Low Achievement Motivation Research Articles

Personality matters in extremely demanding environments: A bed rest performance study

IntroductionPersonality is a rather neglected aspect in bed rest studies. The aim of the study was to clarify which specific personality pattern may predict the performance of bed rest study participants.Materials and methodsPersonality traits were correlated with participants’ performance rated by the team running the study. The sample consisted of N = 68 participants who took part in one of four different studies. A broad set of personality traits correlated with different performance aspects (stability, perseverance, modesty, flexibility, compliance, likability, social adaptation).ResultsEmotional instability showed the highest correlations. Furthermore, participants with low aggressiveness, low empathy and low achievement motivation were rated as more suitable for a study. Additionally, participants with a high extraversion showed a higher social adaptation.DiscussionThe results contribute to the knowledge of the impact of personality in extremely demanding environments and provide first evidence for the identification of an ideal personality profile predicting performance of bed rest study participants.

Study of Attitude of Adolescents Towards Sex Education in Relation to Their Achievement Motivation in Hilly Districts of Uttarakhand

The present study was undertaken to investigate the sex attitude of adolescents and its relations (intermediate) school adolescents studying in different schools of Kumaun and gharwal hilly region of uttarakhand by using purposive random sampling techniques from various government and non government managed schools within the age range of 13 to19 years, from urban and rural areas. The finding of the study revealed that there is a significant difference in the sex attitude of the adolescents having high and low achievement motivation respectively. Another finding of the study was there is a significant difference in the sex attitude of the girl and boy adolescents having high and low achievement motivation.

The Characteristics Of The Ideal Lecturer From The Female Students' Perspective And The Relationship Of These Characteristics With Student’s Motivation Towards Learning

This research aims to determine the characteristics of ideal lecturers at the College of Education for Girls (from a student's perspective) and the relationship between these characteristics and student motivation to learn. This research included three hypotheses and was applied to students at the College of Education for Girls - Tikrit University. Researchers relied on an ideal lecturer characteristics scale (from the student's perspective) and a learning motivation scale, both of which were developed electronically, using a correlational descriptive approach. The sample consisted of 190 students, and the sample was selected using a quasi-random method. Several statistical methods are used to process the results obtained by researchers. After obtaining and discussing the results, several conclusions were obtained which can be summarized as follows: Positive lecturer personality traits increase student-teacher interaction and make a significant contribution to the success of the educational process. Apart from that, students' motivation in studying the subjects they study is influenced by the personal qualities of their lecturers. The study resulted in a series of recommendations: (i) updating ongoing professional development courses for all lecturers to provide them with the psychological and educational foundation necessary to ensure that their interactions with students are based not only on academic merit and grades, but also on an understanding of personality student. (ii) diagnose students with high and low academic achievement motivation. Based on this diagnosis, lecturers must be able to adjust their teaching methods and interactions with students.

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.

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

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

The Influence of Teacher Character and Achievement Motivation on the Academic Procrastination of Al Muayyad Surakarta High School Students

Low teacher character and achievement motivation influence academic procrastination at SMA Al Muayyad Surakarta. This will impact learning achievement and cause students to be less interested in the learning process. For this reason, there is a need for a study that focuses on the influence of teacher character and achievement motivation on the academic procrastination of Al Muayyad High School students. The participants in this research were 158 students, and the research sample was 110 students, selected based on the Isaac and Michael Table with an error rate of 5%. Data collection used proportionate stratified random sampling, scale, interviews, and documentaries. This study found a negative influence of teacher character on academic procrastination, with a correlation coefficient of r= -0.309 and a significance value of p= 0.000 (p<0.05). Apart from that, lack of achievement motivation influences academic procrastination, with a correlation coefficient of r= -0.276 and a significance value of p= 0.000 (p<0.05). There is also a low correlation between teacher character and achievement motivation, where the correlation coefficient r= (-0.241 and -0.086) with a significance value of p= 0.000 (p<0.05) and an influence of 16.7%. Meanwhile, 83.3% were influenced by other factors.

