Achievement Motivation Theory Research Articles

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Objectives The purpose of this study was to analyze the influence of theory of mind, emotional competence, and language comprehension on young children’s achievement motivation.
 Methods The participants in this study were 242 children aged 3, 4, and 5 years old attending four kindergartens in C city, with an average monthly age of 55.4 months. Data were collected through tests on theory of mind, emotional competence, language comprehension, and achievement motivation. The collected data were analyzed using Pearson correlation coefficients and multiple regression analysis.
 Results The results of the study showed significant positive correlations between theory of mind, emotional competence, language comprehension, and young children’s achievement motivation. Furthermore, emotional competence emerged as the strongest predictor of young children’s achievement motivation, followed by theory of mind as an additional predictor. When analyzing the subfactors, the content substitution task of theory of mind emerged as the strongest predictor of young children’s achievement motivation, followed by emotional internalization problems, perceptual abilities for emotional competence, and theory of mind location change task as significant additional predictors.
 Conclusions These findings provide valuable foundational data for constructing theoretical information about young children’s achievement motivation and for developing educational strategies and programs to promote their achievement motivation.

The impact of motivation on mathematics achievement of Saudi students using structure equation method and mediation analysis

This study focuses on the decline in math scores among fourth-grade students in Saudi Arabia, which is a significant concern. The Saudi Arabian Ministry of Education is taking steps to improve education and provide students with the necessary skills for their future careers. Understanding what affects student achievement is key to solving this problem. Motivation in education is a critical factor that influences students' attitudes and their success in school. This research looks at how academic motivation affects educational success through a process called mediation analysis. It considers how self-concept and values, which come from motivation, play a role. The study uses the expectancy-value theory of achievement motivation to create a model that explores how motivation and other factors like school bullying, feeling connected to school, and perceptions of teachers interact and affect each other. Mediation analysis helps examine the direct and indirect effects these factors have on student achievement. Data from the trends in international mathematics and science study (TIMSS) for fourth graders in Saudi Arabia is used to see if the theory fits with the experiences of Saudi students. The findings show that self-confidence is crucial for academic performance, affecting students' motivation, readiness to face challenges, and overall learning attitude. However, math attitude does not directly influence self-concept. School bullying is identified as a significant negative factor in math achievement. These outcomes stress the need to address school bullying to improve math scores and highlight the importance of self-concept and motivation in boosting academic success.

“Thriving at work” or not? Research on the effects of performance pressure based on achievement motivation theory and two-factor theory

PurposeBased on achievement motivation theory and two-factor theory, this research aimed to synergize cooperative goal interdependence (refer to possessing incentive factors) and illegitimate tasks (refer to the absence of security factors) and build a triple interaction model in the process of performance pressure affecting employees’ thriving at work.Design/methodology/approachThis research collected 291 valid data through a two-point time-lagged method to test the direct effect of performance pressure on employees’ thriving at work and its moderating mechanism.FindingsPerformance pressure has a significant positive effect on employees’ thriving at work. Cooperative goal interdependence imposes an enhanced moderating effect between performance pressure and employees’ thriving at work. Illegitimate task imposes an interfering moderating effect between performance pressure and employees’ thriving at work and further interferes the enhanced moderating effect of cooperative goal interdependence.Practical implicationsUnder the premise of advocating for employees to internalize performance pressure originating from the organizational performance management system into their own achievement motivation, leaders should establish incentive systems and security systems for employees to realize self-achievement through the process of goal management and task management.Originality/valueThis research confirmed the joint determination of incentive effect and insecurity effect on employees’ achievement motivation by cooperative goal interdependence and illegitimate task and revealed the boundary conditions of employees’ choice of thriving at work.

