Achievement Motivation Questionnaire Research Articles

The Impact of Help-Seeking Training and Self-Compassion Training on Academic Achievement Motivation

Objective: The present study aimed to investigate the impact of help-seeking training and self-compassion training on the academic achievement motivation of high school girls. Methods and Materials: This research is a quasi-experimental study conducted in 2022. To examine this study, educational packages of help-seeking strategies based on the Nelson-Le Gall (1981) model and self-compassion training based on the Neff (2013) model were used, along with the Hermans Achievement Motivation Questionnaire (1970). The study population consisted of female high school students in the city of Sabzevar. A total of 45 subjects were randomly selected and divided into three groups of 15 (two experimental groups and one control group). Initially, the research instruments were administered as a pre-test to both groups. The first experimental group received 10 sessions of help-seeking training, and the second experimental group received 10 sessions of self-compassion training, while the control group did not receive any educational intervention. After the end of the 10 training sessions, the research instruments were administered again as a post-test. Data were analyzed using both descriptive and inferential statistics, including the analysis of variance statistical method. Findings: The results of this study showed that there is a significant difference between the impact of help-seeking training and self-compassion training on academic achievement motivation. Conclusion: Thus, it can be concluded that help-seeking training and self-compassion training can be effectively used in academic and educational settings.

Detecting Applicant Faking With a Context-Specific Overclaiming Questionnaire

Abstract: In the context of personnel selection, self-reports are often biased by social desirability. For example, applicants may overstate their knowledge to make a good impression on a potential employer. Overclaiming questionnaires (OCQs) offer a means to assess whether applicants claim to have knowledge that they do not have. Previous studies evaluating whether OCQs are capable of detecting faking in personnel selection contexts reported mixed results but did not take the fit between the content of OCQ items and the selection context into account. In the present study, we therefore tailored an OCQ to the specific application context and compared its performance to that of Residualized Individual Change Scores (RICS), a competing measure of faking based on an achievement motivation questionnaire. A total of 123 participants first answered the OCQ and the motivational questionnaire in a control condition without application context. The two measures were then completed again as part of a mock application process, and participants were asked to honestly report their faking behavior afterward. Participants exhibited more overclaiming in the application context than in the control condition. The OCQ and RICS scores predicted participants’ self-reported faking with comparable accuracy. These results suggest that OCQs can compete with other measures of faking if their content is appropriately tailored to the application context.

Effects of Training Methods and Achievement Motivation on Badminton Skills

The purpose of this study was to determine the effect of training methods and achievement motivation on badminton skills. The method used in this study was an experimental research method with a factorial design. Participants of this study were 28 badminton athletes chosen using a systematic sampling technique. The instruments used were the badminton games performance test and achievement motivation questionnaire. Data analysis techniques used statistical descriptions, the two-way ANOVA test, and the Tukey test. The results of the study concluded that there was an effect of training methods and achievement motivation on badminton playing skills. It is suggested that further research is conducted by involving more participants, thus the results can be more generalized.

Effectiveness of the Matheladder as a Review Material on the Achievement and Motivation Levels of Grade 9 Learners in Trigonometry

This study aimed to look into the effectiveness of the Matheladder as a review material for grade 9 learners’ achievement and motivation level in learning trigonometry. The study was administered to grade 9 learners on the fourth quarter from Acelo C. Badelles Sr. Memorial High School who were selected through purposive sampling. This study employed mixed method of research which used quasi-experimental design as the quantitative method. Quantitative and qualitative data was utilized from the achievement test, motivation questionnaire and interview guide questions. Findings revealed that the experimental groups have significantly higher achievement level compared to the control group. It also reveals that all experimental groups have significantly different motivation levels than the control group. The experimental groups, in particular, had a higher level of motivation than the control group. The drawn insights of the learners revealed that some learners demonstrated an interest in trigonometry and appreciated the game’s value in helping them comprehend the teachings in an enjoyable way. Furthermore, the game’s Question-and-Answer component, as well as the concept of winning the game, is one of the most captivating parts of the game. The participants had difficulty in answering the test due to the lack of sufficient knowledge, of how hard it is to understand the topics, unfamiliarity with the problem-solving process, and the negative notion of trigonometry. Following are some recommendations based on the foregoing conclusions: (1) Conduct the study in a longer span of time and with larger sample. (2) Encourage the use of the Matheladder game as a formative assessment instead of using it as a review material. (3) Contextualize and incorporate Matheladder in mathematics activities. (4) Replicate the study in the Grade 9 level in order to know the reasons behind the low achievement level in trigonometry. (5) Students and teachers need to focus on conceptual learning rather than rote memorization for meaningful understanding in trigonometry. Keywords: achievement level, educational board-game, Matheladder, motivation level, trigonometry DOI: 10.7176/JEP/14-15-05 Publication date: May 31 st 2023

