Achievement Motivation Of Students Research Articles

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 of Post Graduate Level Students: An Analytical Study

Achievement Motivation is very important factor for students’ achievement in academic concern. It is simply the motivation to gain achievements that creates a framework for the students of how to experience the better achievement or attainment of pre-determined goal. The present study is focused on the Achievement Motivation of Post Graduate level students in Purulia district. The objectives of the study are to know the difference between the Achievement Motivation of Male and Female students; Rural and Urban students & students of Science and Arts group in Post Graduate level. Descriptive survey method is followed to conduct the study. The researchers have selected 200 PG students from Sidho-Kanho-Birsha University of Purulia district as the sample of the study by using stratified random sampling technique. ‘Achievement Motive Test’ developed by Dr. V.P. Bhargava (2014) was used to collect the necessary data. The result revealed that there is no significant difference found in the Achievement Motivation of Post Graduate level students in respect to their Gender (Male and Female), Residence (Rural and Urban) and Stream (Science and Arts group). Keywords: Achievement Motivation, Post Graduate level students, Gender, Residence, Stream.

Multiple Scaffolding STEAM Project-Based Learning Model In Science Learning

Higher order thinking skills (HOTs) are skills needed to face the 21st century. This research aims to (1) analyze simultaneously the differences in learning outcomes, critical thinking skills, and achievement motivation of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (2) analyze the differences in learning outcomes of students who learning using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (3) analyzing differences in critical thinking skills of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (4) analyzing differences in achievement motivation students who learn to use the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning. This research is a quantitative research with nonequivalent pretest-posttest control group design. The sampling technique used was cluster random sampling with the sample size consisting of 159 students in classes VII A, VII B, VII D, and VII F at SMP Negeri 5 Denpasar. The research instruments used were learning achievement tests, critical thinking skills tests and achievement motivation questionnaires. Data analysis used Multivariate Analysis of Covariance (MANCOVA). Hypothesis testing is carried out using a significance level of 5%, hypothesis testing is carried out after assumption testing (normality test, variance homogeneity test, variance covariance homogeneity test, linearity test, multicollinearity test, regression line slope homogeneity test). Based on the data analysis, the research results show that (1) there are simultaneous differences in learning outcomes, critical thinking skills, and achievement motivation of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (2) there are differences in the learning outcomes of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (3) there are differences in the critical thinking skills of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (4) differences in the achievement motivation of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning

Pengaruh Efikasi Diri Dan Kecerdasan Emosional Terhadap Kemandirian Belajar Ekonomi Siswa Kelas XI IPS SMA Negeri 1 Siantar T.A 2022/ 2023 Dengan Motivasi Berprestasi Sebagai Variabel Intervening

This study aims to determine the Effect of Self-Efficacy and Emotional Intelligence on the Independence in Learning Economics of Class XI Social Sciences Students of SMA Negeri 1 Siantar Academic Year 2022/2023 with Achievement Motivation as an Intervening Variable. This type of research is ex post facto research. The population in this study were all students of class XI IPS SMA Negeri 1 Siantar, totaling 128 students. The sample used in this study amounted to 97 students who were taken based on simple random sampling technique. Data collection techniques were carried out by observation, interviews, and questionnaires. Then the classic assumption test in this study is the normality test, multicollinearity test, and heteroscedasticity test. Hypothesis testing was carried out by linear regression analysis for hypotheses 1, 2, 3, 4 and 5, path analysis and Sobel test for hypotheses 6 and 7 through the SPSS.25 program. The research results show that: (1) There is a positive and significant influence between self-efficacy on student achievement motivation with tcount(2.461) > ttable(1.661) and sig. of 0.016 <0.05. (2) There is a positive and sig. between emotional intelligence on student achievement motivation with tcount(7.111) > ttable(1.661) and sig. of 0.000 <0.05. (3) There is a positive and significant influence between self-efficacy on student learning independence with tcount(2.135) > ttable(1.661) and sig. of 0.035 <0.05. (4) There is a positive and significant influence between emotional intelligence on student learning independence tcount(3.967) > ttable(1.661) and sig. of 0.000 <0.05. (5) There is a positive and significant influence of achievement motivation on student learning independence with a value of tcount(9.369) > ttable(1.661) with a sig. 0.000 < 0.05. (6) Achievement motivation is able to mediate the influence of self-efficacy on student learning independence with a Sobel test statistic score of 2.427 > 1.96 (5% level) and a one-tailed probability value of 0.007 <0.05. (7) achievement motivation is able to mediate the effect of emotional intelligence on student learning independence, with a Sobel test statistic score of 5.925 > 1.96 (5% level) and a one-tailed probability value of 0.0 <0.05.