Effect of project-based learning models and achievement motivation on students' short story text writing skills

The implementation of learning short story writing skills is still oriented towards completing tasks designed by the teacher. Also, it seems conventional, so developing students' short story writing skills takes time and effort. Through this research, the authors review the effect of the project-based learning model on learning outcomes for students with high and low achievement motivation; and the interaction between the project-based learning model and achievement motivation. This research belongs to the quantitative research that applies the experimental method, involving two sample classes: class X hospitality 2 as the experimental class and class X clothing 4 as the control class. The results of the data analysis provide conclusions. First, the project-based learning model influences student learning outcomes. Second, the project-based learning model influences students' learning outcomes with high achievement motivation. Third, project-based learning model influences the learning outcomes of students with low achievement motivation. The project-based learning learning model can be used as an effective alternative learning model in improving students' short story writing skills.

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.
 
 

Relation between Personal Profile Characteristics of the Staff and their Attitude towards the Farmer Producers Organization

The present research study was carried out during 2022-2023 to know the relation between attitude towards the organization and profile characteristics of the staff of Farmer Producers Organization in Zone III (Rajanna Siricilla) of state Telangana. Ex-post facto research design was used for the study. Zone III consists of five districts namely, Karimnagar, Rajanna Siricilla, Medak, Siddipet and Kamareddy. The total number of FPOs in the zone were 66. Out of these, 40 FPOs were selected and the data was collected from 5 respondents randomly from each FPO using structured interview schedule. Thus, the total numbers of respondents were 200. The findings of the research revealed that (41.50%) of the respondents were middle aged with (38.50%) having education up to graduation, (51.00%) were having low experience of 2-5 years and (40.50%) received medium number of trainings (5-8). About two-third (65.50%) respondents had reported that medium extension activities were taken up in the organization, (41.50%) were having medium interpersonal communication, (57.00%) were having neutral departmental working environment, (59.50%) were having medium attitude towards delegation of authority and (38.50%) were having low achievement motivation. It was also reported that majority of the respondents were having medium job involvement (48.50%), medium job satisfaction (49.00%), medium perception of work load (40.50%) and medium job stress (52.50%). Among this variables, experience, total number of trainings received, extension activities, attitude towards delegation of authority, job involvement, job satisfaction, perception of work load and job stress were found to be significant with the attitude of the staff towards the organization.

Determinants of Academic Stress in Students

Students can experience academic stress at different levels, if the academic stress experienced by students increases, it will affect the productive quality of students in carrying out lectures both online and face-to-face, therefore it is necessary to study in depth related to the determining factors of student academic stress to help students deal with the challenges faced during lectures. The strategy used in this study is a type of systematic literature review research using qualitative methods. The approach used in this study is a meta-ethnograph, based on the results of research that students can experience academic stress both online and offline lectures, as for the determining factor of student academic stress, which is not only a factor from within the individual (internal), but can also be influenced by external factors (external). Internal factors are self-efficacy, hardiness, mindset, peer competition, character, changes in life atmosphere, difficulty managing life, low achievement motivation, low self-regulated learning, dependence on gadgets, self-adjustment and physical factors. External factors are low social support, financial problems, less supportive signals when studying online, the cost of spending internet credit increases. For future research, we can present a guidebook related to self-help to help students overcome academic stress.

The Effectiveness of Using the Six Thinking Hats in Acquiring Physical Concepts among Tenth Graders Based on their Achievement Motivation

Objectives: The study aims to investigate the effectiveness of using the Six Thinking Hats Strategy in acquiring physical concepts for tenth grade students in the light of their achievement motivation compared to the traditional method.
 Methods: quantitative descriptive Approach was employed.The study sample consisted of (55) female students, that were selected from one school within the Education Directorate in Madaba for the academic year 2020/2021. The sample was divided into two groups: experimental group (28) students which studied using the Six Thinking Hats strategy, and a controlled group (27) students which studied using the traditional method. Data were collected by classifying students according to their achievement motivation into high and low achievement motivation based on the achievement motivation scale. The researcher used the quasi-experimental approach. The test of acquiring physical concepts was applied after determining the validity and reliability of the study tool.
 Results: The result showed that there were statistically significant differences (α=0.05) due to the method of teaching in acquiring physical concepts in favor of the experimental group. The results also showed that there were statistically significant differences (α=0.05) attributed to achievement motivation in favor of female students with high achievement motivation, and there was no statistically significant difference in the interaction between them.
 Conclusions: The need of universities to carry out further studies in order to enforce the result of the study.