The Relationship Of Achievement Motivation And Self-Confidence To College Student’s Physical Fitness

The purpose of this study was to determine the correlation of the level of achievement motivation of physical education students in higher education to the level of their physical fitness. The method used in this study is a correlational analysis of two variables between achievement motivation and the physical condition of the samples. The subjects in this study were 24 college students, males, and females. The instrument used to obtain motivational data for the samples was an achievement motivation questionnaire consisting of 38 questions, and the Indonesian Physical Fitness Test (TKJI) to measure the physical fitness level of the samples. Data analysis uses statistical software applications that aim to obtain descriptive and inferential results to be able to conclude quantitative research results. The results of this study indicate that there is an insignificant relationship between achievement motivation and self-confidence in the sample’s physical fitness in both males and females.Keywords: Achievement Motivation, Self Confidence, Physical Fitness, Physical Education, Sports Psychology.

Relationship between personality traits and psychological characteristic of achievement motivation in girl’s students

Introduction: Motivation is essential in learning and progress. Every person's action has a source of reason whose purpose is to strengthen the person's desirable efforts and feelings. Aim: This study examines the relationship between personality traits and psychological characteristic of achievement motivation among girl’s students. Method: The method was descriptive- correlational. The population includes all students among ShareRay branch of Islamic Azad University, Sama and AmirKabir Universities in 2018-2019. 175 girls were selected by the available sampling method. Subjects completed the Neo Personality Traits (NEO-AC), and Gill Achievement Motivation Questionnaire. Data were analyzed using the Pearson correlation coefficient test with using SPSS-20. Results: The results showed that there were significant inverse relationships between neuroticism personality trait with conscientiousness, extraversion, and agreeableness (P<0.05), a direct and significant relationship between conscientiousness and agreeableness (P<0.05), and a direct relationship between extraversion with conscientiousness and agreeableness (P<0.05). Finally, none of the personality components had a significant relationship with achievement motivation (P>0.05). Conclusion: According to the results of the present research, the personality characteristics of female students can be mentioned as an important factor in improving their psychological components. Thus; based on the obtained results, it is suggested that in explaining the results related to the psychological characteristics of female students, their personality characteristics and achievement motivation should be considered.

A Causal Relationship Model of English Language Learning Strategies and Achievement Motivation among Physical Education Students at Thailand National Sports University

The objectives of this research were 1) to study the level of English language learning strategies, 2) to study the level of English language learning achievement motivation, and 3) to establish and validate a causal relationship model of English language learning strategies and achievement motivation with empirical data. The population of this study was 1,597 second-year physical education students from 17 campuses of Thailand National Sports University. The sample size was determined for 20 people per 1 observed variable (Hair, et al., 2010), in which there were 22 observed variables in this research. The sample size was calculated to be 440 people (20 x 22) and the sample proportion was determined according to the population of each campus. The questionnaire used in the research was a 5-rating scale questionnaire with a content validity ranged between 0.67-1.00 and the reliability value of the English learning strategy questionnaire, the reliability value of the English language learning achievement motivation questionnaire and the reliability value of the whole questionnaire were 0.936, 0.958 and 0.967, respectively. The results of this research indicated that 1) The English language learning strategies of physical education students at Thailand National Sports University were at a moderate level in both overall and individual strategies. 2) The level of English language learning achievement motivation of physical education students at Thailand National Sports University was at a high level and 3) the causal relationship model of English language learning strategies and achievement motivation among physical education students at Thailand National Sports University was consistent with empirical data.

