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Sample records for group achievement motivation

  1. Effects of within-class ability grouping on social interaction, achievement and motivation

    NARCIS (Netherlands)

    Saleh, Mohammad; Lazonder, Ard W.; Jong, de Ton

    2005-01-01

    This study examined how grouping arrangements affect students achievement, social interaction, and motivation. Students of high, average and low ability were randomly assigned to homogeneous or heterogeneous ability groups. All groups attended the same plant biology course. The main results indicate

  2. Effects of Achievement Motivation, Social Identity, and Peer Group Norms on Academic Conformity

    Science.gov (United States)

    Masland, Lindsay C.; Lease, A. Michele

    2013-01-01

    This study investigated whether academic achievement motivation and social identity explain variation in children's conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity.…

  3. Effects of Achievement Motivation, Social Identity, and Peer Group Norms on Academic Conformity

    Science.gov (United States)

    Masland, Lindsay C.; Lease, A. Michele

    2013-01-01

    This study investigated whether academic achievement motivation and social identity explain variation in children's conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity.…

  4. Family Experiences, the Motivation for Science Learning and Science Achievement of Different Learner Groups

    Science.gov (United States)

    Schulze, Salomé; Lemmer, Eleanor

    2017-01-01

    Science education is particularly important for both developed and developing countries to promote technological development, global economic competition and economic growth. This study explored the relationship between family experiences, the motivation for science learning, and the science achievement of a group of Grade Nine learners in South…

  5. EFFECTS OF ABILITY GROUPING IN SCHOOLS RELATED TO INDIVIDUAL DIFFERENCES IN ACHIEVEMENT-RELATED MOTIVATION, FINAL REPORT.

    Science.gov (United States)

    ATKINSON, JOHN W.; O'CONNOR, PATRICIA

    TWO EMPIRICAL STUDIES WERE MADE TO TEST THE DESIRABILITY OF EMPLOYING SOME FORM OF ABILITY GROUPING TO ENHANCE LEARNING OPPORTUNITIES IN SCHOOLS. THE TWO FIELD STUDIES SPECIFICALLY EXPLORED SOME OF THE MOTIVATIONAL IMPLICATIONS OF ABILITY GROUPING AS MANIFESTED IN SCHOLASTIC ACHIEVEMENT, REPORTED INTEREST IN SCHOOLWORK, AND THE DEVELOPMENT OF…

  6. Sociocultural Origins of Achievement Motivation

    Science.gov (United States)

    Maehr, Martin L.

    1977-01-01

    Presents a theoretical review of work on sociocultural influences on achievement, focusing on a critical evaluation of the work of David McClellan. Offers an alternative conception of achievement motivation which stresses the role of contextual and situational factors in addition to personality factors. Available from: Transaction Periodicals…

  7. [Affiliative achievement motivation and non-affiliative achievement motivation of female students].

    Science.gov (United States)

    Doi, K

    1988-02-01

    The purpose of this study was to investigate the two dimensional theory of achievement motivation (Doi, 1982) in female students. Doi's motivation scale were administered to 81 female university students, 58 female students of school of nursing and 77 female students of school of English Language, and the Yatabe-Guilford personality inventory was also administered to the first and the second groups. Affiliative achievement motivation and non-affiliative achievement motivation were extracted by principal component analyses and canonical correlation analyses. Non-affiliative achievement motivation was found to be related to personality type: emotional instability and introversion. These findings differ from achievement motivation concepts (Murray, 1938; McClelland, Atkinson, Clark, & Lowell, 1953), that include emotional stability and extraversion.

  8. Achievement Motivation Training for Potential High School Dropouts. Achievement Motivation Development Project Working Paper Number 4.

    Science.gov (United States)

    McClelland, David C.

    This pilot project sought to determine if instruction in achievement motivation would help potential dropouts to complete their schooling. Subjects were tenth grade students in a suburban Boston high school. A one-week residential course during winter and spring vacations was taken by one group of six boys and a second group of four. Equated…

  9. Changes in Achievement Motivation among University Freshmen

    Science.gov (United States)

    Dresel, Markus; Grassinger, Robert

    2013-01-01

    Changes in achievement motivation over the first semester of university studies were examined with N = 229 freshmen, who were surveyed twice in the present study. Students' academic self-concepts, achievement goals, and subjective values were chosen as theoretically central components of achievement motivation. The results indicated significant…

  10. The Relevance and Application of Goal Theory to Interpreting Indigenous Minority Group Motivation and Achievement in School Settings.

    Science.gov (United States)

    McInerney, Dennis M.; And Others

    The goal theory of achievement argues that the goals stressed by schools have dramatic consequences for whether children develop a sense of self-efficacy, or whether they avoid challenging tasks, giving up when faced with failure. It is commonly believed that the goals stressed by Western-oriented schools are inappropriate to indigenous minority…

  11. Resilience and Emotional Intelligence: which role in achievement motivation

    Directory of Open Access Journals (Sweden)

    Paola Magnano

    2016-01-01

    Full Text Available In the framework of Positive Organizational Behavior, the construct of Psychological Capital identifies four psychological capacities that affect motivation and performance in the workplace: self-efficacy, hope, optimism and resilience. Emotional Intelligence, then, addresses self-regulatory processes of emotions and motivation that enable people to make adjustments to achieve individual, group, and organizational goals; Emotional Intelligence is strongly correlated with individual advancement and success in an organizational setting and with individual performance. Moreover, Emotional Intelligence is considered an antecedent to resilience. The present study aims to investigate the role of resilience and emotional intelligence in achievement motivation, verifying if emotional intelligence mediates the relationship among resilience and achievement motivation. Participants are 488 Italian workers, aged between 18 and 55 years. The findings confirm the significant role played by emotional intelligence on resilience and on motivation to achievement.

  12. Differences in motivations and academic achievement

    Directory of Open Access Journals (Sweden)

    Luis Fernando Gamboa

    2013-06-01

    Full Text Available This paper provides new evidence on the effect of pupils’ self-motivation on academic achievement in science across countries. By using the OECD´s Programme for International Student Assessment 2006 (PISA 2006 test, we find that self-motivation has a positive effect on students’ performance. Instrumental Variables Quantile Regression is used to analyze the existence of different estimated coefficients over the scores distribution, allowing us to deal with the potential endogeneity of self-motivation. We find that the impact of intrinsic motivation on academic performance depends on the pupil’s score. Our findings support the importance of designing focalized programs for different populations that foster their motivation towards learning.