Differences Between Drill Training and Play Training Methods Towards Badminton Skills

The purpose of the study. This study was to determine the difference between drill and play training methods on badminton playing skills. Materials and methods.The method used is the experimental method. The research subjects were 30 male athletes at the PB Aneka club and had taken the achievement motivation test. The data collection tool in this study used the Playing Badminton test. The hypothesis test anova one way. Results. The results of the research in the high achievement motivation badminton group obtained an F-Count value of 119.61 while the FTable with degrees of freedom 1 (df1) and degrees of freedom 2 (df2) and a significance of 0.05 obtained an FT-table value of 4.20. F-Count > FTable (119.61 > 4.20) and in the low-achieving motivation badminton group, the F-Count value is 4.840 while FTable with degrees of freedom 1 (df1) and degrees of freedom 2 (df2) and a significance of 0.05 obtained FTable value of 4.20. FCount > FTable (4,840 > 4,20) Conclusions.There is a significant difference between the drill and play training method groups on badminton skills on high and low achievement motivation.

Kinerja guru SMPN 2 Ungaran tahun 2022 sebagai pengaruh dari pengalaman kerja motivasi berprestasi dan supervisi kepala sekolah

<p class="Abstract">This research journal aims to determine: the effect of work experience, achievement motivation and supervision of the principal on the performance of SMPN 2 Ungaran teachers in 2022. Specifically, this study aims to analyze (1) The effect of work experience on the performance of SMPN 2 Ungaran teachers in 2022. (2) The effect of achievement motivation on the performance of SMPN 2 Ungaran teachers in 2022. (3) The effect of the Principal's supervision on the performance of SMPN 2 Ungaran teachers in 2022. This type of research is quantitative. The population in this study were all 156 teachers at SMPN 2 Ungaran. Data collection technique with a questionnaire. The results of this study indicate that: (1) There is a positive and significant influence together of work experience, achievement motivation and principal supervision on the performance of junior high school teachers in Ungaran. This means that the longer teaching, increased motivation for achievement and frequent principals, the better the teacher's performance. Vice versa, if there is little work experience, low achievement motivation, and rarely supervised by the Principal, then the performance produced by the teacher is also low. (2) There is a positive and significant influence between work experience on teacher performance. (3) There is a positive and very significant effect of achievement motivation on teacher performance. (4) There is a positive and significant influence between the Principal's supervision on teacher performance. Of the three independent variables, the dominant influence on teacher performance is the work experience aspect.</p>

Pengaruh Self-Regulated Learning dan Motivasi Berprestasi Terhadap Perilaku Prokrastinasi Akademik Siswa

Academic procrastination is a behavior carried out by students in the form of delaying work both to start and complete assignments for rational reasons, this can have a negative impact on achievement and also students' mental health. Academic procrastination is caused by several factors such as low self-regulated learning and achievement motivation and is moderated by social media addiction. This study aims to determine the effect of self-regulated learning and achievement motivation on academic procrastination, as well as the moderating effect of social media addiction. Participants in this study amounted to 134 students of SMPN class VIII, consisting of 54 boys and 80 girls with an age range of about 13 to 15 years. Data collection in this study used four scales, namely the academic procrastination scale, achievement motivation scale, academic self-regulated learning scale, and social media addiction scale. The academic procrastination scale has 17 items with a different power of 0.331-0.763 and a reliability of 0.907. The achievement motivation scale has 22 items with a different power of 0.337-0.740 and a reliability of 0.895. The academic self-regulated learning scale has 22 items with a power difference of 0.309-0.836 and a reliability of 0.928. The social media addiction scale has 5 items with a discrepancy of 0.371-0.556 and a reliability of 0.792. The data in this study were analyzed using the structural equation model technique. The results showed that 1) there was an effect of self-regulated learning on academic procrastination (p values ​​0.00<0.05); 2) there is no effect of achievement motivation on academic procrastination (p values ​​0.243 <0.05); 3) social media addiction did not affect the relationship between self-regulated learning and academic procrastination (p values ​​0.90<0.05); 4) social media addiction affects the relationship between achievement motivation and academic procrastination (p values ​​0.015<0.05).

