Differences In Achievement Motivation Research Articles

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.

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 COMPARATIVE STUDY TO EXPLORE THE EFFECT OF PERCEIVED STRESS AND ANXIETY ON ACHIEVEMENT MOTIVATION OF STUDENTS


 
 
 With all of the difficulties and problems that arose during COVID 19, pandemic students endured a period of demotivation as a result of the lack of understanding surrounding the situation, as no one has ever experienced anything like it before and everything seems to be grim to them. Thus this study was conducted to see how stress and anxiety have impacted achievement motivation levels. A total of 70 students between ages of 17-20 were selected by stratified random sampling. The objective was to study the effects of perceived stress and anxiety on achievement motivation. Also to study the relationship between perceived stress and achievement motivation and anxiety and achievement motivation of students. Perceived stress scale (PSS), Beck Anxiety Inventory (BAI), and Achievement Motivation Scale (AMS) was used to measure perceived stress, anxiety, and achievement motivation. Students with high and medium levels of stress have low achievement motivation, while students with low achievement motivation have a low level of anxiety, according to the findings. Anxiety has no impact on motivation; however stress has a substantial impact. According to the study, stress has a significant negative link with academic motivation. Male students were also found to be more stressed than female students, whereas female students had higher anxiety levels than male students. While there was no significant difference in accomplishment motivation between male and female students, there was a significant difference in achievement motivation between male and female students.
 
 

Achievement Motivation among School Principals in the Southern Badia

This study aimedto identify the level of achievement motivation among school principals in the Southern Badia in the light of the variables of (gender, years of experience, educational qualification). The study sample consisted of all the school principals in the directorate of education in SouthernBadia, withtotal of (77) male and female principals during the first semester (2021-2022). The researcher developed a scale to measure achievement motivation based on the theoretical literature and previous studies. The study instrument consisted of two parts: the first measured the personal vocational variables, including gender, educational qualification, and years of experience, while the second measured the level of achievement motivation among school principals in the Southern Badia.The instrument was distributed into(5) dimensions:achievement behavior, perseverance in efforts, work orientation, work pressure, and ambition. The results revealed that the level of achievement motivation, achievement behavior, and persistence among school principals in the Southern Badia was medium. The results revealed that there are no statistically significant differences in achievement motivation attributed to the variable of gender and educational qualification among them, while there are statistically significant differences in achievement motivation attributed to the variable of years of experience. Keywords: achievement motivation, school principal. DOI: 10.7176/JEP/14-10-04 Publication date: April 30 th 2023

Objective Comparison of Achievement Motivation and Competitiveness among Semi-Professional Male and Female Football Players

The aim of this study was to examine differences in achievement motivation (measured with the Objective Achievement Motivation Test, OLMT, Schuhfried®) and competitiveness between male and female semi-professional football players. The OLMT objectively assessed three constructs regarding achievement motivation: motivation through personal goals, aspiration level, and motivation through competition. In addition, competitiveness was measured with the self-reported Competitiveness-10 Questionnaire. Finally, participants’ performance was assessed by three expert observers in each of ten matches. Thirty-eight football players (men = 27; women = 11) participated in the present study, and no significant differences were found in the Levene test when comparing men and women with respect to the scores obtained in the different measures used in our research. Significant differences were found in the motivation through competition (p = 0.021) as well as in self-reported competitiveness (p = 0.020) as a function of gender, with males showing higher values in both cases. No gender differences were found in aspiration level (p = 0.283) or motivation through personal goals (p = 0.897). Moreover, age and player performance did not modulate gender differences on any measures. No significant correlation was found between motivational measures and performance. In conclusion, it should be noted that the only variable on which gender differences emerged was the level of competitiveness, such that males scored higher than females on both objective and self-reported measures.