  13. Achievement Motivation and EEG Spectral Power

    Directory of Open Access Journals (Sweden)

    Elena V. Vorobyeva

    2011-01-01

    Full Text Available Achievement motivation is a psychological category which implies a desire to achieve significant (powerful results in certain sphere. According to the results of psychophysiological research people who are motivated for success are very active before they are instructed by the researcher which proves that they aimed at the perception of the referent situation and the intense level of expectations. One of the vital issues today is a problem how genes influence human behaviour. Thus on the basis of contemporary researches we can conclude that such influence is regulated by brain processes.

  14. Developing a Motivational Model of College Achievement.

    Science.gov (United States)

    Tuckman, Bruce W.; Abry, Dennis

    This study involves developing a motivational model of college achievement. The predictor variables, which were procrastination tendency, self-efficacy, self-regulation, intrinsic value, outcome value, cognitive strategy, test anxiety, students grade goals, parent grade goals, and grade point average, as well as the criterion variable exam…

  15. African and Arab American Achievement Motivation: Effects of Minority Membership.

    Science.gov (United States)

    Kovach, Bernadette S.; Hillman, Stephen B.

    The association between ethnic group identification, attributional style, and the use of self-protective attributions with respect to self-esteem, academic achievement and motivation among ethnically diverse adolescents was examined. Participants in the study included 422 African American, 90 Arab American, and 194 European American high school…

  16. [Memory performance and general achievement motivation in the aged].

    Science.gov (United States)

    Heineken, E; Gekeler, C

    1985-01-01

    Memory achievement is generally confounded with motivational factors in memory research. Therefore, the interpretation of age specific differences in recall renders difficult. The effect of a mnemonic device (method of loci) on recall is studied in a multitrial free recall experiment with 48 seniors aged from 60 to 92. Recall, performance in "Pauli"-tasks as an indicator of general achievement motivation, and subjective organization are measured. The experiment is planned as a three-factorial randomized group design with the factors "mnemonic device", "age", and "concreteness of learning material". The mnemonic device has a strong effect on recall as well as on performance "Pauli"-tasks. Its effect on recall is attributed to the increased achievement motivation.

  17. Science Motivation of University Students: Achievement Goals as a Predictor

    Science.gov (United States)

    Arslan, Serhat; Akcaalan, Mehmet; Yurdakul, Cengiz

    2017-01-01

    The objective of this investigation is to make a study of the relationship between achievement goals and science motivation. Research data were collected from 295 university students. Achievement goals and science motivation scales were utilized as measure tools. The link between achievement goals orientation and science motivation was…

  18. Enriching the Hierarchical Model of Achievement Motivation: Autonomous and Controlling Reasons Underlying Achievement Goals

    Science.gov (United States)

    Michou, Aikaterini; Vansteenkiste, Maarten; Mouratidis, Athanasios; Lens, Willy

    2014-01-01

    Background: The hierarchical model of achievement motivation presumes that achievement goals channel the achievement motives of need for achievement and fear of failure towards motivational outcomes. Yet, less is known whether autonomous and controlling reasons underlying the pursuit of achievement goals can serve as additional pathways between…

  19. Achievement motivation and competition: perceptions and responses.

    Science.gov (United States)

    Scanlan, T K; Ragan, J T

    1978-01-01

    This study investigated the influence of achievement motivation (Nach) on how individuals perceive an evaluative competition situation, whether they prefer to perform in this type of setting, and whether they seek the inherent appraisal information regarding their motoric competence. Specifically, perceived threat to self esteem was examined as indicated by state anxiety responses and measured by the Competitive Short Form of the Spielberger State Anxiety Inventory. State anxiety was assessed at rest, while performing a motor task alone in a nonevaluative setting, and during competition against an equal ability opponent. Situation perference and information seeking behavior were assessed at the conclusion of the closely paced competition. Subjects were asked whether they had perferred performing in the noncompetition or competition situation and were given the opportunity to select the relative ability level of a future opponent. As predicted, the major findings indicated that high Nach males experienced less threat during competition than low Nach males. Further, more high than low Nach individuals perferred the competition situation to the noncompetition situation and sought the evaluative ability information to a greater extent by choosing opponents of equal or greater relative ability for a future hypothetical competition.

  20. Effects of Gender, Mathematics Anxiety and Achievement Motivation on College Students' Achievement in Mathematics

    National Research Council Canada - National Science Library

    Ajogbeje Oke James; Borisade Fidelis Tunde; Aladesaye Charles Ademuyiwa; Ayodele Oludolapo Bolanle

    2013-01-01

    .... The study examined the relationship between College of Education students' achievement motivation and mathematics achievement, correlation coefficient between mathematics anxiety and college students...

  1. Conflicting social motives in negotiating groups.

    Science.gov (United States)

    Weingart, Laurie R; Brett, Jeanne M; Olekalns, Mara; Smith, Philip L

    2007-12-01

    Negotiators' social motives (cooperative vs. individualistic) influence their strategic behaviors. In this study, the authors used multilevel modeling and analyses of strategy sequences to test hypotheses regarding how negotiators' social motives and the composition of the group influence group members' negotiation strategies. Four-person groups negotiating a 5-issue mixed-motive decision-making task were videotaped, and the tapes were transcribed and coded. Group composition included 2 homogeneous conditions (all cooperators and all individualists) and 3 heterogeneous conditions (3 cooperators and 1 individualist, 2 cooperators and 2 individualists, 1 cooperator and 3 individualists). Results showed that cooperative negotiators adjusted their use of integrative and distributive strategies in response to the social-motive composition of the group, but individualistic negotiators did not. Results from analyses of strategy sequences showed that cooperators responded more systematically to others' behaviors than did individualists. They also redirected the negotiation depending on group composition.

  2. Expectancy-Value Theory of Achievement Motivation.

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    Wigfield; Eccles

    2000-01-01

    We discuss the expectancy-value theory of motivation, focusing on an expectancy-value model developed and researched by Eccles, Wigfield, and their colleagues. Definitions of crucial constructs in the model, including ability beliefs, expectancies for success, and the components of subjective task values, are provided. These definitions are compared to those of related constructs, including self-efficacy, intrinsic and extrinsic motivation, and interest. Research is reviewed dealing with two issues: (1) change in children's and adolescents' ability beliefs, expectancies for success, and subjective values, and (2) relations of children's and adolescents' ability-expectancy beliefs and subjective task values to their performance and choice of activities. Copyright 2000 Academic Press.

