotional intelligence and achievement motivation on test anxiety. In this study, the Emotional Intelligence Scale (EIS), Test Anxiety Scale (TAS) and Achievement Motivation Scale (AMS) were used to survey college students in 3 Chongqing universities through questionnaires, and descriptive statistics, variance analysis, correlation analysis, regression Analysis and other methods were used to explore the relationship and influence of college students' emotional intelligence and achievement motivation on test anxiety, and to analyze the influence mechanism of college students' emotional intelligence and achievement motivation on test anxiety.

Improving Reading Skills and Achievement Motivation of Nigerian Primary School Students Using Cognitive Behavioral Therapy

Studies have shown that reading difficulties and low achievement motivation have a negative impact on the learning outcomes of students. This research investigated the effectiveness of cognitive behavioral therapy (CBT) in improving the reading skills and achievement motivation of 70 primary school students in Southeast Nigeria. The experimental group received CBT treatment. The control group received normal classroom instruction. Data were analyzed using a 2 × 3 mixed design. The results showed that CBT improved students’ reading skills and achievement motivation. Thus, CBT can be used in the treatment of reading difficulties and low achievement motivation among primary school students.

The impact of college students' achievement motivation on subjective well-being: Self-efficacy as a mediating variable

Purpose: The purpose of this study is to analyze the factors affecting college students' subjective well-being and the relationship between research achievement motivation, self-efficacy and emotional well-being among college students.
 Design/Methodology/Approach: 1,082 students were selected from 10 universities in Guangxi Province using a convenience sampling method. Questionnaires were administered based on achievement motivation, self-efficacy and subjective well-being scales. The data were analyzed using SPSS 24.0 and AMOS 22.0.
 Findings: College students' achievement motivation has a significant positive effect on emotional well-being. Self-efficacy acts as a mediator in the relationship between achievement motivation and subjective well-being.
 Conclusion: Achievement motivation can stimulate positive actions and efforts in college students enabling them to face challenges and difficulties more confidently. Approving activities and increased confidence enhance students' self-efficacy improving their subjective well-being.
 Research Limitations The interpretation of study results and inferences is constrained in sampling because of the time and expertise of the researchers.
 Practical Implications: It is possible to effectively improve college students' subjective well-being by focusing on the development of achievement motivation, self-efficacy and social support.
 Contribution to the Literature: This study further clarifies the influence of achievement motivation on subjective well-being and the mechanism of self-efficacy which is a supplement to the current research in this field at the same time. It also helps to enrich and perfect the research on achievement motivation, self-efficacy and subjective well-being of college students.

Effects of Gamification on Motivations of Elementary School Students: An Action Research Field Experiment

Background Gamification research and practice have gained popularity, but there is a lack of experimental and field evidence regarding the effectiveness of specific design elements and their use contexts especially in developing countries. Aim This research aimed to measure the effect of gamifying digital learning environments and compare the effects of badges and leaderboards on the development of cognitive and achievement motivation of elementary school students. Method A gamified environment focused on the circulatory system and employing interactive storytelling was developed. It was tested through an in-field experiment at an elementary school in Egypt. The research sample was of 30 students in the 5th grade, divided into two equal experimental groups (badges - leaderboard). Results The results indicated an increase in cognitive and achievement motivation among students in both experimental groups. However, there were no significant differences in the effects of badges and leaderboards on the cognitive and achievement motivations of the participants in the two experimental groups. Conclusions These findings suggest that the effects of gamification are more likely due to the holistic design and novelty, rather than the specific use of a specific game element.

The Relationship between School Well-Being and Achievement Motivation in Vocational School Students

Tujuan dilakukan penelitian ini adalah untuk mengetahui hubungan antara school well-being dengan motivasi berprestasi pada siswa SMK. Penelitian ini menggunakan metode penelitian kuantitatif jenis korelasional. Variabel yang digunakan yakni school wellbeing sebagai variabel bebas dan motivasi berprestasi sebagai variabel tergantung. Populasi penelitian ini yakni siswa SMK sejumlah 180 siswa. Sampel penelitian terdiri dari 119 siswa yang dipilih dengan teknik proportional random sampling. Metode pengumpulan data menggunakan skala school wellbeing dan motivasi berprestasi. Skala motivasi berprestasi dalam penelitian ini mengacu aspek motivasi berprestasi McClelland yang diadopsi dari penelitian Sinurat dengan koefisien reliabilitas 0,985. Sedangkan skala school well-being menggunakan aspek school well-being Alanen, Konu dan Rimpela yang diadopsi dari penelitian Kalsum dengan koefisien reliabilitas 0,851. Analisis data dilakukan dengan uji korelasi Product Moment Pearson. Hasil analisis menunjukkan bahwa koefisien korelasi sebesar 0,448 dengan signifikansi sebesar 0,000 (< 0,05) sehingga uji hipotesis dalam penelitian ini diterima, yaitu terdapat hubungan positif antara school well-being dengan motivasi berprestasi. Pengaruh variabel school well-being terhadap motivasi berprestasi sebesar 20,1%. Dengan demikian ada pengaruh dari faktor-faktor lain yang mempengaruhi motivasi berprestasi sebesar 79,9%.