The Predictive Ability of Superstitious Thinking in Motivation for Achievement among MA Students at Al-Balqa Applied University

This study aimed to identify the predictive ability of superstitious thinking in the achievement motivation among master's students in Al Balqa Applied University. To achieve the objectives of the study, two scales were developed: A questionnaire to measure superstitious thinking and a questionnaire to measure achievement motivation after ensuring their validity and reliability. The study sample consisted of (212) males and females. After using arithmetic means, standard deviations, t-test, Pearson correlation coefficient, and simple regression analysis, the results of the study found the following: The level of superstitious thinking among master's students in Al Balqa Applied University was low. There are no statistically significant differences in the level of superstitious thinking due to the gender variable. There are no statistically significant differences in the level of superstitious thinking due to the college variable. The level of achievement motivation was high. There are statistically significant differences in the levels of achievement motivation due to the gender variable in favor of females. There are statistically significant differences in achievement motivation among master's students due to the type of college variable in favor of scientific colleges. There is a negative correlation with statistical significance between superstitious thinking and achievement motivation. Superstitious thinking as a whole has a contribution to predicting achievement motivation. 
 
 Received: 22 November 2021 / Accepted: 14 December 2021 / Published: 5 March 2022

Rasch Analysis: Differences in Student Achievment Motivation in Terms of Gender

Achievement motivation is a sufficient factor important in determining ability within academic field. This research was conducted to see differences in achievement motivation in male students and female student. The data in this study are in the form of data politomi collected using instruments DAMS (Dds Achievment Motivation Scale). Research this involved 287 students consisting of 83 men and 204 women. Data analysis technique used is Mann Whitney combined with the RASCH model. Analysis results showed that there is a difference in achievement motivation. The results of this study shows that female students have high achievement motivation compared to students male. The results of this study contribute to guidance and counseling teachers in providing more intensive and effective services for students, especially male students who have lower achievement motivation than female students.

Exploring achievement motivation, student engagement, and learning outcomes for STEM college students in Taiwan through the lenses of gender differences and multiple pathways

ABSTRACT Background This study, based on Astin’s input-environment-outcome (I-E-O) model, proposes a refined model that is helpful for understanding the STEM gender difference and learning process. The multiple pathways depicting the relationship among achievement motivation and learning experiences for STEM college students are currently unknown in this field. Purpose This study focused on two research questions: (a) Are there significant differences in achievement motivation, student engagement, and learning outcomes between male and female STEM college students? (b) How are male and female STEM college students’ achievement motivations, mediated by student engagement, associated with their learning outcomes? Sample This study used empirical data from the Survey Research Data Archive of Taiwan Academia Sinica in Taiwan. The participants were recruited from one highly selective science/engineering research university in Taiwan. There were 280 STEM students left after deleting students from social science and management majors. Methods A MANOVA and a structural equation model (SEM) were used in the analysis. Results The results found that male STEM college students reported significantly higher scores on practical STEM competence gains than female STEM college students. In addition, the results of multi-group SEM found that there were no significant differences in male and female students. The results indicated that IOAM (individual oriented achievement motivation) had a significant relationship to practical STEM competence gains via the engagement behaviors of active participation and interactions with instructors. However, SOAM (social-oriented achievement motivation) can only predict interactions with instructors, and cannot predict the learning outcomes. Conclusions The result of the MANOVA analysis indicated that male STEM college students perceived significantly higher practical STEM competence gains. This result was noteworthy because these male and female STEM college students receive the same curriculum, instructors, and learning environment, and there was no significant gender difference in current class rank. In addition, the result of SEM highlighted the importance of IOAM. More discussion and implications follow.

An Analysis of Achievement Motivation between Indian and Tibetan Youth: A study of Mussoorie