What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs

The aim of this study is to gain insight into the interplay between attitudes, motivation, learning engagement, and perceived learning outcomes in massive open online courses (MOOCs). An online survey was administered to 232 MOOC learners. This study provided comprehensive explanations for individual differences in learning engagement and perceived learning outcomes in MOOCs with a modified model of the expectancy-value theory of achievement motivation. The structural equation modeling revealed that attitudes served as a precursor of participation in MOOCs that significantly influenced self-efficacy, intrinsic value, and task effort cost; self-efficacy and intrinsic value were positively associated with both learning engagement and perceived learning outcomes, while attitudes toward MOOC learning was positively related to perceived learning outcomes only. Furthermore, the mediation analyses highlighted that intrinsic value was a powerful mediator, which positively influenced the effects of attitudes and self-efficacy on learning engagement and perceived learning outcomes. The moderation analyses discovered that task effort cost moderated the effects of attitudes on learning engagement and perceived learning outcomes. Curriculum designers and instructors could benefit from this study to understand what rationales drive individuals to be engaged in MOOC learning and to reach greater perceived learning outcomes in MOOCs.

FIVE DECADES OF ACHIEVEMENT MOTIVATION RESEARCH IN ELT: A SYSTEMATIC LITERATURE REVIEW

Purpose – There is an absence of systematic review papers in the achievement motivation theories literature. In terms of currentresearch trends, English learning motivation is gaining attention as a determiner of success in FLA. Hence, this review aims to trace thetrends in the empirical studies on achievement motivation theories and tools, ranging from 1970 to 2022. Methodology – With a focus on theories, diversity of research participants, and practical ELT-related issues addressed by previousresearchers, this paper applied the PRISMA Systematic Review Protocol to offer a comprehensive synthesis of 91 empirical studieson theories of achievement motivation. Findings – The majority of the published studies were from China and Iran. There was also a large number of studies conducted on tertiary-level learners. Structural equation modelling was found to be the most widely used analysis. In addition, technology-assisted learning is the current trend in achievement motivation research. Significance – This paper offers new insights into the existing achievement motivation literature and identifies the research gaps.This study recommends more studies on expectancy-value theory including in-depth qualitative studies involving culturally diversepopulations and experimental research to develop more effective pedagogical approaches and expand the current understanding ofachievement motivation.

Effect of Achievement Motivation and Self-Efficacy on General Well-Being among Students at Normal Universities in Ningxia: The Mediating Role of Time Management.

General well-being is a positive evaluation of one's mental health, which is an important topic in mental health. General well-being is fundamental to the positive development of young people. A thorough understanding of the factors that influence happiness have not yet been developed for students at normal universities in Ningxia Province in China. This study examined the mediation effects of time management on the relationship between achievement motivation, self-efficacy, and general well-being among students at normal universities in Ningxia Province in China. Using a random sampling, 163 participants (68 males and 95 females) completed the Achievement Motivation Scale (AMS), General Self-efficacy Scale (GSES), Time Management Questionnaire (TMQ) and General Well-being Scale (GWBS). Achievement motivation, self-efficacy, and time management were positively correlated with general well-being. The mediation effects of time management on the relationships between achievement motivation, self-efficacy, and general wellbeing (0.169 and 0.447) were demonstrated. These results add to the nuanced relationship between self-efficacy, achievement motivation, and general well-being. According to the Achievement Motivation Theory and the Self-efficacy Theory, this study reveals the role of achievement motivation, self-efficacy on general well-being and the mediating effect of time management in the relationship between achievement motivation, self-efficacy, and general well-being. According to the findings, the school can carry out a series of lectures and tutoring activities to enhance students' achievement motivation, self-efficacy, time management, and general well-being.

“Reading A Book, By A Gain In Your Wit”--How to cultivate high school students' sustainable reading: A multi-factor analysis

Reading cultivation is an important task of education. In order to ensure the sustainable reading behavior of high school students, more and more scholars begin to pay attention to the research of reading psychology. In order to explore the psychological mechanism of high school students' reading, based on the theory of self-efficacy and achievement motivation, this study explores the chain intermediary model of 600 high school students' reading motivation influencing reading satisfaction through reading self-efficacy and social support. The results show that there are significant positive predictors among reading motivation, reading self-efficacy, social support and reading satisfaction. At the same time, reading self-efficacy and social support play an intermediary role between reading motivation and reading satisfaction of high school students respectively, and jointly play a chain intermediary role. The research results are of great theoretical and practical significance for understanding the reading psychology of senior high school students and ensuring their sustainable reading behavior.

Motivation to succeed is not enough: motivated students need to know how to plan/organize their steps on their way to success.