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

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

Hope, childhood experiences, and achievement motivation in high school students: A mixed methods study

AbstractThe aim of the study is to examine the role of childhood experiences and achievement motivation in high school students' hope levels. The quantitative (N = 686, 43.9% females and 56.1% males, aged between 13 and 19; Mage = 16.02, standard deviation = 1.23) and qualitative data of the study, in which enriched design was used, were collected from high school students studying in the Southeast of Turkey. Hierarchical regression was used in the quantitative part of the study and content analysis was carried out in the qualitative part. It is seen that the results in the qualitative analysis part largely coincide with the results in the quantitative part. The results denote that high school students have high hope levels. Also, according to the results, there is a negative, low‐level, and significant relationship between childhood experiences and hope, and a positive and moderately significant relationship between hope and achievement motivation. Although childhood experiences and achievement motivation significantly predict the level of hope, it is concluded that achievement motivation contributes more to the hope‐related variance which is explained. The findings reveal the value of achievement motivation and childhood experiences in understanding adolescents' hope multidimensionally.

The Effect of Parental Role, Learning Discipline, and Achievement Motivation on Learning Outcomes of Elementary Mathematics

This study aims to determine the influence of the role of parents, learning discipline and achievement motivation on the learning outcomes of students in grade 4 elementary school. The population in this study were 59 students. The research sample consisted of 51 students who were determined by proportional random sampling technique, namely taking samples from members of the population randomly and proportionally stratified. Data on the role of parents, learning discipline and student achievement motivation were collected using a questionnaire while data on mathematics learning outcomes were collected from document records. Data were analyzed using simple correlation test and multiple correlation. with the help of the SPSS 25.0 for Windows program. The results showed that: (1) there was a significant effect between the role of parents on students' mathematics learning outcomes as indicated by a Sig value of 0.00 <0.05. (2) there is a significant effect between learning discipline on students' mathematics learning outcomes indicated by the value of sig = 0.000 <0.05. (3) There is a significant effect between achievement motivation on students' mathematics learning outcomes as indicated by the sig = 0.000 <0.05. (4) Simultaneously, there is an effect between the role of parents, learning discipline and achievement motivation on the learning outcomes of elementary mathematics with a significance result of 0.000 <0.05. So, it can be concluded that there is an effect between the role of parents, learning discipline and achievement motivation on learning outcomes in elementary school mathematics.

Peran Pembina Asrama dalam Mengembangkan Motivasi Siswa Asrama Putera MA Sumatera Thawalib Parabek

The dormitory builder is to be a parent, to be an educator, to be a murobby. Never worry about yourself because Allah Almighty will help anyone who helps his religion. Entrusting children in school The cottage is required to live in a dormitory. The formation of character that is considered more optimal is the reason for them to make boarding school a second home for their children. The role of dormitory coaches in developing the motivation for boarding students to excel is to understand the character of dormitory students, understand the situation and conditions, get closer, instill moral and moral values, instill responsible character, instill discipline values, describe challenges, instill the value of loving learning, give rewards, give provide guidance, provide support, provide containers, manage schedules, coordinate with other teachers, coordinate with parents, provide attention, boarding students.Familiarize positive things, train the ability of boarding students, give orders to boarding students, give advice, provide solutions, inspire, and generate student confidence. Achievement motivation, and other schools/readers, can make new theories in this study, as reference material to improve the role of coaches/educators in developing student achievement motivation. The aim of this research is to find out the role of dormitory supervisors in encouraging student motivation in helping to improve learning achievement in the dormitory. This research uses interview and observation methods. The results that the author can conclude are that the role of the supervisor is very influential in encouraging students to improve their learning achievement in the dormitory because the dormitory supervisor is the second parent after parents. The dormitory supervisor plays a very important role in encouraging participants to study.