Around thousand families of Tibetans are settled in Mussoorie, they started coming to India after the rebellion of 1959 in Tibet and subsequently the Central Tibetan Administration of the 14th Dalai Lama was for the first time got established in Mussorie, later it was moved to Dharamsala. The hills of Mussoorie are home to a happy mix of Indian and Tibetan students. The aim of this study was to see if there was a difference in achievement motivation between Indian and Tibetan students. With an average age of 17.2 years, this study comprised of 93 Indian and 179 Tibetan students that were randomly selected from Central School for Tibetans, Mussoorie. The Shah (1986) Achievement Motivation Scale was used to collect the data. The Achievement Motivation Scale is made up of 40 elements that are divided into four categories: (a) Academic Success, (b) Vocational Achievement, (c) Social Achievement, and (d) Ability Achievement. The findings of the study show that Indian students outperformed Tibetan students in terms of “Need for Academic Achievement.” Whereas on the “Need for Vocational Achievement,” no difference was found between Indian and Tibetan students. Between Indian and Tibetan students, there was a significant difference in the “Need for Social Achievement” and the “Need for Ability Achievement”. In the categories of “Need for Academic Excellence” and “Need for Ability Achievement,” Indian girls outperformed Tibetan girls. On the other hand, Indian boys outperformed Tibetan boys in the category of “Need for Academic Achievement.”

DEVELOPING PROBLEM-BASED LEARNING MODULE TO IMPROVE THE FOURTH-GRADE STUDENTS’ LEARNING ACHIEVEMENT MOTIVATION

The purposes of the study were to: 1) Develop a problem based learning module for the fourth-grade students, and 2) Discover the feasibility of the learning module. This study was conducted by using Research and Development (RD) as proposed by Borg and Gall (1983). In the field test stage, 52 fourth-grade students were involved as participants in an experimental design. The participants were divided into two group, while one group conducted learning by implementing the PBL Module, the other group conducted learning on regular basis with textbook from the government. The qualitative data were analyzed using qualitative method, and the quantitative data were analyzed by using Wilcoxon test. The results of this study reveal that: 1) The PBL Module was developed in accordance with PBL syntax; 2) The results of the development PBL modules was feasible to be applied. The feasibility of PBL Modules based on the expert validation, validation of practitioners, and small-scale trial respondents obtains the "Good" category; 3) PBL-based modules are effective for increasing students’ achievement motivation as indicated by the Wilcoxon test producing obtained probability (p) of 0.027 (p 0.05), Ho is rejected, so there are differences in achievement motivation before and after using the PBL module. Based on the research results it can be concluded that the characteristics of PBL-based modules are in accordance with PBL syntax; Decent and effective way to increase achievement motivation of the fourth-grade students.Keywords: module; problem-based learning; achievement motivation.

Age and Gender Differences in Achievement Motivation: A Ghanaian Case Study

Age and Gender Differences in Achievement Motivation: A Ghanaian Case Study

Gender Differences in Achievement Motivation and Career Locus of Control in Indian College Boys and Girls

Gender Differences in Achievement Motivation and Career Locus of Control in Indian College Boys and Girls

Moral Intelligence and Its Relationship to Social Responsibility and Achievement Motivation Among Jadara University Students

The study aimed at revealing moral intelligence and its relationship to social responsibility and achievement motivation among students at Jadara University. The random stratified sample consisted of (355) male and female students from Jadara University in Irbid.The researchers adopted the descriptive approach and used the following measures: the moral intelligence scale that they developed (Shawara, 2017); The social responsibility scale he developed (Al-Obeisat, 2017); The motivation scale of his achievement (Al-Essa, 2016). The findings showed that: 1) there is a statistically significant positive relationship between “moral intelligence” and “social responsibility and achievement motivation” among the students at Jadara University. The results also showed that there are statistically significant differences in moral intelligence and achievement motivation due to the variable, where the differences came in favor of the excellent. The results also indicated that there are statistically significant differences in moral intelligence and social responsibility attributable to the college variable, where the differences came in favor of the humanities college. The results also showed that there are statistically significant differences in achievement motivation attributable to the variable of the year of study and the differences came in favor of the fourth year.