Analysis of Students’ Sports Talent: The Correlation between Achievement Motivation and Self-efficacy of Elementary School Students

This study aimed to describe: (1) achievement motivation, (2) self-efficacy, (3) student talent, (4) the correlation of achievement motivation with student talent (5) the correlation of self-efficacy with student talent, (6) the correlation of achievement motivation and self-efficacy with students' talents. This study used a quantitative approach with a descriptive method of correlation. While the population of this study was elementary school students in the Former Residency of Solo. The sampling technique was proportional stratified random sampling. The instrument used was a Likert scale model. Data were analyzed using simple linear regression and multiple regression. The results of the study showed that: (1) In general, the description of achievement motivation and self-efficacy of elementary school students in the Former Residency of Solo belonged to the high category; (2) There was a negative and significant relationship between self-efficacy and the talents of elementary school students in the Former Residency of Solo; (3) There was a significant relationship between achievement motivation and self-efficacy with the talent of elementary school students in the Former Residency of Solo simultaneously.

Problem Based Learning Model to Increase Junior High School Students Achievement Motivation

This research aims: 1) to determine current achievement motivation junior high school students in Bogor City. 2) to develop Problem Based Learning model to improve students of junior high school in Bogor City. 3) to determine the effectiveness of PBL model in improving students of junior high school achievement motivation and innovation in Bogor City. This research is based on the development research by Borg and Gall with three research and development stages, preliminary study, model development, and model test. The data analysis used during the development research were descriptive analysis, model validation analysis, and model effectiveness analysis with t-test independent samples. The results of the research concluded that: the achievement motivation and innovation of junior high school students in Bogor City is currently low and needs to be improved; the developed model is declared "fit for use" by learning experts with more notes. The PBL model is declared effective in increasing the achievement motivation students for junior high school in Bogor City.

Principal Academic Supervision in the Construction of Merdeka Curriculum Based on Humanistic Spiritual Values

The low quality of learning today is marked by the low learning outcomes of students. One of the indicators causing the low quality of learning is the weakness of school principals in academic supervision activities to leverage and empower the teaching potential of teachers. Thus, it is important to construct principals' academic supervision activities based on humanistic spirituality values according to the independent curriculum guidelines. The purpose of this study is to describe the reasons for implementing humanistic spiritual values and the role of the principal in academic supervision activities. The research method uses qualitative research, case study design. The participants in this study were 3 principals and 3 senior teachers from the 2 schools studied. Data collection through interviews, observation, and documentation studies. Data analysis used a modified analytic analysis method. The results of the study explain the reason for the principal's application of humanistic spiritual values (personal characteristics, the spirit that is lived in the school environment, and the appreciation of religious teachings) in academic supervision. In addition, the role of the principal in academic supervision is proven through ethical behavior, sincerity, patience, humility, sensibility, friendliness, equality, open communication, mutual respect. This research has implications for the development of school principals' academic supervision based on humanistic spiritual values in an effort to empower the teaching potential of teachers as evidenced by an increase in student achievement motivation.