The Degree to Which Government School Principals Practice Transformational Leadership and Its Relationship to Teachers' Achievement Motivation from the Teachers' Point of View

This study aimed to identify the degree of the practice of transformational leadership among government school principals in the Directorate of Deir Alla District and its relationship to the achievement motivation of teachers from the teachers' point of view, and to indicate if there is a correlation between the degree of practicing transformational leadership and the level of achievement motivation for teachers, as this study was applied in the academic year 2020/2021, where the researcher used the descriptive survey method for its relevance to this study. The study population consisted of male and female teachers in public schools in Deir Alla district, where the study sample consisted of (24) male and female teachers, where the sample members were males (98) and the number of females reached (142), where the researcher prepared a scale prepared by him, which was used The Transformational Leadership Questionnaire and the Teacher Achievement Motivation Questionnaire, and they were conducted with appropriate indications of honesty and stability .The study concluded the following results: The degree of transformational leadership practice among school principals in Deir Alla district was moderate .The results of the study also showed that the achievement motivation of teachers in government schools was to a large degree.The results of the study revealed a statistically significant relationship between school principals' practice of transformational leadership and the level of achievement motivation. In light of the results, appropriate recommendations were made. Keywords : transformational leadership, achievement motivation, government school principals. DOI: 10.7176/JEP/13-16-14 Publication date: June 30 th 2022

Happiness and Achievement Motivation among Iranian Nursing Students: A Descriptive Correlational Study.

Background Happiness and achievement motivation are two important concepts in students' lives. Therefore, this study was aimed at investigating the association between happiness and achievement motivation in undergraduate nursing students and examining their relationship with students' demographic characteristics. Method A descriptive correlational study was undertaken; 255 undergraduate nursing students enrolled in one nursing school in an urban area of Iran during the academic year 2017-2018 were included in the study using census method sampling. The demographic data questionnaire, Oxford Happiness Questionnaire (OHQ), and Hermans Achievement Motivation Questionnaire (HAMQ) were used for data collection. Data were analyzed using univariate analysis and multivariate linear regression analysis. Results The total mean (SD) of happiness and achievement motivation scores were 40.73 (11.20) and 82.61 (7.50), respectively. There was a direct significant correlation between happiness and achievement motivation (r = 0.36, p < 0.001). An inverse significant association between happiness and students 21-24 years old (β = −3.99, p < 0.03) was found. There was a direct significant association between happiness and being married (β = 5.33, p = 0.03) and interest in nursing (β = 4.78, p = 0.02). Additionally, achievement motivation was associated directly with female gender (β = 1.93, p = 0.03) and interest in nursing (β = 3.71, p = 0.005) and inversely associated with studying in the fourth academic year (β = −3.06, p = 0.03) and history of course drops (β = −3.45, p = 0.002). Conclusion Our study indicated that there was a direct significant relationship between happiness and achievement motivation in undergraduate nursing students. Therefore, officials and nursing education lecturers should consider programs to increase students' happiness, such as counseling or emotional support programs and workshops.

An Investigation into using Nearpod as an Interactive Tool to Aid Students’ Achievement and Motivation for Learning Educational Technology

Recently, the Department of Instructional and Learning Technology (ILT) at Sultan Qaboos University (SQU) has been using various interactive applications, such as Padlet, Nearpod, Wordwall, etc. The department has adopted and adapted its courses and teaching strategies to take better advantage of these advanced technologies in the teaching and assessment process. In this study, we selected Nearpod as an interactive tool for teaching an introductory course on Educational Technology (TECH3007). Nearpod is a web-based application that enhances students’ motivation with interactive content and serves as an excellent tool for increasing students’ achievement. The selection of this application is based on some of its features: it provides students with opportunities to interact and take effective control of their learning by offering immediate feedback and helping them draw on a map or diagram, respond to a poll question, post a note or image to a collaboration board or take a multiple-choice quiz. The purpose of this study was to explore the effectiveness of using the Nearpod web-based application as an interactive tool applied to students’ achievement and motivation. A mixed-method (quantitative and qualitative) research method was used. The data collection tools applied in this research were achievement test, motivation questionnaire and interview. The sample in this study included 27 students enrolled in the course “Introduction to Educational Technology” at the College of Education, Sultan Qaboos University. The results of the study showed that there was a significant difference in the mean scores of the pre- and post-tests (before and after treatment) in favour of the post-test. The results also showed that the students participated in the study were very satisfied with the use of the interactive applications such as Nearpod in teaching and learning process. Keywords: Nearpod, digital assessment tool, educational technology, motivation. DOI: 10.7176/RHSS/12-4-01 Publication date: February 28 th 2022