الفروق فی دافعیة الإنجاز بین تلامیذ مدارس المجتمع وتلامیذ التعلیم العام دراسة مقارنة The Differences in Achievement Motivation for Pupils of Community Schools and General Education Pupils

يهدف البحث الحالي إلى معرفه مستوى الدافعية للإنجاز لدى تلاميذ مدارس المجتمع و معرفه مستوى الدافعية للإنجاز لدى تلاميذ مدارس التعليم و الکشف عن الفروق في الدافعية للإنجازبين تلاميذ مدارس المجتمع وبين تلاميذ التعليم و الکشف عن الفروق بين الجنسين (ذکور – إناث) فى دافعية للإنجاز لدى تلاميذ مدارس العليم وتحديد الفروق في دافعية الإنجاز بين تلاميذ مدارس المجتمع وتلاميذ التعليم العام و تکونت عينة الدراسة الأساسية من (120) تلميذ وتلميذة من تلاميذ کلا من مدارس المجتمع ومدارس التعليم واشتملت العينة على (60) من تلاميذ التعليم العام(ذکورا,إناثا) و,(60) من تلاميذ مدارس المجتمع (ذکورا,إناثا) وراعت الباحثة تحقيق التجانس بين أفراد العينة في العمر والمستوى الاقتصادي والاجتماعي ، وکشفت نتائج الدراسة عن وجود فروق ذات دلالة إحصائيا فى دافعية الإنجازبشکل عام بين متوسطات درجات تلاميذ الذکوروالإناث لصالح الإناث,کما توجد فروق ذات دلالة إحصائيا فى دافعية الإنجازبين متوسطات درجات تلاميذ مدارس المجتمع وتلاميذ مدارس التعليم وتوجد فروق ذات دلالة إحصائيا بين متوسطات درجات الذکور والاناث على مقياس دافعية الإنجازلدى تلاميذ التعليم العام. The current research aims to know the level of motivation for achievement among community school pupils and the level of motivation for achievement among general education school pupils and to reveal the differences in the motivation for achievement among community school students and between public education students and to reveal the differences between the sexes (males - females) in motivation for achievement. Pupils have general knowledge and identification “Differences in achievement motivation between students of community schools and students of general education.” The basic study sample consisted of (120) male and female students from both community schools and public education schools, and the sample included (60) public education students (male, female) and, (60) students from community schools (male and female), and the researcher took care to achieve homogeneity between the sample members in terms of age and economic and social level. The results of the study revealed that there are statistically significant differences in achievement motivation in general between the mean scores of male and female students in favor of females, and there are also statistically significant differences in achievement motivation between the mean scores of community school students and students of public education schools and there are statistically significant differences between the mean scores of males and females on Achievement motivation scale among general education pupils.

Achievement Motivation as a Correlate of Academic Stress: A Study among Mizo School Students

School education is one of the most important aspect in the life of any individual and its outcome plays a very crucial role in shaping of the individual’s career. Students easily experience Academic stress at this crucial point in their lives. Achievement motivation plays an important and crucial role in academic achievement which seems to be the main goal in today’s educational system. The present study aims to highlight if Achievement motivation plays any role in the academic stress of the students. 198 students from high and higher secondary schools were used as samples for the present study. Results showed a negative but not significant relationship between the two variables. When the two genders (boys and girls) were compared in both the variables, result showed a significant mean difference between boys and girls in academic stress with girls higher than boys. There was no significant gender difference in achievement motivation, though mean of girls was higher than mean of boys among Mizo school students.

Level of addiction to social networking sites and its relationship to ‎academic ‎achievement and achievement motivation among students in public schools in Nablus city

This study aimed to identify the level of social networking sites addiction, and at exploring the relationship between achievement motivation and academic ‎achievement and social networking sites addiction, as aimed reveal differences in social networking sites addiction due the variables: gender, academic average, economic level, and differences in achievement motivation due the variable academic average among students in upper ‎ basic stage ‎‎and the first grade secondary, To achieve these goals, the researcher build Achievement motivation scale, and The researcher had developed social networking sites addiction scale prepared by (Şahin, 2018), the researcher examined the validity and the reliability of the questionnaires. the descriptive associative method was applied. The sample of study consisted of (244) students (109) males and (135) females. The sample was selected according to random cluster method. The results of the study showed, there is a negative correlation between the addiction of social networking sites and motivation for achievement where correlation coefficient (-0,23**) and a negative correlative relationship between addiction to social sites and educational achievement were reached.0.15-)*), it also showed that there are differences in addiction social websites due to academic average, and in motivation achievement due to the academic average. The researcher recommended several recommendations. For instance; building guidance and therapeutic programs that contributes to reducing addiction to social networking sites and increasing motivation among school students.