Upaya Guru Bimbingan dan Konseling dalam Meningkatkan Kedisiplinan Siswa di MAN 1 Padangsidimpuan

Student discipline is one of the important factors to support the success of student learning and future plans for students in madrasas. BK teachers play an important role as an important actor to help students. This study aims to determine the efforts of counseling teachers at MAN 1 Padangsidimpuan in improving student discipline. The research approach used is qualitative research with a descriptive case study type of research. The research subjects were counseling teachers, homeroom teachers, subject teachers, and students of MAN 1 Padangsidimpuan who were taken by snowball sampling. Data collection techniques are carried out by observation, documentation, and interviews. Data analysis techniques were carried out by data reduction, data presentation, and drawing conclusions. The results showed that: The counseling teacher's efforts in disciplining students at Man 1 Padangsidimpuan are through preventive efforts, curative efforts, and development efforts. Preventive efforts can be made through; 1) provide clear, firm and thorough information about madrasa rules and regulations, 2) show attitudes and actions that students can emulate regarding discipline in madrasas; 3) provide motivation, study skills, and planning skills and self-direction to become outstanding students for each student; 4) create disciplinary ambassadors for students in madrasas. Curative efforts are carried out by counseling teachers through; individual counseling services, group counseling services, and case conferences. Then development efforts are carried out by the counseling teacher through efforts to increase learning motivation and student achievement motivation, planning for the future, and preparing agendas or daily activities. It can be concluded that the efforts made by the counseling teacher at MAN 1 Padangsidimpuan were effective in increasing student discipline.
 Keywords: effort, counseling teacher, student discipline, curative, preventive, development

Peran Motivasi Belajar Berpartisipasi Dalam Peningkatan Prestasi Peserta Didik Di SMK Azzainiyyah

The importance of learning motivation is very influential on student learning achievement, both intrinsic and extrinsic motivation. This research was conducted at SMK Azzainiyyah Sukabumi Regency. The purpose of this study was to determine the role of learning motivation to participate in improving student achievement at SMK Azzainiyyah Sukabumi Regency. The research approach uses descriptive qualitative with field studies. Data collection techniques with interviews, observation, and documentation. The results of the study stated that the motivation to study at SMK Azzainiyyah had two factors; intrinsic and extrinsic motivation. Many achievements were achieved thanks to the motivation to learn, both cognitive, affective, and psychomotor achievements. Participatory learning motivation plays a role in improving student achievement, including: increasing student involvement, increasing conceptual understanding, increasing intrinsic motivation, encouraging creativity and initiative and building social skills.

Hubungan Antara Gaya Belajar dan Achievement Motivation Peserta Didik Sekolah Dasar

Achievement Motivation can be developed from scratch and cannot be done by itself. Categories that affect Achievement Motivation are those that are influenced by many factors related to other people and students themselves. Learning style is one of the factors that can influence Achievement Motivation. Based on learning style preferences there are visual, auditory and kinesthetic learning styles. In addition to learning styles, it also influences Achievement Motivation. The purpose of this research is to see the relationship between learning style and achievement motivation of elementary school students. The analytical method used is literature study, reviewing or examining various documents published by academics or other researchers related to the subject. The results of the analysis of several previous studies show that learning styles greatly influence Achievement Motivation on academic achievement, so that various strategies are taken to optimize learning styles. while for the most dominant learning style is the visual learning style compared to the auditory learning style.

EFFECTS OF TEACHING QUALITY, TEACHING COMPETENCE, AND MATHEMATICS CONNECTION ON MATHEMATICS ACHIEVEMENT MOTIVATION AMONG SENIOR HIGH SCHOOL STUDENTS IN GHANA

This survey assessed the direct effects of teaching quality, teaching competence and mathematics connection on mathematics achievement motivation in Senior high School students in Ghana. A descriptive survey was used in the study, which included 329 senior high school students from Barekese Senior High School. Prior to the main model estimation, preliminary studies such as Confirmatory Factor Analysis, convergent validity, discriminant validity, and internal consistency (Cronbach’s Alpha) were computed. Amos (v.23) was used to do structural equation modeling (SEM) in order to assess the various assumptions. The results of path estimations revealed that mathematics connection positively and significantly influenced mathematics achievement motivation. However, teaching quality and teaching competence has no significant impact on mathematics achievement motivation.

