Study Of Achievement Motivation Research Articles

A Study of Achievement Motivation in Relation to Locality and Academic Stream of Senior Secondary School Students of Bareilly District

The present study investigated the achievement motivation of senior secondary school students in relation to their locality and academic stream. A total of 200 students comprised of 100 rural (50 Science & 50 commerce) and 100 urban (50 Science & 50 commerce) students selected randomly from ten senior secondary schools of Bareilly district. Achievement Motivation Test (Ach.MT) developed by Dr. V.P. Bhargava (2009) was administered on the sample to assess the achievement motivation. Two way ANOVA was used to analyse the data. The results revealed that locality and academic stream of students had highly significant effect on achievement motivation, but there was no significant interaction effect of locality and academic stream on achievement motivation of senior secondary school students.

Implementation of Number Head Together (NHT) Type of Cooperative Learning Model in IPS Class V Students at SDI Bukkangraki Bajeng District, Gowa Regency: Study of Achievement Motivation and Student Learning Outcome

The research objectives were to find out 1) the application of the Number Head Together (NHT) Cooperative learning model to Grade V students at SDI Bukkangraki, Bajeng District, Gowa Regency; 2) Achievement Motivation of Class V Students in the Application of the Number Head Together (NHT) Cooperative Learning Model at SDI Bukkangraki, Bajeng District, Gowa Regency; 3) Learning Outcomes of Class V Students in Number Head Together (NHT) Type Cooperative Learning at SDI Bukkangraki, Bajeng District, Gowa Regency. This type of research is qualitative. Data collection instruments used were observation, interviews, and documentation. Data collection techniques are observation, interviews, and documentation studies. Data analysis used is data reduction, data presentation, and data verification or conclusion. The research results obtained are the application of the Number Head Together (NHT) Cooperative learning model directing students to work together in groups so that they can motivate achievement in learning success, seen from the enthusiasm and activeness of students in the learning process and being able to understand and do assignments in a timely manner with friends groups, making students interact with other students in class, while learning achievement can be assessed from three domains, namely affective, cognitive, psychomotor so that the achievement of student learning outcomes is maximized.

A Study of Achievement Motivation Among Employees of Public and Private Sector

A Study of Achievement Motivation Among Employees of Public and Private Sector

Study of Achievement Motivation in Relation to Academic Achievement in the Context of Basic Education

Study of Achievement Motivation in Relation to Academic Achievement in the Context of Basic Education

INTERCONNECTION OF MOTIVATION OF ACHIEVEMENT AND SELF-ACTUALIZATION POTENTIAL OF SCHOOLS

This article presents the results of a psychological and pedagogical study of achievement motivation in interdependence with the student's self-actualization potential. Research methods: Test questionnaire for measuring achievement motivation A. Mehrabian, Projective test H. Hekhauzen, Test for diagnosing motivation for success and avoiding failures T. Ehlers, Self-actualization test questionnaire of personal orientations E. Shostrom. The results obtained indicate the need for adolescents to rely on value orientations, on high achievement motivation and striving for self-actualization.

Meta-analysis Study of Achievement Motivation and Academic Achievement

Academic achievement becomes something important for students. Academic achievement has a relationship with achievement motivation. Based on the results of a review of the literature, there is an inconsistency in the results of research on the relationship of academic achievement with achievement motivation. Therefore, the author conducted a meta-analyst with a significant effect size correlation with academic achievement (r = 0.334508) and significant with CI (0.170255; 0.480675). The results of the I2 statistical test showed a high inconsistency with a value of 98.7%. There is also high heterogeneity in the results of this meta-analysis with the value of Cohcran Q showing 1,029.604289. The relationship between the two variables also shows the bias by looking at the results of the egger, which is 9.311441. The results of statistical tests show that achievement motivation and academic achievement have a fairly high effect size correlation. The heterogeneity in this meta-analysis is high and there is publication bias.

