Academic Motivation Of Students Research Articles

Study Math Anxiety, Attitudes toward ICT and Study Habits Among Senior High School Students: A Path Model Analysis on Student Academic Motivation in Mathematics

Study Math Anxiety, Attitudes toward ICT and Study Habits Among Senior High School Students: A Path Model Analysis on Student Academic Motivation in Mathematics

Examining the Interrelationships Among Curiosity, Creativity, and Academic Motivation Using Students in High Schools: A Multivariate Analysis Approach

Abstract Psychological variables are a key component of the general outcome of students. In this sense, their complementary role in the academic lives of students is not doubtful. Therefore, this study examined the interrelationship among curiosity, creativity, and academic motivation of students in high school. A total of 568 students were surveyed using the correlational design (purposive, simple random, stratified-proportionate, and systematic sampling techniques). Adapted and confirmed curiosity, creativity, and academic motivation scales were used to gather the data for the study. Multiple linear regression was used to test the interrelationships. The study found that curiosity, creativity, and academic motivation predicted among themselves, where curiosity predicted higher, followed by creativity, and academic motivation. In this, curious behaviours, creative abilities, and motivation of students are related. It is recommended among others that the Ghana Education Service, in collaboration with the Ministry of Education and Curriculum Developers, should harmonise curiosity, creativity, and motivation in the High School syllabus so that teachers can guide students to become curious, creative, and motivated.

Development of cognitive behavior counseling guidebook with bibliocounseling techniques to improve junior high school student academic motivation

Development of cognitive behavior counseling guidebook with bibliocounseling techniques to improve junior high school student academic motivation

Interactive Teaching and Its Influence on Academic Motivation of Students in a Selected Secondary Vocational School in China

This paper examines the relationship between interactive teaching methods and academic motivation among students in a secondary vocational school in China. A survey was conducted with 310 students to assess their perspectives on the extent of interactive teaching and their own academic motivation. Results showed that students experienced interactive techniques to a high degree and demonstrated strong intrinsic and internalized extrinsic motivation. A significant positive correlation was found between interactive teaching and academic motivation. Students assessed both first-year level and the Electronics department as having higher interactivity and motivation than other groups. The findings highlight the motivational advantages of student-centered interactive instructional approaches within vocational education. Further expansion of interactive methods is recommended along with additional research.

Students academic adjustment and science learning motivation at the university level

Students academic adjustment and science learning motivation at the university level

Diagnosis of the use of flipped classrooms in English as a foreign language classes through teachers' perception in secondary education institutions in the city of Ambato

The application of flipped classroom techniques in second language acquisition has garnered increasing attention due to its potential to enhance student academic performance and motivation at the secondary school level. This literature review examines existing research on flipped classrooms within English as a Foreign Language (EFL) instruction, aiming to contextualize an investigation into teacher perceptions of adopting flipped models in Ambato public middle and high schools. By evaluating educator attitudes and experiences with Flipped EFL classrooms via surveys and interviews. This study intends to provide data-backed guidance to regional institutions and instructors on challenges, outcomes, best practices, and recommendations to enable effective implementation. With strong English proficiency closely tied to academic and career opportunities for Ambato youths, this research seeks to assess the viability of flipped techniques for optimizing local EFL pedagogy by spotlighting teacher-centered perspectives on friction points and successes in employing flipped learning.

Investigating The Influence of Teacher Aggression on Student Academic Motivation in Province of Sindh, Pakistan

The present study aimed to explore the impact of teacher aggressive behaviors on student academic motivation in Sindh, one of the provinces in Pakistan. A descriptive survey research design was employed, utilizing a sample of 120 public school teachers (70 female and 50 male). Data was collected using a researcher-developed instrument called the "Teachers Aggressive Behavior Survey" (TABS). The research questions were answered using descriptive statistics, including means and standard deviations, and the hypothesis was tested using t-test statistics at a significance level of 0.05. The results indicated that teachers exhibit various forms of aggressive behaviors that negatively impact student participation in academic activities. It is recommended that school administrators take steps to raise awareness among teachers about the detrimental effects of aggressive behaviors on student academic motivation.

Differentiated Instruction - Motivation and Academic Achievement Across Distinct Disciplines

Differentiated instruction (DI) is gaining popularity as a pedagogical method/method of teaching, with the move towards inclusion. Research indicates that DI’s effects on student performance and engagement are significant and positive, though there are some inconsistencies when it comes to specific findings. This study sought to investigate the extent of the effects of DI on student academic performance and motivation across two courses from distinct disciplines - English and Chemistry - in a chosen international school in Beijing, China. The study adopted a quasi-experimental research design using a sample of 32 high school students. Anonymized data on motivation were collected using a validated researcher-developed Academic Motivation Scale (AMS), while academic achievement was measured by standardized testing scores. Analysis of Variance (ANOVA) was used in analyzing and presenting data collected for the study. Results indicated that the differentiation was effective at increasing motivation to a statistically significant extent, in line with the literature. However, student academic performance as measured by test scores was not shown to have been significantly influenced by DI. It was also found that the effects of DI did not significantly differ between the two chosen courses. The results imply that in this study, DI’s superiority in one particular subject/discipline has not yet been established, but future studies can be conducted in a more substantial time frame which may potentially lead to more significant results.

