Achievement Motivation Scale Research Articles

Psychosocial Needs and Their Relation to Achievement Motivation among Students at A'Sharqiyah University

Purpose: The current research underscores that university students are in a crucial stage of their development where their psychological and social needs play a pivotal role in their success in both academic and personal endeavours. The current research aims to know the contribution of psychological and social needs to the motivation of students at Al Sharqiyah University in the Sultanate of Oman to achieve their goals. Methodology: The study sample consisted of a total of (402) students enrolled in the university. In the current study, the researchers used two scales. The researchers prepared the first which was called the Psychological and Social Needs Scale. The researchers used the second scale, the Achievement Motivation Scale prepared by Safwat Kanaan (2003). Findings: The results of the first question indicated the existence of a positive relationship with statistical significance at a significance level of less than (0.05) between psychological and social needs and achievement motivation, and the value of the correlation coefficient reached (0.545). The results of the second question also indicated that the values ​​of the t-test for psychological and social needs were statistically significant at a significance level of (α≤0.05), which indicates that achievement motivation can be predicted through these needs. Therefore, through these results, achievement motivation can be predicted through psychological and social needs. Unique Contribution to Theory, Practice and Policy: It recommends the creation of counselling and educational programs designed to meet psychological and social needs effectively and the start of initiatives that enhance the drive to succeed and encourage students to participate in activities that help them realize their potential in achieving academic and personal success. The researchers aspires that this study will add to the understanding of how to support students in their psychological and social development to achieve optimal results in their academic and professional careers.

Mindfulness and its Relationship to Achievement Motivation of University Students

The study aimed to identify the level of mindfulness and achievement motivation and the relationship between Mindfulness and achievement motivation among university students. To achieve the objectives of the study, the descriptive correlational approach was used, as the study sample consisted of (350) male and female students from Hashemite University students from the College of Educational Sciences and registered in the first semester of the academic year 2023/2024, where the study tools were applied electronically. The study used the Mindfulness scale consisting of (4) dimensions (observation, description, acting consciously, judging internal experience), and the achievement motivation scale consisting of five dimensions was also used: (sense of responsibility, striving for excellence, perseverance, feeling the importance of time, and planning for the future). The results showed that the level of Mindfulness was at an average level, with an average of (3.50) and a standard deviation of (0.628). In contrast, the level of achievement motivation was high, with an average of (3.81) and a deviation of (0.452). The results also showed the existence of a statistically significant correlation between the dimensions of Mindfulness and achievement motivation among university students.

The Level Of Perceived Self-Efficacy And Its Relationship To Achievement Motivation Among Third –Year Secondary School Students- A Filed Study Of A Sample From “Kateb Yacine” High School, Setif State

The study aimed to reveal the level of perceived self-efficacy and achievement motivation among a sample of third year secondary school students, on a final sample of 131 students; they were selected using a simple random sample method from the academic year 2021-2022. The researchers used the descriptive correlational method. in order to achieve the desired goals of the research , two tools were applied, namely “ the perceived self-efficacy questionnaire” and the achievement motivation scale” ,which consist of 40 items. the results revealed that the level of perceived self-efficacy and motivation in achievement among the third- year secondary school students of “KatebYacine” secondary school in the state of SETIF is low. With a correlation between each of the perceived self-efficacy and motivation in achievement, and the results revealed that there were no differences statistically between male and female studentsof “katebyacine” secondary school in the state of SETIF.

The Relationship between Psychological Well-Being and Motivation for Achievement in Bakrie Center Foundation Internship Students in Banten Province

Internships aim to enrich students' knowledge and experience through direct fieldwork. Psychological well-being relates to fulfilling and realizing fundamental human qualities by actualizing one's potential. Therefore, students with high psychological well-being are expected to have better achievement motivation. This study aims to determine if there is a relationship between psychological well-being and achievement motivation among Bakrie Center Foundation interns in Banten Province. The scales used are the Psychological Well-Being Scale (PSWB) and the Achievement Motivation Scale adapted from Julianti (2022), based on McClelland's aspects. This quantitative research uses a correlational design, with a sample of 47 interns. Pearson correlation analysis yielded a Pearson correlation (r) value of 0.234 with a significance level (p) of 0.109 (p< 0.05), indicating no relationship between psychological well-being and achievement motivation among Bakrie Center Foundation interns in Banten. Overall categorization data showed that the interns had high psychological well-being but low achievement motivation.