体育科の授業における「やる気」に関する研究

体育科の授業における「やる気」に関する研究

Comparative study of achievement motivation and self-concept of secondary school students

The present study "Achievement Motivation and Self-concept of Secondary School Students" was investigated to find the comparison between Self-concept and Achievement Motivation of High Achievers and low Achievers of Secondary School Students. Data for the study were collected using Self-concept Questionnaire developed by Saraswath (1984) and Achievement Motive Test (ACMT) developed by Bhargava (1994). The investigator used simple random sampling technique for selecting the sample. The sample consists of 150 Secondary school students. For analyzing data "t" test were used. Findings revels the significant difference between High Achievers and Low Achievers in respect to Achievement Motivation and Self-Concept of Secondary School Students. Computed 't' = 1.34 dose not shows significant differences on achievement motivation, still high achievers scored high on achievement motivation than low achievers, whereas on self concept differences were found as 't'= 4.30 found significant at 0.01 level.

A Study of Achievement Motivation and Family Environment of Senior Secondary Students of Working and Non-Working Mothers

A Study of Achievement Motivation and Family Environment of Senior Secondary Students of Working and Non-Working Mothers

A Study of Achievement Motivation and Locus of Control in Gifted and Non-Gifted Students

Aim: The purpose of the present study is to compare of achievement motivation and locus of control in gifted and non-gifted students. Method: A group of 170 (N=170) first grade of high school in the Birjand city (Iran) students (40 gifted girls, 40 gifted boys and 45 non-gifted girls, 45 non-gifted boys) were selected by a random method. The between-group difference was assessed using the student’s t-test for dependent data. Result: The level of p<0.01 was considered significant. Significant between group differences were found among gifted and non-gifted students with the achievement motivation and locus of control.

Impact of Self-Concept and Achievement Motivation on Academic Achievements of MBA Students: An Empirical Analysis

The present investigation is the study of achievement motivation and self concept in relation to academic achievement of management students. The following are the nature of the variables studied. First, achievement motivation is the basis of achievement motive that is a motive to achieve. Second, self concept is the subjective perception of one's self. Self concept is a multidimensional construct that refers to an individual's perception of the self in relation to any number of characteristics such as academics, gender roles, sexuality, racial identity, personality, skills, abilities, occupations and hobbies, physical, psycho-social, and emotional characteristics. Third, academic achievement or performance is the outcome of education - the extent to which a student has achieved his/her educational goals. Academic achievement is commonly measured by examinations or continuous assessment. In educational institutions, academic achievement is measured by academic performance or how well a student meets the standards set out by the university and the concerned council. The study was conducted to identify whether there is any strong relationship among the two variables - Self-Concept and Achievement Motivation, and how these two variables impacted the performance of the students. In addition, these two variables were compared among the sample respondents (male and female students) to analyze how male and female students differed from each other with respect to the said two variables.

Impact of Self-Concept and Achievement Motivation on Academic Achievements of MBA Students: An Empirical Analysis

The present investigation is the study of achievement motivation and self concept in relation to academic achievement of management students. The following are the nature of the variables studied. First, achievement motivation is the basis of achievement motive that is a motive to achieve. Second, self concept is the subjective perception of one's self. Self concept is a multidimensional construct that refers to an individual's perception of the self in relation to any number of characteristics such as academics, gender roles, sexuality, racial identity, personality, skills, abilities, occupations and hobbies, physical, psycho-social, and emotional characteristics. Third, academic achievement or performance is the outcome of education - the extent to which a student has achieved his/her educational goals. Academic achievement is commonly measured by examinations or continuous assessment. In educational institutions, academic achievement is measured by academic performance or how well a student meets the standards set out by the university and the concerned council. The study was conducted to identify whether there is any strong relationship among the two variables - Self-Concept and Achievement Motivation, and how these two variables impacted the performance of the students. In addition, these two variables were compared among the sample respondents (male and female students) to analyze how male and female students differed from each other with respect to the said two variables.

Editorial: Insights from research on Asian students' achievement motivation

The study of achievement motivation in different cultural groups has been of great interest to researchers in the past two decades. The importance of such research, as pointed out by Pintrich (2003...