  3. Research on the Achievement Motivation of the University Student Village Officials in the Suburbs of Beijing

    Institute of Scientific and Technical Information of China (English)

    YANG Xin

    2011-01-01

    [Objective] The aim was to explore the achievement motivation of the university student village officials in the suburbs of Beijing.[Method] The research made an investigation on 429 university student village officials in the suburbs of Beijing by the Achievements Motive Scale (AMS). [ Result] The achievement motivation of these student village officials was not on a high level, but they tended to pursue the success motivation rather than the motivation to avoid failures obviously. There was a significant difference in the achievement motivation between different genders, majors and jobs. The males' motivation for success was higher than the females'. The motivation of avoiding failures among officials in Humanities was higher than in Science and in Fine Art. And the university student village officials in professional and technical posts or in business posts rated the motivation to avoid failures more important than in basic management posts. But achievement motivations in different urban-rural areas, educational levels, political backgrounds, whether student leaders or not, and durations were no definite differences. Besides, it had a significant effect on these student village officials' achievement motivation whether advices and suggestions were accepted; if yes,the motivation was higher. [ Conclusion] This study had provided stability and development for building rural talent groups.

  4. 基于成就激励理论的大学生弱势群体帮扶%The Assistance of University Students Vulnerable Groups Based on Theory of Achievement Motivation

    Institute of Scientific and Technical Information of China (English)

    贾会杰

    2014-01-01

    University students are the excellent talents, as well as the pillar of the country. During the period of popularization of higher education, there will be vulnerable groups with the in-creasing of students. Students vulnerable groups are mainly di-vided into economic weakness, position weakness, academic weakness,and psychological weakness. McClelland's achievement motivation theory is that people have achievement need, right need, affinity need, which are the needs of vulnerable groups. Students vulnerable groups will achieve perfect development if they get these needs.%大学生是经过选拔的优秀人才,是国之栋梁。由于现在我国高等教育进入大众化时期,学生总量增加,就会有一定的弱势群体的存在。大学生弱势群体主要分为经济弱势、学业弱势、地位弱势、心理弱势。麦克利兰提出的成就激励理论认为人有成就需要、权力需要、亲和需要,这也是弱势群体所需求的,激发和满足这些需求,使其得到完善发展。

  5. Relationships among Projective and Direct Verbal Measures of Achievement Motivation.

    Science.gov (United States)

    Singh, Satvir

    1979-01-01

    The ways in which projective and nonprojective verbal measures of achievement motivation elicit comparable and dissimilar responses in a "Third World" sample of entrepreneurs and farmers were explored as a test of McClelland's theory of economic growth. Results were generally consistent with the theory of achievement motivation.…

  6. A Study of Motivational Influences on Academic Achievement

    Science.gov (United States)

    Dishon-Berkovits, Miriam

    2014-01-01

    This study examined the influence of motivation on academic achievement. The theoretical rationale for the study is grounded in bridging two influential yet isolated literatures of motivation: goal setting theory and achievement goal theory. Although it is clear that academic performance should be influenced by assigned learning goals,…

  7. Achievement Motivation Development Project. Final Report. Appendix IV, Part 2.

    Science.gov (United States)

    McClelland, David C.; Alschuler, Alfred S.

    The Achievement Motivation Development Project is described. The Project has culminated in the development of course materials designed explicitly to promote aspects of psychological growth. As such, it is viewed as but one thrust in an emerging psychological education movement. Achievement motivation is defined as a way of planning, a set of…

  8. Relationships among Projective and Direct Verbal Measures of Achievement Motivation.

    Science.gov (United States)

    Singh, Satvir

    1979-01-01

    The ways in which projective and nonprojective verbal measures of achievement motivation elicit comparable and dissimilar responses in a "Third World" sample of entrepreneurs and farmers were explored as a test of McClelland's theory of economic growth. Results were generally consistent with the theory of achievement motivation. (Author/JKS)

  9. Achievement Motivation Development Project. Final Report. Appendix IV, Part 2.

    Science.gov (United States)

    McClelland, David C.; Alschuler, Alfred S.

    The Achievement Motivation Development Project is described. The Project has culminated in the development of course materials designed explicitly to promote aspects of psychological growth. As such, it is viewed as but one thrust in an emerging psychological education movement. Achievement motivation is defined as a way of planning, a set of…

  10. Depression in Groups of Bullies and Victims: Evidence for the Differential Importance of Peer Status, Reciprocal Friends, School Liking, Academic Self-Efficacy, School Motivation and Academic Achievement

    Science.gov (United States)

    Stefanek, Elisabeth; Strohmeier, Dagmar; Yanagida, Takuya

    2017-01-01

    The goals of this study were (1) to identify groups of bullies and victims, (2) to investigate level differences in depression, peer relationships, and academic variables, and (3) to examine how peer relationships and academic variables were associated with depression in these groups. The sample comprised 1,451 students (48.6% girls) aged 10-15…

  11. Pure motives with representable Chow groups

    CERN Document Server

    Vial, Charles

    2011-01-01

    Let $k$ be an algebraically closed field. We show using Kahn's and Sujatha's theory of birational motives that a Chow motive over $k$ whose Chow groups are all representable belongs to the full and thick subcategory of motives generated by the twisted motives of curves. -- Motifs purs dont les groupes de Chow sont repr\\'esentables. Soit $k$ un corps alg\\'ebriquement clos. Nous prouvons, en nous servant de la th\\'eorie des motifs birationnels d\\'evelopp\\'ee par Kahn et Sujatha, qu'un motif de Chow d\\'efini sur $k$ dont les groupes de Chow sont tous repr\\'esentables appartient \\`a la sous-cat\\'egorie pleine et \\'epaisse des motifs engendr\\'ee par les motifs de courbes tordus.