A New Approach to an Achievement Motivation System for the Choice of an Engineering High School and Field of Study

Achievement motivation is an important prerequisite for students’ engagement, overcoming study difficulties and, ultimately, successful completion of their studies. The aim of this study is to find out the current level of performance motivation of the population of students of engineering high schools, to compare its level with the standard for high school population and to find out whether there is a relationship between its level and choice. Two questionnaires were used in the research. The first was the School Achievement Motivation Questionnaire for Pupils (Hrabal, Pavelková, 2011). The theory of achievement motivation is then based on the concept of independence of the need for successful performance and the need to avoid failure. The resulting orientation of a person in a performance situation then depends on the predominance of one or the other tendency. The second questionnaire was focused on finding personal data, questions of school choice, satisfaction with school choice. The research was carried out at the beginning of 2020 and the sample consisted of over 900 students. Main results of the study: First, in the component of performance motivation NACH (need to achieve) the performance motivation of the group is statistically different from the group norm. In the NAF (the need to avoid failure) component, the results are statistically identical. Second, schools do not differ in the results for the NACH component, but differ in the NAF component. Third, in both components, the value of performance motivation for beginners and for final years in both components is significantly different from other years. Fourth, the student's statement on the choice of study at an engineering school as a primary choice is not related to the values of NACH and NAF. Fifth, the level of student's achievement motivation in both components is related to the student's idea of studying.

Modeling the mediating role of anxiety caused by Covid-19 in the relationship between identity styles and student achievement motivation

Background and Aim: In every educational system, the degree of motivation and academic progress of students is one of the indicators of success in scientific activities. The aim of the present study was to model the mediating role of anxiety caused by Covid-19 in the relationship between identity styles and students' motivation to progress. Method: The research design was correlational. The statistical population included all female students of the second year of high school in the 3rd district of Tehran in 2022. The participants were 330 students who were selected by cluster random sampling method. All of them responded to the Hermans (1977) Achievement Motivation Questionnaire, Brozensky's Identity Styles (1989), and Alipour et al.'s Covid-19 Anxiety (2021). Data were analyzed with SPSS24 and Smart PLS 4 software and with structural equation modeling. Results: The results showed that progress motivation had a positive and significant relationship with the variables of informational, normative and commitment identity style (P&lt;0.01). Progress motivation showed a negative and significant relationship with the variables of avoidant identity style (P&lt;0.01) and Covid-19 physical anxiety (P&lt;0.05). Avoidant identity style showed a positive and significant relationship with mental anxiety of Covid-19 (P&lt;0.05). No significant relationship was observed between informational, normative and commitment identity styles and physical and mental anxiety of Covid-19. Covid-19 anxiety did not play a mediating role between identity styles and achievement motivation. Conclusion: It can be concluded that the model of mediating the role of anxiety caused by Covid-19 in the relationship between identity styles and students' motivation to progress was not confirmed. Pay attention to the components of developing commitment, informational and normative identity styles in developing motivation for progress.

A COMPARATIVE ANALYSIS OF SPORTS ACHIEVEMENT MOTIVATION AMONG TEAMSPORTS

ABSTRACT : This study compared the level of Achievement motivation in 3 team sports, I.e. football, basketball, and handball. The sampling technique which was used for the collection of data was purposive sampling. A total of 81 males (20.90 ± 2.64 years) who had Participated at the All-India University level in the sport of Basketball, Football, and Handball were taken for the study.Out of the 81 male athletes, groups were dived into 3 above-mentioned sports in equal numbers i.e. (27) each. For the study, the M.L. Kamlesh Sports Achievement Motivation Questionnaire(1990) was administered for the collection of data, and it was filled out by each of the individuals independently (SAMT). The SAMT consists of twenty questions with multiple-choice answers and awards a total of 40 points. Each question is worth a total of two (2) points awarded for a right response and zero (0) marks deducted for an incorrect answer. The response to the question indicated the degree to which students were driven to succeed in their athletic Endeavour. The obtained data was measuredby descriptivestatisticsand forthe calculation of mean difference ANOVA test was utilised. The significance level was set at 0.05. The result of the study shows a significant difference in the sport of Football when compared to that of other sports. Keywords – Achievement motivation test, Questionnaire, Team Sports, Purposive Sampling, Psychological aspect.