Examining fresh students’ achievement motivation and self-efficacy towards learning high school mathematics

One of the reasons for students’ reluctance to study and succeed in mathematics is that they may not be motivated to learn. This study examined fresh senior high school (SHS) students’ achievement motivation levels and its correlate to self-efficacy towards core mathematics. The study adopted descriptive research design involving a random sample of 314 fresh students in three SHSs in a low performing district in Ghana. The achievement motive scale and the new general self-efficacy scale were adapted and used for data collection. Data were analyzed using descriptive statistics, independent t-test, one-way analysis of variance and Spearman rank correlation. The results indicated that the students’ achievement motivation levels in dimensions of striving to achieve learning targets, participation in lessons, willingness to work and maintaining positive study habits towards mathematics were quite high. Furthermore, the students’ achievement motivation levels did not differ by gender, type of junior high school attended and boarding status. However, the students’ achievement motivation levels varied across the five programs of study. The study also found a moderately positive significant correlation between students’ achievement motivation and self-efficacy beliefs. The study concludes that the fresh students in this study are highly motivated and believe they can succeed in their study. The study recommends that mathematics teachers should guide these fresh students to set realistic short-long term learning targets to facilitate higher achievement in mathematics. Mathematics teachers should try to first gauge the achievement motivation of the fresh students for high school mathematics for appropriate pedagogical decisions.

A STUDY OF ACHIEVEMENT MOTIVATION AMONG SECONDARY SCHOOL STUDENTS WITH REGARDS TO CERTAIN DEMOGRAPHIC VARIABLES

The need and desire to achieve is a spring-board of the achievement motivation. The present study is initiated to access the level of achievement motivation of secondary school students with regards to certain demographic varriables.1007 secondary school students from Rajouri and poonch district of Jammu and Kashmir has been included in the sample. Achievement Motivation Scale by Deo and Mohan, (2011) has been used to collect the desired information. Results of the study has shown that an average secondary school student has low level of achievement motivation. With regards to demographic variables it is found that gender do not possess significant difference, whereas significant difference has been found in achievement motivation of secondary school students with regards to their place of living and the type of school in which they are studying.

Impact of Achievement Motivation on Academic Performance among University Students: Moderating Role of Satisfaction in Romantic Relationships

The aim of this study was to explore the impact of achievement motivation on academic performance as well as how romantic relationship satisfaction moderates this relationship among university students. For data collection, a survey research design was used. A sample of 300 university students was chosen using purposive sampling. Participants must be 18 years old and have completed at least 14 years of formal education. For comparison, engaged students were also included in the study. Married people were not included. After explaining the purpose of the study, informed consent was obtained. The Revised Achievement Motivation Scale (AMS-R) and the Relationship Assessment Scale were used to collect data (RAS). SPSS and Process Macro were used to analyse the collected data. Academic performance was found to be significantly positively correlated with achievement motivation. Satisfaction in a romantic relationship significantly moderated the relationship between hope for success and academic performance. The current study will assist future researchers in concentrating their efforts on this sensitive topic that is prevalent in our society.

The effect mechanism of perceived entrepreneurial environment on Chinese college students' entrepreneurial intention: chain mediation model test.

This study aimed to explore the effect of perceived entrepreneurial environment among Chinese college students' entrepreneurial intention and its underlying mechanism. Based on a survey of 445 college students from 5 universities with the perceived entrepreneurial environment assessment scale, the achievement motivation scale, the entrepreneurial self-efficacy scale, and the entrepreneurial intention questionnaire. There were significant correlations among perceived entrepreneurial environment, achievement motivation, entrepreneurial self-efficacy, and entrepreneurial intention, and perceived entrepreneurial environment could significantly positively predict entrepreneurial intention. Achievement motivation and entrepreneurial self-efficacy played significant mediating roles between the perceived entrepreneurial environment and entrepreneurial intention. There were three paths that perceived entrepreneurial environment to influence entrepreneurial intention: One was the mediating role of achievement motivation; The second was the mediating role of entrepreneurial self-efficacy; The third was the chain-mediated role of both achievement motivation and entrepreneurial self-efficacy. The internal mechanism of the relationship between perceived entrepreneurial environment and entrepreneurial intention enriches the research results of entrepreneurial psychology among college students and provides a theoretical basis for training and guiding the entrepreneurship of college students.

Role of Achievement Motivation and Metacognitive Strategies Use for Defining Self-Reported Language Proficiency

The present study aims to explore the role of achievement motivation and metacognitive strategies for defining self-reported language proficiency in the context of English as a Second Language. Moreover, the study also investigates the complex relationship that exists between motivation, metacognitive strategy, and self-reported language proficiency as they have recently been identified as key predictors of language proficiency. The present research delves into the ways motivation and metacognitive strategies help learners in acquiring self-reported language proficiency. Further, it highlights the skills that can be targeted by using these strategies. The study indicates that enabling learners with positive attitudes, motivation, and metacognitive strategies can have a constructive effect on learning. To determine the important role, achievement motivation and metacognitive strategies play in defining self-reported language proficiency, the study collects responses from 113 participants who will complete three Questionnaires (one each) on self-reports of language proficiency, metacognitive strategies, and achievement motivation. The measures of Achievement Motivation, Metacognitive Strategies, and Self-reported scores of English language proficiencies (skill-wise) will be collected through the respective instruments, Deo-Mohan Achievement Motivation Scale (n-Ach), Metacognitive Reading Strategies Questionnaire (MRSQ), and Self-Reported Language Proficiency Scores.