Using Discovery Learning and Problem-Based Learning to Increase Students' Motivation for Accomplishment

According to initial observations made during the Basics of Computer Network Engineering and Telecommunications course in class X at TKJ SMK Negeri 5 Gorontalo, students were generally still passive and did not participate much in their education, preferring to listen to what their teachers said. This research aims to analyse: (1) the influence of the Problem Based Learning model on students' achievement motivation; (2) the influence of the Discovery learning model on students' achievement motivation; and (3) differences in achievement motivation between classes treated with Problem Based Learning. This study used a Non-equivalent Control Group Design research design in conjunction with a Quantitative Quasi-Experimental research method. This design consists of two groups that are not randomly selected, then given a pre-test to find out whether there are differences between the experimental group and the control group. The analytical test tool used in testing this research is the Paired Sample T-test with the following test results: (1) The Problem Based Learning model influences students' achievement motivation as indicated by the Sig value; (2) the Discovery Learning model influences students' achievement motivation as indicated by the Sig value (2-tailed) of 0.000 0.05. These results show that there are differences in the average achievement motivation of students in classes given the Discovery Learning model; and (3) Apart from that, the independent t test showed that there was no difference in achievement motivation between classes given the Problem Based Learning model and classes given the Discovery Learning model.

Pengembangan Multimedia Pembelajaran PPKn Berbasis Wordwall Untuk Siswa Kelas 6 Sekolah Dasar

Learning media is an important learning tool to consider in the learning process. The presence of learning media can make learning more interesting and active, so that the use of media can help increase student achievement and learning motivation. The presence of learning media in citizenship learning content is considered very important to reduce the verbality of citizenship learning material. The aim of this research is to develop wordwall-based citizenship learninglearning media that can be used by teachers to transfer material and carry out learning evaluations. The type of research used in this research is development research (Research and Development). Research and development is research that aims to produce a product that comes from research and testing the product that has been developed. The development research model is the ADDIE model which consists of five stages of development research. The five stages are analysis, design, development, implementation and evaluation. In this research, the development stage will be discussed up to the ADD stage. The subjects in this research were media experts, material experts, and three 6th grade elementary school students to test the level of appropriateness of the media. Based on the validation test, it can be seen that through the two stages of validation by experts, the wordwall media was declared very suitable for use in learning. This is because wordwall media can have a positive influence on the classroom climate and student learning outcomes.

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

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

The relationship of formal reasoning ability and achievement motivation with student learning achievement

The purpose of this study was to determine the relationship between formal reasoning abilities and student achievement motivation. The method used is a quantitative research method with analysis using product moment correlation, assisted by SPSS version 16. Correlation research is a type of research used to explore the relationship between two or more variables. This study aims to determine whether there is a statistical relationship between these variables and to what extent this relationship is correlated. As for this study, researchers used the help of SPSS version 16 in analyzing the data. The sample selection in this study used a random sampling of 30 students. The independent variables in this study are formal reasoning (X1) and achievement motivation (X2), and the dependent variable is learning achievement (Y). Collecting data on formal reasoning, achievement motivation, and student achievement using a questionnaire The results of this study indicate that formal reasoning and achievement motivation have a strong relationship with student achievement, with each sig. (2-tailed) 0.02 between formal reasoning and learning achievement, so that 0.020.05 is smaller than the r table, which means there is a correlation between formal reasoning and learning achievement. As for learning motivation and learning achievement, the sig. (2-tailed), namely 0.02 0.05, means there is a correlation between learning motivation and learning achievement. From these results, formal reasoning allows individuals to think logically and systematically, while achievement motivation encourages academic success. The two mutually reinforce and enhance each other, creating a productive learning environment and enhancing overall individual achievement.

Vocational Interests of Deprived and Non-Deprived Secondary School Students in Relation to Achievement Motivation

The present study investigates the Vocational Interests of Deprived and Non-Deprived Secondary School students in relation to Achievement Motivation. The study consisted of 200 students of the 10th class randomly drawn from four different schools of the Amritsar district. Data was collected with the help of the Vocational Interest Record by Kulshrestha (1965) and the Achievement Motivation Scale by Deo-Mohan (1985). The data obtained were analyzed statistically with the help of Mean, SD, t-ratio, and correlation to arrive at the following conclusions: (i)There is a significant difference in vocational interests of deprived and non-deprived secondary school students (ii) There is a significant difference in achievement motivation of deprived and non-deprived secondary school students. (iii)There are significant gender differences in the vocational interests of deprived and non-deprived secondary school students. (iv)There are significant gender differences in achievement motivation of deprived and non-deprived secondary school students. (v)There is a significant relationship between vocational interests and achievement motivation.