Locus of Control, Achievement Motivation and Academic Self Efficacy as Determinants of Secondary School Students’ Academic Performance in Ondo State, Nigeria

This study examined locus of control, achievement motivation and academic self-efficiency as determinants of secondary school students’ academic performance in Ondo State. The study adopted ex-post facto and descriptive research of survey type designs. The population of the study comprises all secondary school students in three Senatorial Districts of Ondo State. Multi-state sampling procedure was used to select 900 sample respondents for the study. Instrument used for data collection were Questionnaire on Locus of Control, Achievement Motivation, Self-Efficacy and Students Academic Performance Questionnaire (LCAMSESPQ) and Academic Performance Proforma. The validity of the instruments was done by expert in Tests and Measurement. The reliability of the questionnaire was determined through test re-test method. Data collected were analysed using descriptive and inferential statistics. All the hypotheses were tested at 0.05 level of significance. The result showed that there was significant relationship among locus of control, achievement motivation, academic self-efficacy and academic performance of secondary school students (R= 0.456, P< 0.05). Locus of control, achievement motivation and academic self-efficacy jointly accounted for 20.8% of the total variables in academic performance (R2 = 0.208, F (3,899) = 78.226, p<0.05). Locus of control which was the best predictor of academic performance accounted for 55.6% (β= 0.556, p<0.05) of academic performance and closely followed by achievement motivation with (β= 0.463, p<0.05), Academic Self-efficacy was the least predictor, with β= 0.233, p<0.05. Based on the findings, it was concluded that Locus of Control, Achievement Motivation and Academic Self-Efficacy are influential to students’ academic performance. It was recommended among others that teachers should endeavour to create adequate time to develop strong internal locus of control in students by encouraging good study habits, lower academic procrastination, low test anxiety both at home and in school in order to boost their locus of control and consequently enhance their academic performance.

Creative Thinking and its Relationship to Achievement Motivation among High School Students (A Field Study in the Schools of Al-Qadarif Municipality, Al-Qadarif State - Sudan 2023)

The aim of this study is the recognition of the stages of creative cognition, achievement motivation of the third-class secondary students in Gadarif Municipality, the recognition of the relationship between the creative cognition and achievement motivation. About three hundred students in third class at secondary level are included in the study and they are selected in a simple random way. To achieve the aims of the study, the researcher used a questionnaire of creative cognition prepared by the researcher and the measuring of achievement motivation prepared by (Mohyd Mohammed). The researcher used the connected descriptive method. After the statistical processing with the programme of statistical package for social science (SPSS), the following results are reached. First, the level of creative cognition of the secondary students in Gadarif Municipality is high. Secondly, the level of achievement motivation of the students is also high. Fourth, there is positive connected relation with statistical imply between the creative cognition and the achievement motivation of the students studied. Also, there are no differences with statistical imply that due to the following factors: gender, type of education, father's education and mother's education.

The Effect of Learning Patterns on Achievement Motivation Among Public School Students

This research aimed to identify the effect of learning patterns on the achievement motivation of public-school students in Irbid governorate. The descriptive correlative approach was used to achieve the goal of the research, and a questionnaire was selected as an instrument to collect data. The sample of the study included 277 students who were chosen by the simple random method. The results of the study showed that public school students tend to use different learning styles during the learning process at a high level, where the mean scores for the learning styles dimension reached (4.0587). The results also revealed that public school students have a high level of achievement motivation, where the mean score was (3.8621). The findings showed that there is a direct statistically significant relationship between learning patterns and achievement motivation among public school students, and there is a statistically significant effect of learning patterns on achievement motivation among public school students, and the possibility of predicting achievement motivation through learning patterns among public school students.

Budaya Belajar dan Motivasi Berprestasi Siswa Belajar IPS di Kelas V UPT SDF Negeri Kakatua Kecamatan Mariso Kota Makassar

The main problem in this study is how culture encourages achievement motivation of students studying Social Sciences and how the form of achievement motivation of students learning Social Sciences in class V UPT SDF Negeri Kakatua. This study aims to find out the form of learning in encouraging student achievement motivation in social studies and to find out the form of achievement motivation of fifth grade students at UPT SDF Negeri Kakatua.
 This type of research is qualitative research and uses a qualitative descriptive approach. The subjects in this study were 2 class teachers and 5 students of class V UPT SDF Negeri Kakatua. Data collection techniques using: observation, interviews, and documentation. While the validity of the data in this study uses source triangulation.
 The results of the study show that: (1) the student learning culture has been implemented by the teacher who teaches in the class (2) student achievement motivation is important in achieving learning achievement The teacher's role is very important to improve student achievement by providing achievement motivation.
 Based on the results of the research above, it can be concluded (1) Student learning culture is something that needs to be implemented by teachers and carried out by students to support student behavior at school and outside school (2) achievement motivation needs to be given to students to support student achievement and student learning outcomes .