The Impact of Academic Life Satisfaction on Achievement Motivation of School-Going Adolescents of South 24 Parganas District

This study aims to ascertain the impact of academic life satisfaction on the development of achievement motivation of school-going adolescents. The research employs a descriptive survey method within a correlational research design. Data is collected through the Deo-Mohan (1985) Achievement Motivation Scale and the Multidimensional Student’s Life Satisfaction Scale (Huebner, 1994). The sample consists of 576 Bengali-speaking adolescents aged 14-16 years studying in classes IX and X from South 24 Parganas District. The findings reveal significant correlations between academic achievement motivation and multidimensional students’ academic life satisfaction. Adolescents with very high levels of achievement motivation also report very high levels of multidimensional life satisfaction in the case of family, friends, school, and living environment facets, except for academic self-satisfaction, which was at a high level. Adolescents with above-average levels of achievement motivation have very high levels of satisfaction with family and school and high levels of life satisfaction with friends, living environment, and self-satisfaction. Average motivated students have quality life experiences with their family, friends, school, and living environment. However, their achievement motivation was only average due to low academic self-satisfaction. Below-average motivated adolescents exhibit learned helplessness and report low levels of multidimensional life satisfaction.

Relationships among locus of control, academic engagement, and achievement motivation in Chinese adolescents

Previous studies have revealed the effect of locus of control on academic engagement and achievement motivation, but the role that achievement motivation plays in the relationship between the other two variables for Chinese adolescents has remained unclear. We conducted two studies to explore this issue. In Study 1 we used standardized scales to measure locus of control (Internal–External Control Scale), academic engagement (Utrecht Work Engagement Scale–Student), and achievement motivation (Achievement Motivation Scale) among 1,811 middle school students. In Study 2 we intervened in the participants' achievement motivation by way of group counseling to further check the effect on their academic engagement. We randomly recruited 64 students from the same school for control and experimental groups and constructed a relationship model among the three variables of locus of control, academic engagement, and achievement motivation. Results demonstrated that intervention in achievement motivation can effectively enhance the academic engagement of middle school students.

Motivation-Centred Innovative Coaching for Taekwondo and Karate Athletes in Yogyakarta and Bujumbura Cities

Martial arts coaching techniques that are research-evidenced create engaging and fulfilling training environments for athletes. This descriptive quantitative research investigated Taekwondo and Karate coaching practices focused on athletes' sports participation achievement motivation. The study includes 188 Karate and Taekwondo athletes (100 boys, 88 girls) from Yogyakarta and Bujumbura cities, selected through probability sampling method and simple random sampling techniques. The data collection instrument was a Sport Achievement Motivation Scale, adapted from the Achievement Motivation Scale. Data analysis procedure using Two-Way ANOVA with R program and descriptive statistics. Findings indicate significant differences in sport participation achievement motivation between Taekwondo and Karate martial artists from Bujumbura and Yogyakarta. In addition, motivational drives vary between male and female athletes, irrespective of country. The dominant motivational profile is Approach-Success in Training (MST), with 8 out of 14 agreed items falling within this dimension. Overall, athletes display an "Agree" level of sports participation achievement motivation (x̄ =-0.473 logits), highlighting the importance of motivational profile-centred coaching for enhanced success. These findings may guide Taekwondo and Karate coaches in tailoring methods and interventions to align with athletes' motivational profiles. Keywords: athletes, achievement motivation, martial arts, karate, taekwondo.

The relationship between social support and professional identity of health professional students from a two-way social support theory perspective: chain mediating effects of achievement motivation and meaning in life

BackgroundStudies has suggested that receiving social support improves the professional identity of health professional students. According to the two-way social support theory, social support includes receiving social support and giving social support. However, the effect of the two-way social support on health professional students’ professional identity has not been clarified yet.MethodsTo explore the mechanism of how two-way social support affects health professional students’ professional identity, an observational, cross-sectional study was conducted among a convenience and cluster sample of 1449 health professional students from two medical schools in western China. Measures included a short version of the two-way social support scale, a health professional students’ professional identity questionnaire, an achievement motivation scale, and a meaning in life scale. (Data were analyzed by use of SPSS26.0 software, Amos 28.0 software, and PROCESSv4.0 plug-in.).ResultsReceiving social support, giving social support, achievement motivation, meaning in life, and professional identity were positively correlated with each other. Receiving and giving social support not only directly predicted health professional students’ professional identity, but also indirectly predicted health professional students’ professional identity through the mediating roles of achievement motivation and meaning in life, and the chain mediating roles of achievement motivation and meaning in life, respectively. The effectiveness of predicting health professional students’ professional identity varied among different types of two-way social support, which could be depicted as two-way social support > mainly giving social support > mainly receiving social support > low two-way social support.ConclusionIn the medical education, the awareness and ability of health professional students to receive and give social support should be strengthened. More attention should be drawn on the chain mediating effect of achievement motivation and meaning in life between two-way social support and professional identity. The current results shed new light on exploring effective ways of improving health professional students’ professional identity, which suggested that more attention should be paid to the positive effects of mainly giving social support and two-way social support rather than only on the effects of receiving social support.