Pengaruh Self-Regulated Learning dan Motivasi Berprestasi Terhadap Perilaku Prokrastinasi Akademik Siswa

Academic procrastination is a behavior carried out by students in the form of delaying work both to start and complete assignments for rational reasons, this can have a negative impact on achievement and also students' mental health. Academic procrastination is caused by several factors such as low self-regulated learning and achievement motivation and is moderated by social media addiction. This study aims to determine the effect of self-regulated learning and achievement motivation on academic procrastination, as well as the moderating effect of social media addiction. Participants in this study amounted to 134 students of SMPN class VIII, consisting of 54 boys and 80 girls with an age range of about 13 to 15 years. Data collection in this study used four scales, namely the academic procrastination scale, achievement motivation scale, academic self-regulated learning scale, and social media addiction scale. The academic procrastination scale has 17 items with a different power of 0.331-0.763 and a reliability of 0.907. The achievement motivation scale has 22 items with a different power of 0.337-0.740 and a reliability of 0.895. The academic self-regulated learning scale has 22 items with a power difference of 0.309-0.836 and a reliability of 0.928. The social media addiction scale has 5 items with a discrepancy of 0.371-0.556 and a reliability of 0.792. The data in this study were analyzed using the structural equation model technique. The results showed that 1) there was an effect of self-regulated learning on academic procrastination (p values ​​0.00<0.05); 2) there is no effect of achievement motivation on academic procrastination (p values ​​0.243 <0.05); 3) social media addiction did not affect the relationship between self-regulated learning and academic procrastination (p values ​​0.90<0.05); 4) social media addiction affects the relationship between achievement motivation and academic procrastination (p values ​​0.015<0.05).

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN JIGSAW TERHADAP PRESTASI BELAJAR BIOLOGI DITINJAU DARI MOTIVASI BERPRESTASI SISWA

This research aims to describe the effect of the Group Investigation (GI) and Jigsaw cooperative learning model on learning achievement in Biology in terms of student achievement motivation. The design used in this study was the experimental squasi with 2 x 2 factorial design. Data collection was carried out by observation and tests, the subject of experimental research was students of class X MIPA. The sample selection is done by using purposive random sampling technique. The experimental class is X MIPA 1 and the control class is X MIPA 3. From the results of the study it was concluded that students who studied with the cooperative learning model of the Group Investigation (GI) type had higher learning achievement than students who studied with the Jigsaw type, students who had high achievement motivation had higher learning achievement than students who had low achievement motivation, and there was interaction between student achievement motivation and learning achievement Biology at State High School 1 Lahat.

Meningkatkan Motivasi menjadi Mahasiswa yang berprestasi di masa Pandemi

Achievement motivation is the driving force to achieve the highest possible level of learning achievement for the sake of hope for himself. Achievement motivation is influenced by two internal and external factors. The higher the student achievement motivation, the better for student achievement gain academic at the time of this pademi. On the other hand, the lower the student's achievement motivation, the lower the academic achievement, especially during the pandemic. In this case, students with high achievement will succeed in understanding or obtaining high academic achievement and students with low achievement motivation on the contrary tend to obtain low academic achievement. There are four factors that determine the level of achievement motivation of a student, especially during the pandemic to carry out tasks, namely 1) the value placed on the success of the field (attainment or incentive value), 2) individual expectations of success, c) attribution of why someone succeeds or fails, d) Individual Formation standards. Meanwhile, someone who has high motivation has the characteristics of 1) having the desire to compete in a healthy manner with himself and with others, 2) having a better work desire, 3) thinking reality, knowing his abilities and weaknesses, 4) having responsibility. [personal, 5) Able to make breakthroughs in thinking, long-term strategic thinking, 6) always take advantage of feedback for improvement.