The study is based on dispositional (career motivation) and social-cognitive (generalized self-efficacy) theories of personality, further on the expectancy-value theory of achievement motivation and future time perspective theory (task value, time, and study environment). The study aimed to explain the mechanism of the prediction relationship between motivation and students' performance. It was assumed that skills of planning and organizing (operationalized as generalized self-efficacy and learning strategies) mediate the prediction of motivation (career motivation and task value) on students' success (operationalized as academic achievement and employability). In two studies (N = 313, N = 219), the hypotheses of the mediation models were supported by structural equation modeling. Generally, the skills of organizing/planning fully mediated the students' performance, measured as academic achievement and employability (number of employers). The results show the importance of combining dispositional motivation characteristics with dynamic planning skills on the way to students' success. Traditional psychological predictors of performance, like general mental ability and conscientiousness, were not controlled. Higher education institutions could support motivated students on their way to success by teaching them how to plan and organize specific steps on their way to success.

The system of academic task values: The development of cross-domain comparisons of values and college major choice.

This study synthesizes theories of achievement motivation to better understand the development of academic task values in high school students and their relation to college major selection. We utilize longitudinal structural equation modeling to understand how grades relate to task values, how task values across domains relate to one another over time, and how the system of task values relates to college major choice. In our sample of 1,279 high students from Michigan, we find evidence that task value for math negatively relates to task value for English and vice versa. We also find that task value for math and physical science positively relates to the math-intensiveness of selected college majors, whereas English and biology task value negatively relates to math-intensiveness of majors. Gender differences in college major selection are mediated by differences in task values. Our findings have implications for theories of achievement motivation and motivational interventions. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Inquiring about Loss Aversion of Achievement Value.

According to the achievement motivation theory, in achievement context, students may have to not only approach success/gain (e.g., strive to get a better grade) but also avoid failure/loss (e.g., avoid performing worse). However, these two types of achievement motivation have often been investigated separately. In contrast, loss aversion, a central argument in prospect theory, posits that avoiding losses has a greater impact on preferences than does approaching gains; suggesting that gain approach and loss avoidance should be treated as asymmetric forces that can be analyzed simultaneously to study approach to gain and avoidance to loss among students in terms of grades. The main purposes of this study were to propose an alternative measure to frame the dynamic evaluation process in the context of achievement that considers students' sensitivity to performance change, and to further investigate students' loss aversion in relation to grades through intrapersonal and interpersonal comparisons. A total of 41 and 72 college students participated in study 1 and study 2, respectively. One-way repeated measure ANOVA was conducted for the former sample while the single sample t-tests and independent sample ANOVA were used for the latter. Through the implementation of this alternative measure, the results revealed that (1) college students were more sensitive to performance changes than to their current or final performance, and (2) loss aversion was dependent on the referents. Students were averse to interpersonal loss, but not to intrapersonal loss. These findings indicate the usefulness of the proposed measure for investigating the asymmetric responses between two types of achievement motivation, and the proposed measure can be used to extend and revise the explanatory boundaries of prospect theory and self-discrepancy theory.

Learning Motivation During COVID-19 Pandemic and the Academic Performance Among Agriculture Students of a State College

Learning motivation has been known to be a basic determinant of academic achievement, and this can be negatively affected by a disease outbreak and a shift in teaching approach. This study aimed to determine the significant relationships among perception of learning motivation during the COVID-19 pandemic, learning motivation level, and academic performance of Bachelor of Science in Agriculture students of Camiguin Polytechnic State College. It used the explanatory-correlational design with a modified adapted questionnaire as the main data gathering instrument. The data were analyzed using descriptive statistics and Pearson correlation tool in the context of the theories of social learning, protection motivation, operant conditioning, goal-setting, and achievement motivation. Results revealed that respondents perceived their learning motivation during the COVID-19 pandemic as highly enhanced, just as they assessed their learning motivation level as high, although their intrinsic motivation was slightly higher than their extrinsic motivation. The correlation test yielded a significant positive relationship between the respondents' perception of their learning motivation during the pandemic and their intrinsic motivation. However, their learning motivation level had not proven significantly related to their academic performance, and neither had their learning motivation during the pandemic.