  12. Achievement motivation of primary mathematics education teacher candidates according to their cognitive styles and motivation styles

    Directory of Open Access Journals (Sweden)

    Hakan YAMAN

    2015-03-01

    Full Text Available The aim of this study is to reveal whether there is relation between achievement motivations of teacher candidates according to their cognitive styles and motivation styles or not. This study was designed as a quantitative study due to collecting quantitative data and running statistical analyses. Both comparative and correlational survey methods were used because of the fact that it was aimed to determine cognitive styles, motivation styles and achievement motivation of the teacher candidates and to investigate the relationship between these variables. Findings revealed that achievement motivations of the teacher candidates did not differ significantly in terms of gender and cognitive styles. However, it was found that achievement motivations of the teacher candidates differed significantly in terms of their grade levels and motivation styles.

  13. A Mediation Analysis of Achievement Motives, Goals, Learning Strategies, and Academic Achievement

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    Diseth, Age; Kobbeltvedt, Therese

    2010-01-01

    Background: Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. Aims: To investigate the relationship between achievement motives,…

  14. Classroom goal structure, student motivation, and academic achievement.

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    Meece, Judith L; Anderman, Eric M; Anderman, Lynley H

    2006-01-01

    Over the past 25 years, achievement goal theory has emerged as one of the most prominent theories of achievement motivation. This chapter uses an achievement goal framework to examine the influence of classroom and school environments on students' academic motivation and achievement. Considerable evidence suggests that elementary and secondary students show the most positive motivation and learning patterns when their school settings emphasize mastery, understanding, and improving skills and knowledge. Whereas school environments that are focused on demonstrating high ability and competing for grades can increase the academic performance of some students, research suggests that many young people experience diminished motivation under these conditions. The implications of achievement goal theory for examining the impact of school reform are discussed.

  15. Teacher Perfectionism and Iranian English Language Learners’ Motivation and Achievement

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    Reza Rezvani

    2015-11-01

    Full Text Available Educational psychology has recently reflected a policy shift from focusing on “what goes wrong” in schools, including psychological, physical, and educational disabilities, to recognizing and promoting strengths and positive aspects of students and their environments. Within this scope, some lines of research have examined the extent to which setting personal high standards influences such positive outcomes as educational achievement and high level of motivation. The present study was motivated by the concern that Iranian English language teachers' setting high standards, i.e. perfectionism, may predict English language learners’ motivation and language achievement. Through cluster random sampling, a total of 30 English language teachers with more than one year of experience and 300 elementary English language learners were selected from English Language Institutes in Fars province, Iran. Frost Multidimensional Perfectionism scale and Motivations Underlying English Language Learning questionnaire were used to measure teachers' perfectionism and learners’ language learning motivation, respectively. The learners' final scores in the English courses were collected as a measure of their language learning achievement. The result of simple regression analysis revealed that the teachers' perfectionism did not predict English language learners’ motivation and language achievement. In other words, Iranian English language teachers' perfectionism did not account for any variance in these two variables of interest. Keywords: Perfectionism, Motivation, Language Learning Achievement

  16. The relationship among achievement motivation, psychological contract and work attitudes

    National Research Council Canada - National Science Library

    Lee, Hung-Wen; Liu, Ching-Hsiang

    2009-01-01

    .... The priority for upgrading service quality is to improve employees' work attitude. Staff of banks were selected as subjects to explore the influences of achievement motivation, psychological contracts, and work attitudes. Results were: 1...

  17. Enriching the hierarchical model of achievement motivation: autonomous and controlling reasons underlying achievement goals.

    Science.gov (United States)

    Michou, Aikaterini; Vansteenkiste, Maarten; Mouratidis, Athanasios; Lens, Willy

    2014-12-01

    The hierarchical model of achievement motivation presumes that achievement goals channel the achievement motives of need for achievement and fear of failure towards motivational outcomes. Yet, less is known whether autonomous and controlling reasons underlying the pursuit of achievement goals can serve as additional pathways between achievement motives and outcomes. We tested whether mastery approach, performance approach, and performance avoidance goals and their underlying autonomous and controlling reasons would jointly explain the relation between achievement motives (i.e., fear of failure and need for achievement) and learning strategies (Study 1). Additionally, we examined whether the autonomous and controlling reasons underlying learners' dominant achievement goal would account for the link between achievement motives and the educational outcomes of learning strategies and cheating (Study 2). Six hundred and six Greek adolescent students (Mage = 15.05, SD = 1.43) and 435 university students (Mage M = 20.51, SD = 2.80) participated in studies 1 and 2, respectively. In both studies, a correlational design was used and the hypotheses were tested via path modelling. Autonomous and controlling reasons underlying the pursuit of achievement goals mediated, respectively, the relation of need for achievement and fear of failure to aspects of learning outcomes. Autonomous and controlling reasons underlying achievement goals could further explain learners' functioning in achievement settings. © 2014 The British Psychological Society.

  18. Effects of Activity Based Blended Learning Strategy on Prospective of Teachers' Achievement and Motivation

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    Abdelraheem, Ahmed Yousif; Ahmed, Abdelrahman Mohammed

    2015-01-01

    The study investigates the effect of Activity based Blended Learning strategy and Conventional Blended Learning strategy on students' achievement and motivation. Two groups namely, experimental and control group from Sultan Qaboos University were selected randomly for the study. To assess students' achievement in the different groups, pre- and…

  19. Effects of Activity Based Blended Learning Strategy on Prospective of Teachers' Achievement and Motivation

    Science.gov (United States)

    Abdelraheem, Ahmed Yousif; Ahmed, Abdelrahman Mohammed

    2015-01-01

    The study investigates the effect of Activity based Blended Learning strategy and Conventional Blended Learning strategy on students' achievement and motivation. Two groups namely, experimental and control group from Sultan Qaboos University were selected randomly for the study. To assess students' achievement in the different groups, pre- and…

  20. Predicting Mathematics Achievement by Motivation and Self-Efficacy across Gender and Achievement Levels

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    Sartawi, AbdelAziz; Alsawaie, Othman N.; Dodeen, Hamzeh; Tibi, Sana; Alghazo, Iman M.