Peran School Belonging dan Hardiness terhadap Motivasi Berprestasi pada Siswa Keluarga Menuju Sejahtera (KMS)

Motivation is one of the important things for students in the learning process to accomplished the best achievement. This motivation for reaching the best achievement possessed by students provides enthusiasm, direction, and persistence in students’ behavior. As one of the psychological aspects, achievement motivation is influenced by individual factors, such as a sense of belonging to the school (school belonging) and hardiness. Regarding the achievement motivation of KMS students, the status of KMS students who are students from underprivileged families also contributes to individual achievement motivation, this is because families with low socioeconomic tend to prioritize how they survive rather than encouraging their children to excel. This research objective is to examine empirically the role of school belonging and hardiness in predicting motivation to reach the best achievement of KMS students. KMS students are students who come from families towards prosperity who receive educational assistance from the local government so that every underprivileged student can get a proper education. The research subjects were 226 KMS students from three Junior High Schools in the city of Yogyakarta. This research is non-experimental quantitative research with a survey method. The tools of measurement are used in scale of best performance motivation scale, psychological sense of school belonging and hardiness. The results of this study indicate that sense of school belonging and hardiness in collaboration are able to predict achievement motivation in KMS students. The relationship that occurs is positive, the higher school belonging and hardiness, the higher the achievement motivation of KMS students.

Moodle E-learning to Improve Motivation and Learning Activities at Green Campus

Many students struggle to use e-learning for attendance, interactive lectures, assignment submission, and access to resources and tests. E-learning is said to benefit students in terms of activities and accomplishments. This survey aims to analyze and evaluate the Moodle E-learning role in enhancing motivation and learning activities at Green Campus. A mixed-method method with an explanatory sequential design is used in this investigation. This study included 221 participants. Questionnaires, interviews, and documentation are used to collect data. The statistical regression method was then used to assess the research data. The study's findings indicate that the variable e-learning platform Moodle has a substantial influence on student learning activities at Green Campus. This variable has a major impact on changes in student accomplishment motivation. According to this research, lecturers must make good and fascinating use of the Moodle e-learning platform to boost all activities and student achievement motivation in learning, not just listening activities. Furthermore, universities should be able to ask users to actively participate in developing the design and content of future e-learning developments.

The Relation between Self-Regulation, Self-Efficacy and Achievement Motivation among Muslim Students in Senior High Schools

This research was conducted to analyze the relationship between self-regulation and self-efficacy in the context of achievement motivation among Muslim Senior High School students in Indonesia. A quantitative correlational method was used, and data sources were collected through a questionnaire with a four to five-point Likert scale. A total of 565 respondents, drawn from a population pool of 1,568, were selected using a simple random sampling technique. Furthermore, data were analyzed through bivariate and multivariate correlation techniques using SPSS Version 20 software. The results showed that, first, there was a significant positive correlation between self-regulation and achievement motivation of students. Second, a positive correlation of statistical significance was evident between self-efficacy and achievement motivation. Third, a strong and significant positive correlation was reported when simultaneously considering self-regulation and self-efficacy. This research served as evidence of self-regulation and self-efficacy in shaping academic performance of students during the academic pursuits. Therefore, the two variables should be accorded significant attention and concern by stakeholders, with a particular emphasis on teachers and parents.

Psychosocial and Clinical Determinants of Achievement Motivation in University Students: The Protective Role of Resilience and Metacognitive Awareness

This research was designed to analyze the effect of resilience, depression, behavioural vs. emotional engagement and metacognitive awareness on the achievement motivation of university students. Past research has highlighted the predictive role of cognitive and mental capabilities on the academic achievement of students. A correlational research design was used for the study and 425 participants were selected through purposive sampling and had an almost similar gender distribution. Data collection was done through the Hamilton Depression Inventory, Metacognitive Awareness Scale, Brief Resilience Scale, Engagement Vs. Disaffection with Learning Questionnaire and achievement motivation scale. The results showed that female students exhibited higher scores on resilience, metacognitive awareness, behavioural and emotional engagement, and high orientation towards success and achievement in comparison to their male counterparts who scored high on depression and further showed poorer scores on resilience, metacognitive awareness, and behavioural and emotional engagement.