Understanding the underlying motives: Motivation beliefs in the Association of Research Libraries (ARL)

Much can be learned from examining what leaders and followers believe motivates their work and the work of their colleagues. Research indicates a person's actions are inseparable from their beliefs and, given the many workplace decisions made on a daily basis, studying the motivational beliefs that underlie those decisions could reveal a great deal about workplace dynamics. The Motivation Beliefs Inventory (MBI) is a validated survey instrument designed to measure motivation beliefs along four theoretical lines: Reinforcement Theory, Expectancy-Valence Theory, Achievement Motivation Theory, and Self-Determination Theory. While this instrument has been used to measure motivation beliefs in such disparate industries as global consulting and the U.S. military, it has never been applied in an academic or library setting.Thus, this article discusses the results of a study which investigated the motivation beliefs of Association of Research Libraries (ARL) academic librarians in the United States. This study utilized a cross-sectional survey design with a stratified random sample of academic librarians employed by the 102 U.S. ARL member libraries. The findings indicate that ARL librarians' gender identity, race/ethnicity, faculty status, manager/non-manager job duties, educational attainment, and years of experience in academic libraries impact the motivation theories with which their beliefs align.

Achievement motivation and grit’s perseverance of effort among collegiate athletes

ABSTRACT Grit has almost exclusively been examined in relation to performance success. Achievement motivation theory (AMT) provides a framework to start examining psychosocial factors that may be associated with promoting grit. Thus, we examined the direct and indirect relationships from athletes’ perceived motivational climate, implicit beliefs, and goal orientations to their grit levels. Collegiate student-athletes (N = 523; 47% men) completed self-report measures assessing these constructs. Through multilevel modelling, grit’s perseverance of effort varied minimally at the team level and was only predicted by individuals’ task orientation and incremental beliefs. Structural equation modelling supported our hypothesised, most parsimonious model with the direct and indirect relationships of a task-involving climate through athletes’ incremental beliefs and task orientation explained 65% of their perseverance of effort scores. Perceptions of an ego-involving climate were related to athletes’ entity beliefs and ego orientation; these three constructs were not significantly related to our grit outcome. Our findings suggest AMT may be useful to understand how athletes develop the ability to persevere over time. Practically, our results suggest the greater athletes’ grit levels, as represented by perseverance of effort, the more likely they are to have task orientation and incremental beliefs, which can be promoted by a task-involving climate.

Beating the Employment Challenges: How Unemployed Youths Generate Income for their Households

Youth unemployment remains a global threat to the achievement of the United Nations’ sustainable development goals. It impedes the fight to end poverty in all its forms, limits opportunities to promote inclusive and sustainable economic growth, and undermines a country’s ability to reduce inequalities. In Sub-Saharan African nations, the unemployment rate is particularly high because the environment is prone to volatility caused by poor governance, chronic conflicts, and corruption. Unemployed graduates who lack effective strategies risk failing to generate income for themselves and their families. Thus, my purpose in this qualitative multiple case study, which was grounded in achievement motivation theory, was to explore the strategies unemployed youths use to generate income for their households. Four unemployed South Sudanese graduates were interviewed and directly observed, and the gathered data were thematically analyzed. Three themes emerged: exploitation of available opportunities including taking on casual work, working for others to get starting capital, and engaging in trade and microbusiness. A key recommendation was developed: i.e., provide training programs to help unemployed graduates change their mindsets, which value white-collar jobs over casual work, trade, and microbusiness; they can then embark on the identification and exploitation of available opportunities that can create anything of economic value. The implications for positive social change include evidence that unemployed graduates are adopting appropriate strategies to improve their household income. The findings also have the potential to help youth empowerment institutions address the gaps in strategies for directing youths to generate income.

A Study on College Students’ Cognitive Intention and Path Choice of Entrepreneurship from the Perspective of Individual and Group Cooperation

In order to study the overall low entrepreneurial enthusiasm of college students, a method was proposed based on the cognitive intention and path choice of college students’ entrepreneurship from the perspective of individual and group cooperation. The method briefly introduces the achievement motivation theory, entrepreneurial intention theory, entrepreneurial cognition theory, classical game theory, computer simulation, and experimental methods. Then, the research hypothesis and model construction method are elaborated, and a questionnaire is designed to study the cognitive intention and path of entrepreneurship of college students. Finally, data analysis and hypothesis testing are described to provide a guarantee for college students’ entrepreneurship. The results show that the fundamental driving force for the great progress of entrepreneurship education in colleges and universities is to meet the needs of both the collective and the individual in the top-level design and to realize the mechanism through which entrepreneurship education can achieve common development.