The Effectiveness of Group Counseling on Visual Imagery and Deep Breathing Techniques to Improve Achievement Motivation of Junior High School Students

The decrease in achievement motivation of students resulted in a decrease in academic achievement. Achievement motivation needs to be considered and developed in learning efforts in schools. The techniques in this study consisted of namely visual imagery techniques and deep breathing. Both of these techniques were derivatives of the mindfulness approach. The objectives of this study were namely (1) to examine the effectiveness of counseling services implementation by using visual imagery and deep breathing techniques to increase Achievement Motivation in students, (2) to determine the level of effectiveness of counseling services implementation by using visual imagery and deep breathing techniques to improve students’ achievement motivation at Public Junior High School 3 Colomadu Karanganyar. The research method used was a quasi-experimental design with a nonequivalent control group design. The research sample was obtained from the inclusion and exclusion criteria who had low Achievement Motivation totaling 40 students who were divided into four groups randomly. The results of hypothesis testing were obtained by using the Repeated Measures ANOVA test. The results revealed that the Deep Breathing technique in group counseling is more effective than the Visual Imagery technique. However, the combination of the two techniques is significantly more effective. Based on the research results, it can be concluded that there are differences in the effectiveness level of the four groups in increasing the totaling 40 students of Public Junior High School 3 Colomadu. Group counseling services using two techniques, namely visual imagery, and deep breathing techniques are more effective than using only one technique. In addition, if the two techniques are compared, the deep breathing technique is more effective.

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.

Quality of life and its relationship to achievement motivation among high school students in Kingdom of Saudi Arabia- Asir region: جودة الحياة وعلاقتها بدافعية الإنجاز لدى طلاب المرحلة الثانوية في المملكة العربية السعودية بمنطقة عسير

This research aimed at uncover the relationship between quality of life with its various dimensions and achievement motivation of students at the secondary level in the Asir region, as well as to identify the differences between students in both quality of life and achievement motivation in light of the area of ​​study (literary- scientific), and in light of the school year (second secondary- third- secondary), and to identify differences between the mean scores of students higher student achievement motivation and low achievement motivation in quality of life, and verification of predictability some dimensions of quality of life without other motivation achievement. Sample: The sample consisted of (500) students from the research community, including (250) students in Abha, and (250) Khamis Mushayt province. Research Methodology: The researcher using a linking descriptive method, comparative and descriptive method to verify the research hypotheses and answer his questions Tools: researcher used measure of the quality of life for (Thunayan, 2009), and the measure of achievement motivation (Khalifa, 2000). Results: The research found the following results: There is a positive correlation statistically significant (0.01) between each of the (quality of public health, and quality of family and social relationships, and the quality of mental health and feelings, and the quality of management time), and the dimensions of achievement motivation, and the overall degree of motivation achievement, while not Tugod correlation between after the quality of education, study and dimensions of achievement motivation, and the total score for the achievement motivation, as evidenced by the results of research on the presence of statistically significant differences at (0.05) among the students of the scientific section and section literary After the quality of education and the study and after planning for the future , and the total score for the achievement motivation, and when (0.01) after the pursuit of excellence for the benefit of students of scientific specialization, while there are no statistically significant differences in the rest of the dimensions of quality of life, and the total score for quality of life, as well as on the scope of the dimensions of achievement motivation of (feeling of responsibility, persistence, and orientation time), no statistically significant differences between the students of second grade students and third- grade secondary in all dimensions of quality of life and the total score, and also in the dimensions of driving achievement of (feeling of responsibility, and the pursuit of excellence, perseverance, and orientation time) , and the total score for the achievement motivation, while no statistically significant differences at (0.05) among the students of second grade secondary school students and third- grade secondary after planning the future for the benefit of students of second grade secondary education, there are differences between higher achievement motivation and low achievement motivation, in all dimensions of quality of life except after (the quality of education and study). And differences in the average was in favor of higher achievement motivation, droop some dimensions of quality of life motivation of achievement and of dimensions (quality of family and social relationships, the quality of mental health and feelings, the quality of public health, the quality of education and study), with a contribution of total (0.19).