Academic Motivation of Master Students Studying Pedagogical Science: Case of KFU

The relevance of the study is due to the contradiction between the objective need for developing the academic motivation of Master students by means of research-oriented education and the insufficient development of the corresponding didactic conditions. The purpose of this paper is to identify the research-based learning potential in the development of Master students academic motivation and reasoning the didactic conditions promoting its effective implementation. In order to achieve it, the following tasks were solved: to reveal the essence of academic motivation and its features among Master’s students studying “Pedagogical science”; to promote theoretically and experimentally the didactic conditions for the effective implementation of the motivational potential of research-oriented learning. To identify the features of academic motivation, the methodology “Scale of Academic Motivation” was used.Research results: the essence of academic motivation as a set of motives that are the reason for the conscious inclusion of a student in educational activities is revealed; the features of the academic motivation of Master students studying Pedagogical science were revealed (the conscious choice of the program of training by the vast majority of students; different students’ background – previous education, work experience, age, that determines the polymotivation of educational activity with the dominance of internal motivation). It is shown that the motivational potential of researchoriented teaching of students is associated with its main characteristics: the purpose, content, nature of studying and research activities, features of results evaluation. Didactic conditions were experimentally promoted that enhance the motivational potential of research-oriented learning (taking into account the characteristics and levels of development of the corresponding types of students’ motivation; creating real opportunities for free choice of research topics for Master students; using work in pairs as a form of organizing educational and research activities; using a complex of stimulating methods for evaluating the study results). Perspective paths for study of the students’ academic motivation are indicated.

The Role of Self-Efficacy in Improving Student Academic Motivation

This study aimed to re-examine the role of self-efficacy in encouraging student academic motivation. Academic motivation is needed for academic achievements and learning satisfaction. One factor that can encourage academic motivation in students is self-efficacy. Theoretical gaps related to the positive and negative influence of self-efficacy factors on academic motivation and testing the role of self-efficacy on student academic motivation encouraged this research to be held. The study used structural equation modeling covariance analysis. This study used a modification of the academic motivation scale (AMS-C 28) College (CEGEP) the self-efficacy for learning students’ form (SELF-A) that has been valid and reliable. The results stated that self-efficacy does play a role in increasing student academic motivation.
 Keywords: Self-efficacy, Academic motivation, Student

LAND USE WEB MAP OF MOLDOVA CREATING USING WEB-BASED MAPPING SOFTWARE ARCGIS ONLINE

The motivation for creating of an interactive map for school is the desire to collect all the necessary information from different sources into one web map to facilitate and standardize the process of teaching geography of the Republic of Moldova, and due to the interactivity of the map to increase student academic achievement and motivation. In the article the methodology of the research, which is carried out within scientific project, the creation of Land Use Web school map of Moldova is considered. The content of the Land Use Web Map and interface screenshots showing functions of interactive map are presented in the article. In the main part of the article, the technology of the creation of Land Use map is described developed by means of work with spatial data of Laboratory of Geomorphology and Ecopedology of Institute of Ecology and Geography and using tools of Web-based mapping software ArcGIS Online. The first result of the study is the description of the technology by which any other thematic web map can be created. The second result is the Land Use web map of Moldova, which through the Internet can be used in any country of the world by students and school teachers.

Diversity of Strategies for Motivation in Learning (DSML)-A New Measure for Measuring Student Academic Motivation.

Although the Motivated Strategies for Learning Questionnaire (MSLQ) has been widely used to measure student motivation, researchers have raised questions regarding its length and several problematic statements. This study introduces a new questionnaire, adapting items from the MSLQ and including three new key themes of course utility, procrastination and use of diverse sources. A total of 1246 students from a university in the northwest of England, studying a range of subjects and from across all grade boundaries, fully completed the questionnaire. Factor analysis suggested a 24-item questionnaire, including 6 factors: test anxiety, self-efficacy, source diversity, study skills, self-regulation and course utility. The measure, Diversity of Strategies for Motivation in Learning (DSML), has good predictive power for students with or without academic successes, and it can be used as a quick and an early alert monitoring tool to measure student motivation and study skills. The DSML has supported various interventions; however, further testing is required in other cultures, languages and educational environments (such as schools and colleges).

THE RELATIONSHIP OF TEACHING CLARITY AND STUDENT ACADEMIC MOTIVATION IN ONLINE CLASSES

Due to the outbreak of Covid-19, a large number of educational institutions had to temporarily discontinue their offline delivery models in favor of online courses. Teaching clarity has always been an important factor in teaching and learning, but due to the implementation of online courses, teaching clarity has been greatly impacted by various factors of new course delivery model. It is unknown how student academic motivation will be affected by teaching-clarity behaviors in this context. This study collected data from undergraduate students who adopted an online course delivery model to explore the relationship between teaching clarity and student academic motivation during covid-19. The regression result indicated that student motivation was significantly and positively related to teaching clarity in the online course delivery model, and that higher teaching clarity in online courses was associated with higher student motivation. The finding of this study shed light on the teaching-clarity behavior as a key to motivating students in the online course delivery model, with revelatory implications for teachers to design online courses and motivate students in the future.