Teachers' Adoption of Emotions-Based Learning Outcomes: Significance of Teachers' Competence, Creative Performance, and University Performance.

Studies have revealed that emotion-based learning outcomes are scarce when teachers’ competence and creative performance are neglected, further university performance in relation to teachers’ emotion-based learning outcomes is disregarded in literature so far. Based on the Attributional theory of achievement motivation and emotion, the purpose of this empirical study is to investigate the effects of Emotional Intelligence (EI) on learning outcomes (social, cognitive, self-growth outcomes, and satisfaction with university experience) of academicians in Pakistan’s higher education institutions (HEIs). This study also examines the mediating role of teacher competence (personal assessment) and creative performance (Creative self-efficacy and leadership/supervisor support) in a relationship between EI and learning outcomes. Furthermore, this study ascertained the relationship between learning outcomes and organizational performance (OP) of HEIs. This study used a sample frame of 237 academic professionals from Pakistani HEIs, the hypothesized associations were ascertained using the partial least squares structural equation modeling method (PLS-SEM). The findings disclose that EI has a positive and significant influence on learning outcomes. Furthermore, an indirect relation between EI and learning outcomes is established through teacher competence and creative performance while the relationship between learning outcomes and OP is established also. Results of the considered study reinforce the academic understanding of EI and propose how academicians of HEIs can value their competence and creative performance which in turn enhances learning outcomes and OP. There is a lack of studies in HEIs that investigate the relationship between EI, teacher competence, creative performance, learning outcomes, and OP. This is one of the initial researches that not only empirically examine the interface of EI, learning outcomes, and OP of HEIs’ academicians but also enlightens comprehensions into the prevailing literature by immediate investigation of the mediating role of teacher competence and creative performance in fundamental association.

A QUESTIONNAIRE TO DETERMINE THE WORK MOTIVATION OF AGRICULTURAL EXTENSION WORKERS IN INDONESIA

A review of the literature reveals that most previous studies only used achievement motivation theory to assess the work motivation of agricultural extension workers in Indonesia. So far, no research questionnaire has been designed using expectancy theory. The purpose of this study is to develop a work motivation questionnaire based on expectancy theory and to test the convergent validity, discriminant validity, construct reliability and composite reliability of this questionnaire. This study drew on data from 107 people who work as agricultural extension workers in Indonesia. The questionnaire distributed via google forms was completed by all respondents. All statistical analyses were performed using JASP, version 0.16, and a confirmatory factor analysis technique was used. This study resulted in the development of a work motivation questionnaire in Indonesian. There are nine-item questions, each with three questions for construct expectancy, three questions for constructs instrumentality, and three questions for constructs valence. Confirmatory factor analysis confirmed that all of the question items from the expectancy theory three constructs met the convergent validity, discriminant validity, construct reliability, and composite reliability criteria. This questionnaire can be used in future research on agricultural extension workers' work motivation in Indonesia.

Parental Motivation as a Predictor of Academic Performance of Primary School Pupils in Migori County, Kenya