    2012-01-01

    This study investigated the extent to which self-efficacy and motivation served as a predictor for mathematics achievement of fifth grade students in United Arab Emirates (UAE) across gender and achievement levels. Self-efficacy was measured by two scales, which differed in levels of specificity--Category Specific and Task Specific. Motivation was…

  1. Effects of Gender, Mathematics Anxiety and Achievement Motivation on College Students’ Achievement in Mathematics

    Directory of Open Access Journals (Sweden)

    Ajogbeje Oke James

    2013-07-01

    Full Text Available The urge to excel or perform maximally in mathematics varies from individual to individual because achievement motivation is often developed or learnt during socialization and learning experiences. The study examined the relationship between College of Education students’ achievement motivation and mathematics achievement, correlation coefficient between mathematics anxiety and college students’ achievement motivation as well as mathematics anxiety and mathematics achievement. The sample, 268 College of Education students offering mathematics as one of their subject combination, was selected using purposive sampling techniques. Three research instruments namely: Mathematics Anxiety Scale (MAS, Achievement Motivation Scale (AMS and Mathematics Achievement Test (MAT were used to collect data for the study. Data collected for the study were analyzed using correlational analysis and ANOVA. The results showed that a significantly low negative correlation coefficient existed between mathematics anxiety and mathematics achievement. There is a negative and significant correlation coefficient between mathematics anxiety and achievement motivation. Similarly, a positive and significant correlation coefficient also exists between achievement motivation and mathematics achievement. Based on the findings of the study, it was recommended that mathematics teachers should adopt activity based strategies and conducive learning environment in order to reduce college students’ anxieties in mathematics learning.

  2. The Ins and Outs of Homeschooling: The Determinants of Parental Motivations and Student Achievement

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    Collom, Ed

    2005-01-01

    This research investigates two major aspects of homeschooling. Factors determining parental motivations to homeschool and the determinants of the student achievement of home-educated children are identified. Original survey data from an organized group of homeschoolers is analyzed. Regression models are employed to predict parents' motivations and…

  3. Different groups, different motives: identity motives underlying changes in identification with novel groups.

    Science.gov (United States)

    Easterbrook, Matt; Vignoles, Vivian L

    2012-08-01

    Social identification is known to have wide-reaching implications, but theorists disagree about the underlying motives. Integrating motivated identity construction theory with recent social identity research, the authors predicted which motives underlie identification with two types of groups: interpersonal networks and social categories. In a five-wave longitudinal study of social identity processes among 268 new university residents, multilevel analyses showed that motives involved in identity enactment processes--self-esteem, belonging, and efficacy--significantly predicted within-person changes in identification with flatmates (an interpersonal network group), whereas motives involved in identity definition processes--meaning, self-esteem, and distinctiveness--significantly predicted within-person changes in identification with halls of residence (an abstract social category). This article discusses implications for research into identity motives and social identity.

  4. Dominant Achievement Goals of Older Workers and Their Relationship with Motivation-Related Outcomes

    Science.gov (United States)

    de Lange, Annet H.; Van Yperen, Nico W.; Van der Heijden, Beatrice I. J. M.; Bal, P. Matthijs

    2010-01-01

    The aim of this study was to increase our insight into older employees' achievement motivation by examining the prevalence of dominant achievement goals among a "unique" group of 172 Dutch workers who remained active after their post-statutory retirement age. Moreover, we investigated how their dominant achievement goals were linked to…

  5. Public Service Motivation Research : Achievements, Challenges, and Future Directions

    NARCIS (Netherlands)

    Perry, James L.; Vandenabeele, Wouter

    2015-01-01

    This article takes stock of public service motivation research to identify achievements, challenges, and an agenda for research to build on progress made since 1990. After enumerating achievements and challenges, the authors take stock of progress on extant proposals to strengthen research. In addit

  6. Public Service Motivation Research : Achievements, Challenges, and Future Directions

    NARCIS (Netherlands)

    Perry, James L.; Vandenabeele, Wouter|info:eu-repo/dai/nl/323038816

    2015-01-01

    This article takes stock of public service motivation research to identify achievements, challenges, and an agenda for research to build on progress made since 1990. After enumerating achievements and challenges, the authors take stock of progress on extant proposals to strengthen research. In

  7. Achievement Motivation of Primary Mathematics Education Teacher Candidates According to Their Cognitive Styles and Motivation Styles

    Science.gov (United States)

    Yaman, Hakan; Dündar, Sefa; Ayvaz, Ülkü

    2015-01-01

    The aim of this study is to reveal whether there is relation between achievement motivations of teacher candidates according to their cognitive styles and motivation styles or not. This study was designed as a quantitative study due to collecting quantitative data and running statistical analyses. Both comparative and correlational survey methods…

  8. Students' Motivational Beliefs in Science Learning, School Motivational Contexts, and Science Achievement in Taiwan

    Science.gov (United States)

    Wang, Cheng-Lung; Liou, Pey-Yan

    2017-01-01

    Taiwanese students are featured as having high academic achievement but low motivational beliefs according to the serial results of the Trends in Mathematics and Science Study (TIMSS). Moreover, given that the role of context has become more important in the development of academic motivation theory, this study aimed to examine the relationship…

  9. Intrinsic Motivation, Extrinsic Motivation, and Academic Achievement among Indian Adolescents in Canada and India

    Science.gov (United States)

    Areepattamannil, Shaljan; Freeman, John G.; Klinger, Don A.

    2011-01-01

    The purpose of the present study was to examine the relationships among intrinsic motivation, extrinsic motivation, and academic achievement for the Indian immigrant adolescents in Canada in comparison to their counterparts in India. Descriptive discriminant analysis indicated that the Indian immigrant adolescents in Canada had higher intrinsic…

  10. Intrinsic Motivation, Extrinsic Motivation, and Academic Achievement among Indian Adolescents in Canada and India

    Science.gov (United States)

    Areepattamannil, Shaljan; Freeman, John G.; Klinger, Don A.

    2011-01-01

    The purpose of the present study was to examine the relationships among intrinsic motivation, extrinsic motivation, and academic achievement for the Indian immigrant adolescents in Canada in comparison to their counterparts in India. Descriptive discriminant analysis indicated that the Indian immigrant adolescents in Canada had higher intrinsic…

  11. The Relationship between Motivation and Achievement--A Survey of the Study Motivation of English Majors in Qingdao Agricultural University

    Science.gov (United States)

    Li, Peipei; Pan, Guirong

    2009-01-01

    The survey conducted in Qingdao Agricultural University reveals the relationship between motivation and achievement as follows: instrumental motivation influences both high achievers and low achiever; while high achievers have greater integrative motivation than lower ones; Interest plays an extremely important role in study and high achievers…

  12. College Students' Motivation to Achieve and Maintain a Healthy Weight

    Science.gov (United States)

    Furia, Andrea C.; Lee, Rebecca E.; Strother, Myra L.; Huang, Terry T-K.

