Achievement Motivation Research Articles

Konsep Diri Siswa Korban Bullying dan Implikasinya dalam Bimbingan dan Konseling

This research is motivated by the fact that there are still many students who have low achievement motivation. This research aims to: (1) Describe the level of self-efficacy of students at SMAN 1 Banuhampu, (2) Describe the achievement motivation of students at SMAN 1 Banuhampu, (3) Test whether there is a significant relationship between self-efficacy and the achievement motivation of students at SMAN 1 Banuhampu . The research method used in this study is quantitative with a descriptive correlational approach. The sample of this study was 271 students selected using the stratified random sampling technique. The instruments used in this study were the self-efficacy instrument and the achievement motivation instrument. The data was processed using statistical techniques to determine the percentage value processed in the Microsoft Excel program, to find the relationship between the two variables the Pearson product moment technique was used. The results of the study showed that: (1) Self-efficacy in students at SMAN 1 Banuhampu as a whole was in the moderate category (53.16%). This means that most students at SMAN 1 Banuhampu are not yet confident in their abilities. (2) Achievement motivation in students of SMAN 1 Banuhampu as a whole is in the moderate category (61.88%) this means that most students already have motivation to achieve achievements. (3) There is a significant positive relationship between self-efficacy and achievement motivation in students of SMAN 1 Banuhampu with a correlation coefficient of 0.432 and a significance level of 0.000, where the higher the student's self-efficacy, the higher the achievement motivation in students, and vice versa, the lower the student's self-efficacy, the lower the achievement motivation in students.

Hubungan Self Efficacy dengan Motivasi Berprestasi Siswa SMA

This research is motivated by the fact that there are still many students who have low achievement motivation. This research aims to: (1) Describe the level of self-efficacy of students at SMAN 1 Banuhampu, (2) Describe the achievement motivation of students at SMAN 1 Banuhampu, (3) Test whether there is a significant relationship between self-efficacy and the achievement motivation of students at SMAN 1 Banuhampu . The research method used in this study is quantitative with a descriptive correlational approach. The sample of this study was 271 students selected using the stratified random sampling technique. The instruments used in this study were the self-efficacy instrument and the achievement motivation instrument. The data was processed using statistical techniques to determine the percentage value processed in the Microsoft Excel program, to find the relationship between the two variables the Pearson product moment technique was used. The results of the study showed that: (1) Self-efficacy in students at SMAN 1 Banuhampu as a whole was in the moderate category (53.16%). This means that most students at SMAN 1 Banuhampu are not yet confident in their abilities. (2) Achievement motivation in students of SMAN 1 Banuhampu as a whole is in the moderate category (61.88%) this means that most students already have motivation to achieve achievements. (3) There is a significant positive relationship between self-efficacy and achievement motivation in students of SMAN 1 Banuhampu with a correlation coefficient of 0.432 and a significance level of 0.000, where the higher the student's self-efficacy, the higher the achievement motivation in students, and vice versa, the lower the student's self-efficacy, the lower the achievement motivation in students.

The Effective Reading Strategy (SQ3R) and its Relationship to Improving Achievement and Academic Achievement Motivation

The Effective Reading Strategy (SQ3R) and its Relationship to Improving Achievement and Academic Achievement Motivation

Stressors, Achievement Motivation, and Academic Performance Among University Faculty in China: The Moderating Effect of Self‐Efficacy

Stressors, Achievement Motivation, and Academic Performance Among University Faculty in China: The Moderating Effect of Self‐Efficacy

The impact of emotional support on students’ social-emotional competence: the mediating role of achievement motivation and the moderating effect of self-efficacy

The impact of emotional support on students’ social-emotional competence: the mediating role of achievement motivation and the moderating effect of self-efficacy

Possibilities for evaluation to foster the soft skills of critical thinking, creativity, and communication in higher education

Soft skills are the foundation of a solid and consistent lifelong education in a changing world. Students’ self-reported achievement motivation is a good indicator of their level of self-awareness. A rigorous assessment of the process’ results is necessary for an effective soft skill education program. There are significant flaws in the way the university’s curriculum handles soft skill assessments. Therefore, the question is: given the resources at hand, how can one properly ascertain which soft skills requirements change the most over a university education? To identify changes at the start and finish of studies and prepare instruction for soft skill suggestions during university studies, this study intends to measure the differences in self-assessment indicators of students’ creativity, critical thinking, and communicative abilities in university settings. The purpose of this study is to verify a variety of tools for assessing students’ soft skills and figure out how effectively they can recognize variations throughout multiple university study stages. This could aid in the preparation of recommendations for soft skill instruction in courses, which could be beneficial for university graduates’ future employment. Among first- and last-year university students, a self-assessment study on soft skills was conducted. The results show that students’ soft skills are not equally impacted by their university education. The critical thinking abilities of first- and fourth-year students only tend to improve but do not differ reliably.