Involvement of parents in their children’s academic performance is supported globally. Both the intrinsic and the extrinsic motivation play a vital role in the learners’ academic excellence. While academic performance is assessed through classwork, course work and other types of assessment, excellent and poor academic performance is associated with a number of factors such as learner’s cognitive abilities and parental involvement. In Kenya underperformance is associated with a number of factors for example understaffing and inadequate learning resources. In Migori County the average mean score between 2017 and 2019 in Kenya Certificate of Primary Education is 245.54 (49.11%). The purpose of the study was to examine parental motivation as a predictor of academic performance of primary school pupils in Migori County, Kenya. The objective of the study was to determine the extent to which parental motivation predicts academic performance. The study was anchored on achievement motivation theory, social learning theory and a conceptual framework showing the relationship of the variables. Explanatory sequential mixed research design was adopted. Population of the study comprised 570 teachers, 30,600 standard eight pupils, 30600 parents and one director of education. Sample size was 481 of which 60 were teachers, 380 standard eight pupils, 40 parents and one county director of education. Purposive sampling was used to select pupils and the director of education. Stratified random sampling and simple random sampling techniques were used to select 190 boys and 190 girls; 30 male and 30 female teachers. Cluster sampling was used to classify sub-counties. Questionnaire, interview schedules, focus group discussion and document analysis guide were employed to collect data . A pilot study was conducted among 10 teachers, 40 pupils and one director of education. Split-half method was used to determine the reliability of research instruments and their index was 0.823 for teachers and 0.786 for pupils. Content and construct validity were ascertained by the supervisors. Quantitative data was analysed using Pearson's product moment correlation coefficient and regression. The data was also presented using descriptive statistics such as frequency counts, percentages and means. Qualitative data was reported as themes and subthemes. The results showed that parental motivation predictor variable, related linearly to academic performance response variable. This relationship was found to be statistically significant at p-value = 0.002, < 0.05 . The study concluded that parental motivation based on provisions to support the pupils in their education, encouragement through praise and appreciation when pupils perform better in examinations and rewards such as material gifts improves academic performance. It was recommended that parents should visit schools to check on pupils’ progress. Besides, they should attend school annual meetings.

A New Approach to an Achievement Motivation System for the Choice of an Engineering High School and Field of Study

Achievement motivation is an important prerequisite for students’ engagement, overcoming study difficulties and, ultimately, successful completion of their studies. The aim of this study is to find out the current level of performance motivation of the population of students of engineering high schools, to compare its level with the standard for high school population and to find out whether there is a relationship between its level and choice. Two questionnaires were used in the research. The first was the School Achievement Motivation Questionnaire for Pupils (Hrabal, Pavelková, 2011). The theory of achievement motivation is then based on the concept of independence of the need for successful performance and the need to avoid failure. The resulting orientation of a person in a performance situation then depends on the predominance of one or the other tendency. The second questionnaire was focused on finding personal data, questions of school choice, satisfaction with school choice. The research was carried out at the beginning of 2020 and the sample consisted of over 900 students. Main results of the study: First, in the component of performance motivation NACH (need to achieve) the performance motivation of the group is statistically different from the group norm. In the NAF (the need to avoid failure) component, the results are statistically identical. Second, schools do not differ in the results for the NACH component, but differ in the NAF component. Third, in both components, the value of performance motivation for beginners and for final years in both components is significantly different from other years. Fourth, the student's statement on the choice of study at an engineering school as a primary choice is not related to the values of NACH and NAF. Fifth, the level of student's achievement motivation in both components is related to the student's idea of studying.

Academic Scaffolding as a Predictor of Achievement Motivation for Learning Chemistry Among Secondary School Students in Kenya

This research was carried to examine academic scaffolding as a predictor of achievement motivation for learning chemistry among secondary school students in Kenya. The study was anchored on scaffolding theory developed by Bruner and achievement motivation theory by McClelland. The researcher used convergent parallel mixed research design to examine the relationship between the study variables. The target population was 10528 form three students taking chemistry in 284 public secondary schools in Kiambu County in the year 2020. Purposive sampling was used to select Kiambu County and form three students taking chemistry. Stratified sampling was used to select the schools while simple random sampling was used to select students to participate in the study. The study was conducted in 17 secondary schools using a sample of 440 students. A pilot study was done in one school involving 40 students to establish the validity and reliability of the research instruments. Data were collected using questionnaires and interview schedules and then analyzed using both descriptive and inferential statistics. The results indicated that there was a moderate positive and statistically significant correlation between academic scaffolding and achievement motivation for learning chemistry, r (336) = .50, p< .05. Academic scaffolding was found to be a significant predictor of academic scaffolding and R square was .25 which suggested that 25% variance in achievement motivation for learning chemistry can be explained by academic scaffolding. Qualitative results also showed that academic scaffolding influenced the student’s achievement motivation for learning chemistry. The study recommends that school counsellors and chemistry teachers should enhance academic scaffolding in order to boost the student’s achievement motivation for learning chemistry for better learning outcomes in the subject.