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.

Investigating the relationship between achievement motive and performance in elite-level football goalkeepers

The goalkeeper position in football is highly specific. Investigating the achievement motive of elite-level goalkeepers might help football coaches in general, goalkeeping coaches, and sports psychologists to gain insight into and knowledge of the approaches needed for enhancing the performance of this unique position within the football team. This study aimed to examine the achievement motive for male goalkeepers playing at the elite level in Denmark (n = 34) and Iceland (n = 20) and to investigate the relationship between the achievement motive, age and performance. In addition to biographical questions, the study employed the Achievement Motives Scale – Sport. The findings from the present study suggest that goalkeepers are characterized by higher hope for success than fear of failure values, like other elite athletes, while younger goalkeepers had significantly higher fear of failure. There were no differences between starting and non-starting goalkeepers, but we found that performance level was associated with fear of failure when controlling for the goalkeeper’s status (starters versus non-starters) and playing country. Finally, goalkeepers playing in Denmark showed lower fear of failure than goalkeepers playing in Iceland. Implications for practice and future research are discussed.

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.

The effectiveness of the P5BL model in teaching biology for developing high school students’ deep understanding and academic achievement motivation

This study aims to identify the effectiveness of the P5BL model in developing high school students’ deep understanding and academic achievement motivation in biology. To achieve the study objectives, a quasi-experimental design was adopted. The research sample consisted of 112 male students divided into two groups: a control group (54 students) and an experimental group (58 students). The research tools are a deep understanding achievement test, consisting of 20 multiple-choice questions, and the academic achievement motivation scale, consisting of 32 items. The results revealed that the P5BL model is effective in developing second-grade high school students’ deep understanding (explanation, interpretation, application and perspective) and academic achievement motivation (academic ambition, goal orientation, achievement orientation and cognitive motivation). A correlation was also found between developing second-grade high school students’ deep understanding and academic achievement motivation. The most important recommendations include the need to prepare guidance for science teachers to help them teach using the P5BL model, as well as inform science teachers of the importance of using the P5BL model to develop deep understanding and academic achievement motivation. Many suggestions are also presented, including conducting further research on teaching biology, such as investigating the impact of the P5BL model on developing students' creative thinking and inquiry skills and investigating the effectiveness of the P5BL model in developing pre-service biology teachers’ tendency toward self-reflection and reflective thinking skills.

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.

Teaching Quality and its Relationship with Achievement Motivation of Tenth Grade Students in Kuwait State

The current study aimed to identify the level of teaching quality and the achievement motivation among tenth grade students in Kuwait and the relationship between them. The sample was formed of (956) students, containing (395) male students and (561) female students of the secondary school’ tenth grade in Kuwait. Their ages range from (15-16) years old. Two tools were used: the three-dimensional teaching quality scale (Classroom Management, Cognitive Activation, Support), and achievement motivation scale. The results indicated that both teaching quality and achievement motivation had high levels. The results also indicated that there was a statistically significant positive correlation at level of significance (0.05) between the total score of teaching quality and achievement motivation amounted to (0.444). Moreover, the results concluded that there were no statistically significant differences at the significance level (0.05) in the relationship between teaching quality and achievement motivation attributed to the variable of gender.
 Finally, this study recommended that further studies concerning teaching quality and achievement motivation should be conducted on various age groups.

The influence of achievement motivation on the educational practice ability of pre-service teachers: the multiple mediating role of professional identity and learning engagement.

According to Bronfenbrenner's bioecological model of human development, focus on exploring the mechanism of person characteristics (achievement motivation) in their own development (improvement of educational practice ability). A survey was conducted on 1,225 pre-service teachers in Anhui Province, China, using the Achievement Motivation Scale, Professional Identity Scale, Learning Engagement Scale, and Educational Practice Ability Scale. (1) Achievement motivation can significantly and positively predict pre-service teachers' educational practice ability; (2) Achievement motivation can indirectly affect pre-service teachers' educational practice ability through the mediating effects of professional identity and learning engagement; (3) Professional identity and learning engagement play a chain mediated role in the impact of achievement motivation on pre-service teachers' educational practice ability.