Achievement motivation profiles and coping styles of women with binge eating disorder. A study of a clinical sample of women in Poland

Achievement motivation profiles and coping styles of women with binge eating disorder. A study of a clinical sample of women in Poland

Girls and Boys Typically Have Similar Math Value Beliefs: Replication Evidence Across Historical Time, High School, and Racial/Ethnic Groups.

Individuals' math value beliefs are theorized to influence who persists in STEM. However, the existing findings on gender differences in adolescents' math value beliefs are inconsistent. The goal of this study was to use three existing datasets to help clarify when gender differences emerge for high school adolescents and for whom (i.e., adolescents across historical time, grade level, and race/ethnicity). Specifically, we examined the extent to which gender differences in adolescents' math value beliefs (i.e., interest, utility, and attainment) replicated (1) across three datasets spanning the 1990s to 2010s, (2) from 9th-12th grade, and (3) within each of the four largest U.S. racial/ethnic groups (i.e., Asian, Black, Latine, and White adolescents). We tested these aims with three existing longitudinal U.S. datasets: the California Achievement Motivation Project (CAMP) (n = 8855), the Childhood and Beyond Study (CAB) (n = 582), and the High School Longitudinal Study (HSLS) (n = 21,000). Students were in high school (9th-12th grade) and half were girls (49%-53%). All three datasets included measures with the same or similar math value belief items, making conceptual replication possible. Overall, we did not find strong evidence for meaningful gender differences in adolescents' math value beliefs overall. We did find meaningful gender differences in the oldest data set (CAB). When examined within each racial/ethnic group, we found no evidence of gender differences in math value beliefs among Black or Latine adolescents, but some differences among Asian and White adolescents. The findings align with the gender similarities hypothesis, suggesting adolescent girls and boys had similar math value beliefs.

Evaluation of Teaching and Learning Strategies for Enhancing Achievement Motivation among Post Graduate Students

Evaluation of Teaching and Learning Strategies for Enhancing Achievement Motivation among Post Graduate Students

The psychological resources of success: satisfaction with academic majors, psychological capital, and achievement motivation among future tourism and hospitality leaders.

Exploring the factors that drive academic achievement motivation is a vital area in educational psychology, particularly within specialized fields like tourism and hospitality higher education. Achievement motivation, essential for academic and career success, is shaped by various positive psychological resources and contextual factors. Grounded in the framework of positive psychology, this study examines how satisfaction with academic majors (SAT) predicts achievement motivation among tourism and hospitality students in Saudi Arabia. Additionally, the research investigates the mediating role of psychological capital (PsyCap) - a positive psychological construct encompassing hope, optimism, resilience, and self-efficacy - within this relationship. A quantitative approach was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected from 522 junior and senior undergraduate students enrolled in tourism and hospitality programs across Saudi Arabia. Validated scales were used to measure SAT, PsyCap, and achievement motivation. The findings indicate that greater satisfaction with one's academic major (SAT) positively predicts both PsyCap and achievement motivation. Furthermore, PsyCap was found to be positively and significantly associated with achievement motivation and partially mediate the relationship between SAT and achievement motivation. This study's findings underscore the vital role of positive psychological resources in empowering students and advancing motivation, offering a validated model that informs future educational studies and interventions within tourism and hospitality while underscoring the significance of fostering psychological well-being in higher education.

Effectiveness of solution-focused brief counseling to increase achievement motivation of bullying victims

The phenomenon of bullying has been a problem in almost every school, and many factors have been attributed to someone becoming a victim of bullying. The intimidation that occurs to victims of bullying has a negative impact on many facet of their live, one of which is a decrease in academic achievement due to lack of motivation. Achievement motivation is required by every student to accomplish academic tasks and achieve set goals, especially victims of bullying who have low achievement motivation. This study aims to test the effectiveness of the Solution-Focused Brief Counseling approach to increase the achievement motivation of students who are victims of bullying at SMP Negeri 35 Surabaya. This study uses a quantitative approach adopting pre-test post-test control group research design. The research participants comprised 6 students of class VIII of SMP Negeri 35 Surabaya who were selected using simple random sampling technique which were then divided into 2 groups, namely the experimental group and the control group. Data collection was carried out using a scale instrument for bullying victims and achievement motivation which had been tested for validity and reliability. This study consisted of 3 treatment meeting sessions and 2 test sessions, namely pre-test and post-test. Data were analyzed using the Mann-Whitney test. The results showed a significant increase in achievement motivation of bullying victims in the experimental group compared to the control group (0.046 < 0.05). So it can be concluded that individual counseling with the Solution-Focused Brief Counseling approach has proven effective in increasing the achievement motivation of bullying victims. Solution-focused brief counseling can be an option for school counselors to increase the achievement motivation of students who are victims of bullying.