    2009-01-01

    Objectives: To develop and refine a scale of motivational factors related to healthy weight achievement and maintenance and to examine differences by gender and weight status. Methods: A cross-sectional survey of 300 university students aged 18-24 years. Results: Factor analysis yielded 6 factors--Intrinsic (Cronbach's alpha = 0.73): affective…

  13. Achievement Goals, Motivation, and Performance: A Closer Look.

    Science.gov (United States)

    Urdan, Tim; Pajares, Frank; Lapin, Amy Z.

    An achievement goal theory framework was used to examine the relations among goals and a number of other motivational constructs in a sample of middle school students. Participants were 189 eighth graders from a public school in the south. In one session students completed the attitude measures and in another session they completed a mathematics…

  14. Do Creativity Self-Beliefs Predict Literacy Achievement and Motivation?

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    Putwain, David W.; Kearsley, Rebecca; Symes, Wendy

    2012-01-01

    Previous work has suggested that creativity self-beliefs show only small relations with academic achievement and may only be related to intrinsic, not extrinsic motivation. We set out to re-examine these relationships accounting for the multifaceted and process embedded nature of creativity self-beliefs and the full domain range of extrinsic…

  15. The Role of Motivation and Cognitive Engagement in Science Achievement

    Science.gov (United States)

    Bircan, Hasan; Sungur, Semra

    2016-01-01

    The purpose of this study was to investigate the contribution of the motivational beliefs (self-efficacy and task-value) and cognitive engagement to seventh grade students' science achievement. For the specified purpose, cross-sectional correlational research design was used. The data were gathered from the seventh grade students of public middle…

  16. The Role of Educational Technology in Developing Achievement Motivation

    Science.gov (United States)

    McClelland, David C.

    1969-01-01

    Essay focusing on how achievement motivation is developed in students and adults, with some discussion of how various dimensions of educational technology may contribute to this development. Paper written pursuant to contract 0-8-071231-1747 with the U.S. Office of Education, under provisions of the Cooperative Research Program. (LS)

  17. Do Creativity Self-Beliefs Predict Literacy Achievement and Motivation?

    Science.gov (United States)

    Putwain, David W.; Kearsley, Rebecca; Symes, Wendy

    2012-01-01

    Previous work has suggested that creativity self-beliefs show only small relations with academic achievement and may only be related to intrinsic, not extrinsic motivation. We set out to re-examine these relationships accounting for the multifaceted and process embedded nature of creativity self-beliefs and the full domain range of extrinsic…

  18. The Role of Educational Technology in Developing Achievement Motivation

    Science.gov (United States)

    McClelland, David C.

    1969-01-01

    Essay focusing on how achievement motivation is developed in students and adults, with some discussion of how various dimensions of educational technology may contribute to this development. Paper written pursuant to contract 0-8-071231-1747 with the U.S. Office of Education, under provisions of the Cooperative Research Program. (LS)

  19. Dominant achievement goals of older workers and their relationship with motivation-related outcomes

    NARCIS (Netherlands)

    de Lange, Annet H.; Van Yperen, Nico W.; Van der Heijden, Beatrice I. J. M.; Bal, P. Matthijs

    The aim of this study was to increase our insight into older employees' achievement motivation by examining the prevalence of dominant achievement goals among a "unique" group of 172 Dutch workers who remained active after their post-statutory retirement age. Moreover, we investigated how their

  20. Dominant achievement goals of older workers and their relationship with motivation-related outcomes

    NARCIS (Netherlands)

    Lange, A.H. de; Yperen, N.W. van; Heijden, B.I.J.M. van der; Bal, P.M.

    2010-01-01

    The aim of this study was to increase our insight into older employees' achievement motivation by examining the prevalence of dominant achievement goals among a "unique" group of 172 Dutch workers who remained active after their post-statutory retirement age. Moreover, we investigated how their

  1. Motives Emanating from Personality Associated with Achievement in a Finnish Senior High School: Physical Activity, Curiosity, and Family Motives

    Science.gov (United States)

    Froiland, John Mark; Mayor, Päivi; Herlevi, Marjaana

    2015-01-01

    Numerous studies indicate that intrinsic motivation predicts academic achievement. However, relatively few have examined various subtypes of intrinsic motivation that predict overall achievement, such as motivation for exercise and physical activity. Based upon the 16 basic desires theory of personality, the current study examined the motives of…

  2. Motivational Profiles and Differences in Affective,Motivational and Achievement Variables

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    JULIO ANTONIO GONZÁLEZ PIENDA

    2010-03-01

    Full Text Available The purpose of this work is to identify whether there are combinations of multiple goals that lead to different motivational profiles. The sample is made up of 1924 university students. By means of cluster analysis, six motivational profiles were identified. The results indicate that the motivationalprofile that comprises students who are motivated to learn, but also to achieve better results that the rest and to avoid making a bad impression on them are the students who report better academic achievement and also the students who believe they have a higher level of knowledge in the academic subjects they are studying. However, students with a learning oriented motivational profile value the tasks more, have more control over their learning process, and have lower levels of anxiety.

  3. Relationships among projective and direct verbal measures of achievement motivation.

    Science.gov (United States)

    Singh, S

    1979-02-01

    The present study was undertaken to explore ways projective arid nonprojective verbal measures of achievement motivation elicit comparable and dissimilar responses in a "Third World" sample of entrepreneurs as a test of McClelland's theory of economic growth. Results were generally consistent with the theory of achievement motivation, and suggested that high scores on n Ach were associated with high rates of industrial and agricultural output; low scores were associated with static or declining business. TAT measurement was the best predictor in that it correlated 0.68 and 0.48 with agricultural and industrial production. Results further lend support to past findings: namely, that Various achievement measures appear to be measuring dissimilar constructs.