Means of gamification of learning during martial law

The aim of the research was to investigate the impact of gamification on learning during martial law. An analysis of learning results and academic motivation of students who studied using gamification elements and the traditional "lecture-seminar" model was carried out. Academic motivation was assessed using the standard AMS-C questionnaire. It was found that the gamification of education contributed to the increase in the number of students who obtained Level B and reduction in the number of students who had Levels E and D. The use of gamification in general contributed to the strengthening of the motivation for learning, achievement and self-development. Feedback from students revealed that not all students liked the lack of correct action algorithms and the use of leader boards. It was established that the use of gamification during martial law contributed to an increase in the number of positive scores for the test exam and an enhanced intrinsic motivation. Learning motivation decreased among students who were trained with the use of gamification. Students’ external motivation did not change under the influence of gamification of learning.

Examining the Relationship Between Components of the MUSIC Model of Motivation and Student Achievement in Computer Programming

Computer programming is often perceived as being difficult to teach and learn. Many researchers have investigated the most effective approaches to teaching computer programming, and the results of such investigations are inconsistent. Despite ongoing investigations into teaching approaches, researchers have not yet focused their studies on determining on which factors affecting student academic motivation educational researchers should focus when they implement pedagogical interventions. The research takes this inquiry forward by investigating the impact of student perceptions of the MUSIC model (i.e., empowerment, usefulness, success, interest, and caring) on learning programming, and by testing for any gender-based differences in those processes and outcomes. The participant body in this study comprised primarily of 97 ‘freshmen’ male and female computer science majors and non-majors, gathered from three 8-week long project-based programming workshops. All of the participants took a coding test and filled out the MUSIC inventory before and after the programming workshops. Although all the motivation-related components of the MUSIC model are important, this study found that students’ perceptions of usefulness, caring, and interest are significantly predictive of their learning successes. With regard to gender, the study found that there were no significant gender-based differences in their perceptions of the motivation-related components of the MUSIC model at the end of the study, while there were significant gender gaps in students’ perceptions of success and caring at the beginning of the study. Recommendations for the design and implementation of computer programming courses are provided.

The effect of teaching style and academic motivation on student evaluation of teaching: Insights from social cognition.

Student evaluation of teaching (SET) is ubiquitous in higher education as a metric for assessing teachers, gaining student feedback, and informing faculty personnel decisions. It is thus imperative to examine the dimensions along which a teacher is judged. This study tested the application of the universal dimensions of social judgment (i.e., warmth and competence) in SET. A total of 108 psychology undergraduates (M age = 23.63, SD age = 3.14) in Singapore rated a fictitious teacher (i.e., either relationship-oriented or task-oriented) based on their interactions over a programmed online chat. Participants responded to the social judgment measures of warmth and competence and rated their academic motivation. Results indicated a higher SET rating for a relationship-oriented than a task-oriented teacher. Further, student academic motivation mediated the link between teaching style and judgment of competence. The findings extend the supremacy of warmth in the context of SET, thus supporting the application of social cognition literature to educational research. In addition, the findings suggest that fostering a match in task goals between a teacher and student improves ratings of teacher competence.

The Mediating Effect of Tutorial Videos in Mathematics on the Relationship between Teaching Strategies and Academic Motivation of Students

The Mediating Effect of Tutorial Videos in Mathematics on the Relationship between Teaching Strategies and Academic Motivation of Students

The Influence of Mixed Online to Offline Teaching on the Academic Motivation of Students in Vocational College

The Influence of Mixed Online to Offline Teaching on the Academic Motivation of Students in Vocational College

Students English Language Proficiency and their Academic Motivation

There have been a great number of empirical studies undertaken on student academic motivation and its potential antecedents; However, in the context of studying English as a second language (ESL), the significance that English Language Proficiency plays in academic motivation is largely ignored. As a result, the purpose of this study was to investigate the impact that ESL students' level of English Language Proficiency had on their level of academic motivation. This study involved the participation of 311 students from secondary schools in Multan city. By employing a quantitative research method, the findings indicated that English Language Proficiency plays a significant role in enhancing students' academic motivation.The findings further followed by the discussion, implications and the constraints of the study.

The Effect of Online Learning Self-Efficacy of Senior High School Students on Their Academic Motivation

The study aims to determine the effect of online learning self-efficacy on the academic motivation of the senior high school students of the Divine Word College of Laoag. To deepen the concept and establish the theories of the study, the literature was reviewed. The study used a descriptive assessment and correlational research design. The population of the study is all senior high school students. The data was gathered through validated research questionnaires. The study found that the online learning self-efficacy and the academic motivation of the students are considered high. The result of the Pearson r correlation indicates that there is a significant relationship between online learning self-efficacy and the academic performance of senior high school students.