Motivation of students as a factor in the formation of a future specialist and ways to improve it

In psychological and pedagogical science and practice, special attention is paid to the motivation of learning activities, as it affects the quality of learning activities. The predominance of external, utilitarian motives among modern youth leads to the fact that learning becomes formal, there is no creative approach, no independent setting of learning goals. It is known that a negative or indifferent attitude to learning can be the reason for a student's poor performance or failure. The article considers professional self-consciousness as an independent psychological and acmeological category, as a developing system, as a personal formation inherent in a particular subject of activity. The manifestation of professional self-consciousness is personal qualities that are refracted through professional knowledge and demonstrated in the situation of professional life. The defining component of the organization of learning activities is motivation. The main factors that influence the formation of positive motivation for learning activities are: the content of the educational material, the organization of learning activities, collective forms of learning activities, assessment of learning activities and the style of pedagogical activity of the teacher. Cognitive activity is the leading sphere of human life. Hence, the cognitive motive is formed - the main factor in the success of cognitive activity, through which the natural human need for development is realized. The groups of cognitive activity motives are analyzed. The study of motivation for professional activity examines the relationship between professional skills and various factors, among which the needs of the individual, the level of achievement motivation and the social prestige of the activity are particularly emphasized. Thus, prestige positively correlates with high motivation (including achievement rather than avoidance of failure), self-esteem, confidence in the future, and the importance of the activity and its results. Activities are never motivated by only one motive. It matters which motive is the main, determining, and which is secondary. The main motive in students' learning activities should be educational and cognitive interest. Only then will learning activities be effective.

The aspirations and achievement motivation among care leavers: An exploration through life course perspective

The aspirations and achievement motivation among care leavers: An exploration through life course perspective

Connection between emotion and motivation in football

Background and objectives. Football is a popular sport with a large following. Motivation is a key factor in an athlete’s success in winning matches or achieving sports milestones. However, intense emotions and turmoil can disrupt an athlete’s performance, making motivation essential to regain focus. Therefore, this study aims to examine the relationship between emotions and achievement motivation in football athletes. Materials and methods. This research was conducted with quantitative methods. The sampling technique used was convenience sampling, resulting in a sample of 25 male Student Activity Unit (UKM) football players aged 19–24. Results. The research concluded a negative relationship between emotions and achievement motivation in football athletes. The correlation coefficient obtained was −0.440, indicating a negative correlation. Conclusions. In other words, as boredom levels increase, achievement motivation in football athletes decreases, and conversely, lower boredom levels are associated with higher motivation.

PREDICTION OF ACADEMIC SUCCESS BASED ON PERSONALITY CHARACTERISTICS, SELF-EFFICACY AND ACHIEVEMENT MOTIVATION AMONG STUDENTS IN SERBIA

The subject of research in this paper is the connection between personality characteristic according to the HEXACO model, self-efficacy and dimensions of achievement motives on the one hand and academic success on the other hand among students in Serbia. The aim is to determine to what extent personality traits, achievement motive and self-efficacy influence academic success. The average in the last year of study, the overall average at the faculty and satisfaction with academic achievement were determined as indicators of the student's academic success. The research sample consisted of 269 respondents; statistical data processing was carried out using the IBM SPSS Statistics 21 program. Descriptive statistics (AS, SD), Pearson's correlation coefficient and multiple linear regression analysis were used in data processing. The results showed statistically significant correlations of honesty, conscientiousness, self-efficacy, all dimensions as well as overall achievement motive on the one hand and indicators of academic achievement on the other hand. This study provides a better understanding of the personality traits, beliefs, and motivations of students that contribute to academic achievement.