  4. What influences motivation in Physical Education? A multilevel approach for identifying climate determinants of achievement motivation

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    Benjamin Niederkofler

    2015-03-01

    Full Text Available The present research tested the longitudinal and hierarchical influences of students’ climate perception on the development of achievement motives in Physical Education (PE. Students from Switzerland (N = 919; 45 classes; 50.1% female, age: M = 13.2, SD = 0.6 responded to the questionnaire. Perceived climate was measured using the German LASSO scales (Von Saldern & Littig, 1987, namely teacher care, classmate cooperativeness and satisfaction with teaching. To assess sport specific achievement motives (Hope of Success, HS; Fear of Failure, FF, we used a validated German scale from Elbe, Wenhold, and Müller (2005. Multilevel analysis revealed a link between perceived climate on change of students’ motivation in PE. The investigation also identified factors determining motivation decline caused by the classroom environment and teachers. Moreover, results showed significant gender effects on both motives and a significant impact of individual teacher care on the HS. This was also found for individual and aggregated satisfaction with teaching. The latter was significant for FF on both levels. Interestingly, teacher care showed inhibitory effects on both achievement motives. These findings suggest that students in PE may have unique behaviour which requires a different teaching approach than in normal classroom. This describes a specific learning environment in PE classes. Results are discussed based on students’ unique needs and gender effects.

  5. THE BLENDED LEARNING ENVIRONMENT ON THE FOREIGN LANGUAGE LEARNING PROCESS: A Balance for Motivation and Achievement

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    Bahar ISIGUZEL

    2014-07-01

    Full Text Available The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative sciences at the Nevsehir Hacı Bektas Veli University (Turkey in fall semester of the 2012-2013 academic year. The research group consists of 62 students and there of 35 students belong to the experimental group and the other 27 persons belong to the control group. While the experimental group was subject to 14 hours online and 6 hours traditional face to face learning, the control group was subject to only 6 hours traditional face to face learning. The research has been completed after a 10 week application. The data on the research have been collected with German course achievement tests via the German Language Learning Motivation Scale. The results reveal that the experimental group of students attending the German classes in blended learning environments has more success and higher motivation compared to the control group attending German language classes in the traditional learning environment. Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved.

  6. Research on the achievement motivation levels of the amateur football players

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    Yalçın İlimdar

    2017-01-01

    Full Text Available This study was conducted to determine the achievement motivation levels of the amateur football players based upon the importance of motivation on the athletes’ successes. The research group comprises 243 voluntary amateur football players who actively participated in the competitions during 2016-2017 season in Elazig. In the study, “Sports-Specific Achievement Motivation Scale” that was developed by Willis (1982 and adapted to Turkish by Tiryaki and Godelek (1997 was used. The collected data were analyzed through SPSS 22 programme. The margin of error was accepted as p<0.05. The cronbach alpha value was found as ,78. Consequently; when the subscales of achievement motivation of the amateur soccer players participating in the study were analyzed with some variables, it was found that there was a statistically significant difference between those aged 22-24 years and those aged 25-27 years in approach success. In the team playing year variable, the statistical significance was found between the ones who have 1 year football history in the team and those who are 5 years or more in the approach success. It was observed the approach to achievement motivation increased as the experience of playing for a team increased. As for the year of working with a trainer variable, it was found that there was a statistically significant difference between those who had 1 year past with coach and those who had 2 years past with the motivation to avoid failure.

  7. Personality, Motivation, and Math Achievement Among Turkish Students.

    Science.gov (United States)

    Akben-Selcuk, Elif

    2017-04-01

    Using the Turkish portion of the Programme for International Student Assessment dataset ( N = 4,848; 51% boys, 49% girls; age, M = 15.81 years, SD = 0.28), this study investigated factors associated with mathematics achievement among Turkish students. Three different models were estimated using the method of balanced repeated replication with Fay's method and taking into account the presence of five plausible values of the dependent variable. Results showed that male students and older students had better mathematics proficiency. Socio-economic status and school resources also played a significant role in explaining student achievement in mathematics. Finally, students who were more open to problem solving, who attributed their failure to external factors, and who were intrinsically motivated to learn mathematics achieved higher scores. Policy implications are provided.

  8. Mental toughness profiles and their relations with achievement goals and sport motivation in adolescent Australian footballers.

    Science.gov (United States)

    Gucciardi, Daniel F

    2010-04-01

    The aims of this study were to identify the mental toughness profiles of adolescent Australian footballers and to explore the relations between the mental toughness clusters and achievement goals and sport motivation. A total of 214 non-elite, male Australian footballers aged 16-18 years (mean = 16.8, s = 0.7) provided self-reports of mental toughness, achievement goals, and sport motivation. Cluster analysis supported the presence of two-groups in which players evidenced moderate and high levels of all four mental toughness subscales. Significant multivariate effects were observed for achievement goals and sport motivation with the high mental toughness group favouring both mastery- and performance-approach goals and self-determined as well as extrinsic motivational tendencies. The results suggest that adolescent Australian footballers' self-perceptions of mental toughness fall within two clusters involving high and moderate forms of all four components, and that these profiles show varying relations with achievement goals (particularly mastery-approach) and sport motivation.

  9. Predictive and Explanatory Relationship Model between Procrastination, Motivation, Anxiety and Academic Achievement

    Science.gov (United States)

    Akpur, Ugur

    2017-01-01

    Purpose: The purpose of this study is to determine the predictive and explanatory relationship model between procrastination, motivation, anxiety and academic achievement of university students. Research Methods: In this study, a causal research design was used. The study group consisted of 211 participants. In order to determine their motivation…

  10. Gender, Student Motivation and Academic Achievement in a Midsized Wisconsin High School

    Science.gov (United States)

    Lutzke, Steven Ronald

    2013-01-01

    This mixed-methods study investigated relationships among gender, academic motivation and achievement in a mid-sized Wisconsin high school. A questionnaire was developed that focused on perceived ability, achievement motives and achievement goals. Interviews with teachers focused on relationships among academic motivation and gender achievement.…

  11. Effects of Ability Grouping on Student Achievement.

    Science.gov (United States)

    Kulik, James A.; Kulik, Chen-Lin C.

    1987-01-01

    Examines the effect of within-class and between-class ability groupings on the academic achievement of gifted elementary and secondary level students. Results showed that gifted students gained more academically than they would have if they had been taught in heterogeneous classes. (PS)

  12. Accelerating Mathematics Achievement Using Heterogeneous Grouping

    Science.gov (United States)

    Burris, Carol Corbett; Heubert, Jay P.; Levin, Henry M.