Different major, different goals: University students studying economics differ in life aspirations and achievement goal orientations from social science students

In the presented study, we investigated whether university students enrolled in economic sciences report stronger extrinsic life aspirations (striving for wealth) than social science students and whether such group differences align with group differences in achievement motivation. We questioned 327 German university students in economic science (n = 142) and social science programs (n = 185). Students enrolled in economic sciences reported stronger extrinsic and weaker intrinsic life aspirations (striving for personal growth) than students enrolled in social sciences. Extrinsic life aspirations were negatively predictive for students' performance approach goal orientation and intrinsic life aspirations were positively predictive for students' learning goal orientation leading to group differences in achievement goal orientations. Further analyses showed that extrinsic life aspirations also negatively predicted students' learning goal orientations when intrinsic life aspirations were low. The results highlight the importance of life aspirations as a potential foundation of achievement goal striving at university.

WHY DO PEOPLE DIFFER IN THEIR ACHIEVEMENT MOTIVATION? A NUCLEAR TWIN FAMILY STUDY

Although many previous studies have emphasized the role of environmental factors, such as parental home and school environment, on achievement motivation, classical twin studies suggest that both additive genetic influences and non-shared environmental influences explain interindividual differences in achievement motivation. By applying a Nuclear Twin Family Design on the data of the German nationally representative of TwinLife study, we analyzed genetic and environmental influences on achievement motivation in adolescents and young adults. As expected, the results provided evidence for the impact of additive genetic variation, non-additive genetic influences, as well as twin specific shared environmental influences. The largest amount of variance was attributed to non-shared environmental influences, showing the importance of individual experiences in forming differences in achievement motivation. Overall, we suggest a revision of models and theories that explain variation in achievement motivation by differences in familial socialization only.

KONTRIBUSI KONSEP DIRI FISIK DAN MOTIVASI BERPRESTASI TERHADAP PERENCANAAN KARIER SISWA KELAS XI SMKN SE-KOTA PEKANBARU

The general objective of this research is to describe: (a) Level of physical self-concept boys and girls (b) The level of student achievement motivation of men and women,(c) Career planning level boys and girls, (d) Differences in physical self-concept, achievement motivation and career planning boy with girls, (e) Contribution of physical self-concept and achievement motivation to get her to career planning undertaken in-class XI SMKN Se-Kota Pekanbaru. This study uses a quantitative approach with correlation and comparative methods by making a proportional random sampling technique. In this study the following conclusions can be adduced: (a) Physical self-concept level boys and girls, in general, are in the medium category, (b) The level of student achievement motivation of men and women, in general, are in the category of being, (c) Level career planning toward boys and girls in general are at a high category, (d) There are differences in physical self-concept of boys and girls, (e) There were no differences in achievement motivation and career planning boys and the women, (f) There contribution of physical self-concept and achievement motivation on student career planning direction.

Fostering positive adjustment behaviour: Social connectedness, achievement motivation and emotional-social learning among male and female university students

Although some attention has been given to student issues at university, the literature on the relationship between social connectedness, achievement motivation and emotional-social learning with student adjustment is relatively limited. Therefore, this study investigates the impact of social connectedness, achievement motivation and emotional-social learning upon the adjustment of students in a university context. In addition, this study looks into the differences in achievement motivation and emotional-social learning levels between the genders. The sample comprised 240 university students, both male and female. According to the findings, the relationship between the study variables does not significantly differ between genders. Emotional-social learning is significant in terms of predicting the adjustment. Furthermore, gender differences were noted in terms of emotional-social learning levels, but not in terms of achievement motivation and social connectedness. The study explores implications of the significance of emotional-social learning in the university environment and makes recommendations in light of these implications.