Мотивация к учебной деятельности у современных подростков: результаты регионального исследования в школах, находящихся в сложных социальных условиях

The work is aimed at studying learning motivation of modern adolescents in schools with consistently low educational outcomes and schools operating in difficult social settings. The study was carried on a sample (n=1860) of adolescent students (M=13,7; SD=1,02), 55% male. The study was conducted within the framework of the regional project «Improving the quality of education in schools with low educational outcomes and schools operating in difficult social settings» in the Yaroslavl region, with the Institute for Educational Development as the operator of the project.The study included two parts: assessing the level of motivation of students and evaluating the factors that contribute to motivation: the attitude to the teacher and self-esteem. The following techniques were used: Academic Achievement Motivation questionnaire (by C.D. Spielberger, modified by A.D.Andreeva, A.M.Prikhozhan), «Teacher-Student» test (adapted by T.N. Klyueva), Self-Assessment technique (by S.Ya. Dembo-Rubinstein, modified by A.M.Prikhozhan).The study revealed a positive relationship between the attitude to the teacher and the level of learning motivation, while the relationship between students’ self-esteem and motivation is only partial. It was found that the representations concerning motivation were not completely incongruent in different subjects of educational relationships. Also, learning motivation was significantly higher in males as compared to females; no distinctive features in motivation depending on the type of behavior and the category of educational organizations were found.

Hubungan antara depresi, kecemasan dan stress dengan motivasi berprestasi atlet putri selama pandemi covid 19

The Covid-19 pandemic can certainly affect the performance and psychological condition of athletes. The purpose of this study was to describe the relationship between depression, anxiety and stress on achievement motivation in female athletes during the pandemic. This study uses a quantitative approach research method. The sample used was female athletes, amounting to 65 people. Data collection techniques using online questionnaires via google form. The questionnaire used in this study was the Depression Anxiety Stress Scale 42 (DASS 42) from Lovibond and Lovibond (1995) and the achievement motivation questionnaire. Data analysis was carried out using the Kendal tau correlation technique with the help of the SPSS 21 program. The results showed a negative correlation between depression and motivation of (-0.65); a significance value of 0.000 (p&lt;0.05), between anxiety and motivation of (-0.57); a significance value of 0.000 (p&lt;0.05), between stress and motivation of (-0.51); significance value 0.000 (p&lt;0.05). The conclusion is that the higher the level of depression, anxiety and stress, the lower the athlete's achievement motivation, the relationship between depression and achievement motivation is in the strong category, anxiety and achievement motivation is in the medium category, and between stress and achievement motivation is in the medium category

Factors Predicting Middle School Pupils’ Learning Orientations: A Multilevel Analysis

Investigating on what school- and student-level factors are related to pupils’ learning orientations was the main purpose of this study. The study used a sample of 2917 middle school pupils across Turkey. The Test of Science Related Attitude, Learning Approach Questionnaire and the Achievement Motivation Questionnaire were utilised as data collection tools. Analysis revealed that there were significant differences in pupils’ learning orientations with respect to both meaningful learning orientation and rote learning orientation. When learning and motivational factors were examined it was found that performance goal orientation and learning goal orientation positively contributed to both meaningful learning and rote learning orientations. Upon examination of sub-dimensions of attitudes toward science, it was determined that the adaptation of scientific attitudes and leisure interest in science made positive and significant contributions to meaningful learning orientation while enjoyment of science lessons contributed to students’ meaningful learning orientation negatively. With respect to rote learning orientation, both adaptation of scientific attitudes and enjoyment of science lessons negatively contributed.