A Study of Achievement Motivation in Relation to Locality and Academic Stream of Senior Secondary School Students of Bareilly District

The present study investigated the achievement motivation of senior secondary school students in relation to their locality and academic stream. A total of 200 students comprised of 100 rural (50 Science & 50 commerce) and 100 urban (50 Science & 50 commerce) students selected randomly from ten senior secondary schools of Bareilly district. Achievement Motivation Test (Ach.MT) developed by Dr. V.P. Bhargava (2009) was administered on the sample to assess the achievement motivation. Two way ANOVA was used to analyse the data. The results revealed that locality and academic stream of students had highly significant effect on achievement motivation, but there was no significant interaction effect of locality and academic stream on achievement motivation of senior secondary school students.

Application of the Kahoot game-based problem-based learning model to increase motivation and learning achievement in the calculus

The purpose of this study is to raise student achievement and learning motivation by implementing problem-based learning based on the Kahoot game. This research was carried out from February to April 2023. This type of research is classroom action research, which consists of 2 cycles, each with four stages: planning, implementing, observing, and reflecting. This research was conducted on 12 students of the mathematics study program, even in the semester 2022/2023, who took the Calculus 2 course. Data collection techniques were tests and observations. The results of this research are as follows: 1) There was an increase in learning achievement after implementing the Kahoot game-based problem-based learning model seen from the class average before learning. 57.87 and after cycles I and II, with a class average of 71.5 and 80.25. 2) increase student learning motivation. This is indicated by the results of the learning motivation data before the research, which met the good enough criteria; as many as seven students (58.33%) and five students (41.67%) met the good criteria. After taking action, eight students (66.67%) fell into the good criteria, and four (33.33%) fell into the very good criteria.

The influence of challenge research stressors on research creativity among Chinese doctoral students: a mediated moderation model.

The research creativity of doctoral students is not solely fueled by their intrinsic motivation, but also thrives in an environment that offers challenging research opportunities, substantial support, and feedback from significant others. Based on the job demands-resources model, this study aims to explore the impact of challenge research stressors on the research creativity of Chinese doctoral students. A mediated moderation model was constructed to examine the mediating effect of achievement motivation and the moderating effect of supervisor developmental feedback on the relationship between challenge research stressors and research creativity. A total of 538 valid questionnaires were collected from doctoral students using convenience sampling and snowball sampling. The questionnaires included the Challenge Research Stressors Scale, the Research Creativity Scale, the Achievement Motivation Scale, and the Supervisor Developmental Feedback Scale. Regression analyses, bootstrap testing, and simple slope analyses were used to estimate the various relationships. The findings indicated that challenge research stressors had a positive effect on doctoral students' research creativity. Supervisor developmental feedback positively moderated the impact of challenge research stressors on the achievement motivation and research creativity of doctoral students. Achievement motivation partially mediated the influence of challenge research stressors on doctoral students' research creativity, and further fully mediated the interaction effect of challenge research stressors and supervisor developmental feedback on doctoral students' research creativity. These findings contribute not only to our understanding of the mechanisms and boundary conditions through which challenge research stressors impact the research creativity of doctoral students, but also provide valuable insights into how to stimulate and maintain their research creativity.

THE ROLE OF SPIRITUAL INTELLIGENCE ON ACHIEVEMENT MOTIVATION

Spiritual Intelligence is vital because it is the highest Intelligence in humans, which includes all the Intelligence that exists in humans. The Intelligence to judge one’s actions or way of life is more meaningful than others. This study aims to determine the relationship between spiritual Intelligence and student achievement motivation at MTsS Babun Najah Banda Aceh. The type of research is quantitative research. The population in this study were MTsS Babun Najah students, a total of 307 people. The Proportionate Stratified Random Sample was used, and obtained a sample of 75 students. The data analysis technique used is correlation analysis and data collection using a Likert Scale Model. The research result showed a relationship between spiritual Intelligence and achievement motivation, meaning that the hypothesis that the researcher proposes is accepted. The correlation analysis showed that spiritual Intelligence with achievement motivation has a positive relationship or correlation with a Pearson Correlation value of 0,640 and a signification value of 0.000, meaning the higher spiritual Intelligence possessed by a person, the higher achievement motivation. Conversely, the lower the spiritual intelligence, the lower the achievement motivation.