Social Emotions and Personality Inferences: A Scaffold for a New Direction in the Study of Achievement Motivation

The study of achievement motivation has been focused on the prediction of performance, while neglecting the self- and other-directed emotions and personality inferences that are inherent in achievement settings. Attributional principles are used here to provide a research scaffold to study these neglected topics. Included within the paper are examinations of admiration, anger, arrogance, contempt, deceit, derogation, encouragement, envy, flattery, gratitude, guilt, hopelessness, modesty, pride, schadenfreude (joy in the failure of another), shame, and sympathy. These are some of the psychologically meaningful emotions and personality inferences that are in need of research attention in achievement contexts.

島根式数学に対する情意的特性検査(Shimane-ACTH)について(1) : 算数・数学学習におけるやる気に関する研究(XIII)

島根式数学に対する情意的特性検査(Shimane-ACTH)について(1) : 算数・数学学習におけるやる気に関する研究(XIII)

Student Beliefs About the Causes of Success and Failure in Music: A Study of Achievement Motivation

Elementary and secondary music students' achievement motivation was characterized by the reasons they cited for success and failure in music. The students' free responses were classified according to the two-dimensional model of Attribution Theory in which the causes of success and failure are categorized by locus of control, internal or external, and stability through time, stable or unstable. The major findings of the study were that 80% of the reasons cited for success and failure in music were internal in nature, a greater number of stable reasons were cited for success while more external-unstable reasons were cited for failure, females cited more internal-stable reasons than males, the frequency of internal-stable reasons increased with grade level while internal-unstable reasons declined, and the school attended significantly influenced the type of reasons students provided. The importance of these findings to music education practice and their relationship to previous research in achievement motivation was discussed.

The Validity of Some Alternative Measures of Achievement Motivation

Two tests commonly used in research on achievement motivation, the Thematic Apperception Test and the Test Anxiety Questionnaire, have been criticized for a number of shortcomings involving reliability, validity, and ease of scoring. The present study examines the retrospective validity of two alternate measures which appear to overcome many of the objections to the former tests. These alternate measures are the n-Ach scale of the Personality Research Form and the Debilitating Anxiety scale of the Achievement Anxiety Test. An analysis of variance comparing the relative academic achievement of two samples of college students was performed through using high and low scoring comparisons on the two measures. The results showed that academic achievement was significantly related to scores on the tests. The alternate measures are therefore recommended to researchers for further study of achievement motivation.

Are trait self-ratings as valid as multi-item scales? a study of achievement motivation

Are trait self-ratings as valid as multi-item scales? a study of achievement motivation

Culture and achievement motivation.

This symposium and the papers that compose it reflect the fact that the study of culture and achievement motivation has truly ‘‘come of age.’’ Gone are the days when a few hearty souls from Europe, Great Britain, the United States, and Australia, as well as a few others imbedded in the research traditions largely associated with ‘‘Western oriented centres of knowledge’’ stood as the primary source for prompting and guiding research on the nature and nurture of motivation. Equally, if not more, important is that studies of culture and motivation are increasingly conducted under the purview of a multicultural community of scholars. Certainly, this represents an exciting development, and the papers that compose this symposium are interesting as they provide fresh perspectives on motivation as it emerges in contexts and cultures not often portrayed in the motivation literature in the so-called ‘‘Western world.’’ While the scholars who have contributed to this symposium reflect an awareness of the research traditions of the past, they also exhibit special insights into the uniqueness of the varied cultures they have studied, the meanings of motivation that are associated with these cultures and the varied impact of these meanings on ways of acting and thinking. Certainly, this all speaks well for the level of scholarship evident in these papers. It also holds out the promise that the study of culture and motivation is neither dormant nor outmoded. Permit me, however, to raise an issue that I am regularly inclined to raise with the motivation research community in the United States. From the outset, the study of achievement motivation

A Cross-Cultural Study of Achievement Motivation and Achievement Values in Two South African Groups

A Cross-Cultural Study of Achievement Motivation and Achievement Values in Two South African Groups