The effect of self-concept and achievement motivation on the study habits of the children belonging to working and non-working mothers

Introduction: Research studies on the growth and development of adolescent children belonging to working and non-working mothers revealed that the children belonging to working mothers had to compromise a lot with their psychological adjustment, emotional health, and socialization compared to their peers belonging to non-working mothers. Another way the children of non-working mothers were found more pampered, bullied, and overconfident was their behavioural problems. The cognitive development of this group of children was drastically affected by their mothers as working professionals or house mothers. Rationale: Though there are many research studies available on self-concept, academic achievement, and study habits of the students a few studies were found to be related to the adolescent children belonging to working and non-working mothers. Again a few studies were there on the effect of demographic characteristics of the children on their cognitive development. Besides, it was also important to investigate the correlation between the variables through the demographic characteristics of the students belonging to working and non-working mothers. Objective: The purpose of the study was to find out the effect of self-concept and achievement motivation on the study habits of secondary school children belonging to working and non-working mothers. Also, to study the effect of independent and dependent variables through the demographic characteristics of the secondary school students. Again, the study also investigated the correlation between the variables primarily as well as through their demographic characteristics. Methods: It was descriptive research. The methods were quantitative and included standardized questionnaires for the survey. The population study includes all students studying in secondary classes. The purposive sampling technique was adopted. The sample size was 150(N=150) and again was segregated with various demographic characteristics. Research Tools: The Achievement Motivation Scale(n-Ach) developed by Dr. Deo and Dr. Mohan, in 1985 and the Students Self-Concept Questionnaire developed by Dr. Saraswat in 1985 and revised in 2010 were used as standardized research tools to collect the data. To consider the Academic Achievement criterion of the students their mark in their Pre-Board exams during academic year 2021-22 was taken into account. Data analysis and interpretation: The data were analyzed through the application of descriptive statistics, the t-test, and Pearson’s Product Moment correlation. Results: Self-concept and achievement motivation of the children belonging to working and non-working mothers had an extremely positive effect on their study habits (p< 0.0001). Also, self-concept had a very strong effect on the study habits of both male and female students (p< 0.0001). However, the achievement motivation of the children did not have a strong effect on their study habits((p> 0.0001). The self-concept and achievement motivation had no significant effect on the study habits of students belonging to working mothers and living in rural areas. Better achievement motivation and better self-concept of urban students were found with better study habits. The self-concept of the children belonging to nuclear families with working and non-working mothers did not have a significant effect on their study habits. Achievement motivation did not have a significant effect on the study habits of the children of joint families. The self-concept and achievement motivation of the children from all three socio-economic backgrounds had a very significant effect on their study habits. It was found that despite their association with a single or both parents’ families their self-concept and achievement motivation have a very strong effect on their study habits. There was no significant correlation between the self-concept, achievement motivation, and study habits of the children belonging to either working or non-working mothers. There was a non-significant very small positive or negative relationship found between the self-concept, achievement motivation, and study habits of male and female students belonging to working and non-working mothers. There was a medium positive relationship between self-concept and study habits of students living in urban areas (r (98) = .493, p < .001). Precisely, the study revealed that the self-concept of the children belonging to nuclear families with working and non-working mothers did not have a significant effect on their study habits. Between Achievement motivation and study habits of the students living in the same residential background (r (98) = .187, p = .063). There was a significant large positive relationship between self-concept and study habits of the students belonging to middle socio-economic background, as the (r (93) =0 .669, p < .001). There was a significant large positive relationship between X and Y (self-concept and study habits), (r (98) = .993, p < .00. A significant very small negative relationship between X and Y (achievement motivation and study habits) variables for the children living with both parents as the (r (98) = -0.872, p < .001). A significant very small negative relationship between achievement motivation and study habits, (r (98) = 0.511, p < .001) for the children belonging to single-mother families.