VALIDITAS DAN RELIABILITAS ANGKET MOTIVASI BERPRESTASI

Achievement motivation has an important role in education, besides acting as an encouragement for students to achieve optimal achievement, achievement motivation also plays a role as a determinant of learning outcomes and student learning achievements. Therefore, it is necessary to measure achievement motivation in the form of a achievement motivation questionnaire that has gone through the validity test stage and the reliability test stage. The subjects in this study were students of SMK 01 Cipongkor class XII totaling 20 students. From the results of the validity test of 38 statements there are 30 questions that are declared valid and the validity test gets a value of 0.941 which means it is included in the very high category. Thus the achievement motivation questionnaire can be used as a tool to measure the level of achievement motivation of students. Keywords: Achievement Motivation, Validity and Reliability

Social workers’ achievement motivation and their readiness to change

This article discusses the relationship between social workers’ achievement motivation and their readiness to make life changes. A preliminary definition of the analysed categories and their significance in the performance of social work provided a basis for the analysis of the results of own research. The method of diagnostic survey was used. The levels of the readiness to change in global terms and in terms of the characteristics that reflect the complexity of the phenomenon were determined using The Change-Readiness Questionnaire by R. Kriegel and D. Brandt in the Polish adaptation by Paszkowska-Rogacz. The levels of social workers’ achievement motivation were analysed using the Achievement Motivation Questionnaire by M. Widerszal-Bazyl. The results of the research presented in the article revealed the correlation between the level of the subjects’ achievement motivation and the level of readiness to change. Namely, the higher the social workers’ level of aspiration for success, the higher their openness to change. Significant correlation between the level of achievement motivation and the level of adventurousness and adaptability were also observed. Those results show that the development of achievement motivation may be beneficial for minimising resistance to change, especially in respect of confidence defined as boldness and flexibility, the latter being understood as ease of adapting to changing environmental requirements and resilience, thanks to which people are not overcome by adversities, but rather learn from their mistakes.

ПРИМЕНЕНИЕ И РЕЗУЛЬТАТИВНОСТЬ ПСИХОКОРРЕКЦИОННОЙ ПРОГРАММЫ ПСИХОЭМОЦИОНАЛЬНОГО БАЛАНСА

This article presents data on the effectiveness and efficiency of the psychocorrectional training program for the development of psychoemotional balance. The main indicators were obtained for the parameters of strengthening social and psychological adaptation and for indicators of increasing achievement motivation. Students of pedagogical and psychological specialties of a pedagogical university were involved in the work of the training program. Verification of the training program used was verified using psychodiagnostic research methods: the Big Five test, A. Mehrabian achievement motivation questionnaire, Rogers-Diamond's socio-psychological adaptation diagnostic method, emotional intelligence test, A. Lazurkin's personality self-actualization diagnostic questionnaire. The implementation of our proposed psychocorrectional training program for the development of psychoemotional balance for students of a pedagogical university contributed to the development of socio-psychological adaptation, increasing emotional intelligence, expanding personal resources of self-actualization and increasing the level of achievement motivation.

Predicting Academic Resilience based on Metacognitive Beliefs and Achievement Motivation in High School Students in Shiraz, Iran

Background Resilience is one of the other essential variables that, in the educational setting, despite challenges and environmental difficulties, is regarded as a very high likelihood of success in school and other life situations.The purpose of this study was to predict academic resilience based on metacognitive beliefs and achievement motivation in first-grade high school students in Shiraz, Iran. Materials and Methods: This was a cross-sectional study with a correlational design. The study population comprised all first-grade high school students in Shiraz, Iran. The research sample included 162 students (79 boys and 83 girls) selected by the multi-stage cluster sampling method. The Academic Resilience Inventory (ARI), the Metacognition Questionnaire (MCQ-30), and the Herman's Achievement Motivation Questionnaire were used to measure the studied variables. Data were analyzed using SPSS software version 22.0. Results: 162 (49.40%) of the students were females. The results showed that metacognitive beliefs could predict students 'academic resilience β = -0.601; p < 0.01) and achievement motivation, improving students' academic resilience. According to F = 27.285, the fitted regression model's significance at the 95% confidence level. Considering R 2 = 0.15, it can be claimed that 15% of the changes in students' resilience are explained by achievement motivation. Conclusion Based on the results, metacognitive beliefs and motivation for progress significantly predict students' academic resilience.