Appraising The Influence of Self Esteem and Emotional Intelligence on Achievement Motivation Among Selected Private Secondary School Students in Lagos State, Nigeria

Low achievement motivation among secondary students is a serious problem that can have a lasting effect on their academic success. Students may lack motivation because of a variety of factors, such as lack of interest in the subject matter, feeling overwhelmed or discouraged by the difficulty they face. This study employed a cross-sectional research design. Findings of the study reveals that self-esteem (β = -.325; t = -4.710; P < .000) significantly, independently predicts achievement motivation. Also, emotional intelligence (β = .097; t = 3.848; P < .000) significantly, independently predicts achievement motivation among private secondary school students in Lagos. The result showed that self-esteem (β=.093; t= 3.822; p<0.05) and emotional intelligence (β=.263; t= 4.798; p<0.05) jointly predict achievement motivation among private secondary school students in Lagos State. The study recommends that individual counseling services or mentoring programs should be made available to assist students in developing their self-esteem and emotional intelligence. Promoting collaborative learning environments and peer support systems can have a positive impact on students' self-esteem and emotional intelligence. Group projects, team-building activities, and peer mentoring programs foster a sense of belonging and create opportunities for students to develop interpersonal skills, empathy, and emotional resilience. By working together and supporting one another, students can enhance their overall well-being and academic growth. Keywords: Achievement Motivation, Counseling, Emotional Intelligence, Self-Esteem, Private Secondary School, Students.

TƏHSİLDƏ NAİLİYYƏT MOTİVASİYASININ ƏSAS İSTİQAMƏTLƏRİ

Manifestations of achievement motivation in education, including its main directions, are brought into focus in the article. It is noted that achievement motivation is important in maintaining the optimal level of motivation, in increasing the academic indicators of requirements, as well as in building academic performance. In the article, achievement motivation is analyzed from the context of education, and its role in the formation of various skills is distinguished. The research conducted in this field is systematized, including the requirements, directions for optimizing achievement motivation in the field of education are indicated. In the end, it is noted that A necessary condition for the development of achievement motivation is the formation of a positive educational environment.

Are humanities and social sciences friendly to girls? The impact of gender socialization on achievement motivation among Chinese college students in humanities and social sciences

ABSTRACT With the data from the Third National Survey on the Social Status of Chinese Women, this study examined gender differences in achievement motivation and gender socialization and analysed the impact of gender socialization on achievement motivation among Chinese College Students in Humanities and Social Sciences. It was found that the girls’ achievement motivation was significantly lower than boys’; girls faced unsupportive academic environments in family, at school, and in society even in Humanities and Social Sciences which were commonly viewed as “girls’ subjects”. Gender differences in achievement motivation were gradually formed in the stages of social construction and internalization gender socialization. In the former, parents’ higher career expectations were positively associated with all students’ achievement motivation, while higher gender stereotypes were negatively associated with girls’ achievement motivation but not boys’. In the latter, modern gender role attitudes enhanced girls’ achievement motivation. Parents’ increased career expectations for daughters, correcting society’s culturally-based gender stereotyping, and modern gender role attitudes will significantly improve girls’ achievement motivation level.

Generation Z Antecedent to Chooses Private Islamic Universities

This study aims to examine the influence of the image of private Islamic universities, service quality, facilities, and achievement motivation of Generation Z on their intention to choose private Islamic higher education institutions in Indonesia. Considering that Generation Z possesses unique characteristics and a high orientation towards technology, selecting a university presents a specific challenge. The research employs a quantitative survey method with a SEM-PLS approach, involving respondents aged 15-23 years. The results indicate that the image of the university has a small positive influence (p-value 0.023), perceived service quality has a significant positive impact (p-value 0.001), while perceived facility quality shows no significant effect (p-value 0.249). Additionally, achievement motivation displays a strong positive influence (p-value 0.000) on the intention to choose. These findings conclude that private Islamic universities need to focus on enhancing their image and service quality to attract prospective students. This research contributes significantly to the development of promotional strategies for higher education within the competitive Gen Z market. The results are expected to serve as a reference for educational institutions to create better services and images, thereby meeting the needs and expectations of future generations.

The Universal Values of Integrity Ūlul Al-Bāb through Work Ethic to Achievement Motivation and Performance of Lecturer at Islamic State University

This research explores the existential role of Ūlul Al-bāb's universal values ​​in improving work ethic, achievement motivation, and performance at UIN Maulana Malik Ibrahim Malang. Using quantitative methods and Partial Least Square-Sequential Equation Model (PLS-SEM) analysis, this research examines the relationship between variables, emphasizing the mediating role of work ethic. Two hundred respondents were selected from a population of 506 permanent lecturers. The research results show a positive and significant relationship between Ūlul Al-bāb values ​​and work ethic and performance, which confirms that internalization of objective, moderate, and transcendental principles can improve the performance of lecturers in the institution. However, the direct relationship with achievement motivation obtained insignificant results. This research also proves that work ethic emerges as an important mediator, connecting Ūlul Al-bāb values ​​with achievement motivation and performance. These findings confirm that a strong work ethic must translate these values ​​into performance improvements. The practical implications include human resource management in higher education.