    2006-01-01

    This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed…

  13. Understanding how animal groups achieve coordinated movement.

    Science.gov (United States)

    Herbert-Read, J E

    2016-10-01

    Moving animal groups display remarkable feats of coordination. This coordination is largely achieved when individuals adjust their movement in response to their neighbours' movements and positions. Recent advancements in automated tracking technologies, including computer vision and GPS, now allow researchers to gather large amounts of data on the movements and positions of individuals in groups. Furthermore, analytical techniques from fields such as statistical physics now allow us to identify the precise interaction rules used by animals on the move. These interaction rules differ not only between species, but also between individuals in the same group. These differences have wide-ranging implications, affecting how groups make collective decisions and driving the evolution of collective motion. Here, I describe how trajectory data can be used to infer how animals interact in moving groups. I give examples of the similarities and differences in the spatial and directional organisations of animal groups between species, and discuss the rules that animals use to achieve this organisation. I then explore how groups of the same species can exhibit different structures, and ask whether this results from individuals adapting their interaction rules. I then examine how the interaction rules between individuals in the same groups can also differ, and discuss how this can affect ecological and evolutionary processes. Finally, I suggest areas of future research.

  14. The effects of inquiry based ecopedagogy model on pre-service physics teachers' motivation and achievement in environmental physics instruction

    Science.gov (United States)

    Napitupulu, Nur Dewi; Munandar, Achmad

    2017-05-01

    Motivation plays a crucial role in learning. Motivation energizes the behavior of the individual. It also directs the behavior towards specific goals. It helps students acquire knowledge, increase initiation, persist in activities, improve achievement, and develop a sense of discipline. The purpose of this study was to investigate the effects on the achievement and motivation of pre-service teacher of the Inquiry based ecopedagogy (In-EcoP) learning process applied to environmental physics instruction. The motivation adapted to Keller's four dimensions, namely attention, relevance, confidence and satisfaction. The study involved 66 students which are divided into two classes of an environmental physics instruction. The first class used the traditional lecture format while the In-EcoP model was used in the second. The research data were obtained through the environmental physics concept test and motivation questionnaire. The data analysis was conducted using a quantitative study approach and involved a motivational survey and an academic achievement test. It was found that the experimental group students were achieve more than the students in the control group. An increase in motivation and academic achievement of the students in the experimental group was identified as well. This research demonstrates the effectiveness of the In-EcoP model for enhancing pre-service teacher motivation and academic achievement in environmental physics instruction.

  15. Self-regulation, motivation, and math achievement in middle school: variations across grade level and math context.

    Science.gov (United States)

    Cleary, Timothy J; Chen, Peggy P

    2009-10-01

    The current study examined grade level, achievement group, and math-course-type differences in student self-regulation and motivation in a sample of 880 suburban middle-school students. Analysis of variance was utilized to assess group differences in student self-regulation and motivation, and linear regression analysis was used to identify variables that best predicted students' use of regulatory strategies. A key finding was that although seventh graders exhibited a more maladaptive self-regulation and motivation profile than sixth graders, achievement groups in seventh grade (high, moderate, low) were more clearly differentiated across both self-regulation and motivation than achievement groups in sixth grade. The pattern of achievement group differences also varied across math course type, as self-regulation and motivation processes more consistently differentiated achievement groups in advanced classes than regular math courses. Finally, task interest was shown to be the primary motivational predictor of students' use of regulatory strategies during math learning. The study highlights the importance of identifying shifting student motivation and self-regulation during the early middle school years and the potential role that context may have on these processes.

  16. Promoting development with low achievement grouping students in Taiwan

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    Hsu, Tsu-Chia

    2012-01-01

    Full Text Available It is hypothesized that students who are categorized in the C-level (low level Achievement Grouping (AG in English instruction classes did not necessarily performed at their peak potential in English language competence. Furthermore, it is assumed that the underlying concepts behind the low achievement levels may lies in two assumptions. First, Brophy (2004 addressed the situation with four categories of students based upon how expectancy-related motivational problems might cause students to develop low expectations for themselves. Second, the concept involving the use of AG, might have cause some of the more capable students to lower their achievement levels in English. In response, an action research was accomplished using a Cooperative Task-Based Learning (CTBL model, based on the concept of learning motivation for students with low achievement levels in an attempt to enhance the students’ English competencies. To evaluate the effectiveness of such teaching methodology, data were collected in the form of interview accounts, self-reflective logs, field notes, observations, and students’ work sheets. Results show that numerous positive outcomes from both the teachers’ and the students’ perspectives were noted from the use of the CTBL. In addition, results also show that cooperative group work has proven to be an effective learning strategy. Lastly, useful implications based on the findings were given to shed light on issues regarding the positive effects of skilled-based curriculum designs.

  17. Relationship between academic motivation and mathematics achievement among Indian adolescents in Canada and India.

    Science.gov (United States)

    Areepattamannil, Shaljan

    2014-01-01

    This study examined the relationships between academic motivation-intrinsic motivation, extrinsic motivation, amotivation-and mathematics achievement among 363 Indian adolescents in India and 355 Indian immigrant adolescents in Canada. Results of hierarchical multiple regression analyses showed that intrinsic motivation, extrinsic motivation, and amotivation were not statistically significantly related to mathematics achievement among Indian adolescents in India. In contrast, both intrinsic motivation and extrinsic motivation were statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. While intrinsic motivation was a statistically significant positive predictor of mathematics achievement among Indian immigrant adolescents in Canada, extrinsic motivation was a statistically significant negative predictor of mathematics achievement among Indian immigrant adolescents in Canada. Amotivation was not statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. Implications of the findings for pedagogy and practice are discussed.

  18. Motivation and Math Anxiety for Ability Grouped College Math Students

    Science.gov (United States)

    Helming, Luralyn

    2013-01-01

    The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…

  19. Impact of Students' and their Schoolmates' Achievement Motivation on the Status and Growth in Math and Language Achievement of Boys and Girls across Grades 7 through 8

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    Eva Van de gaer

    2007-05-01

    Full Text Available The present study focuses not only on the impact of students' achievement motivation, but also on the influence of achievement motivation of fellow students on status and growth in language and math achievement across Grades 7 and 8. The achievement motivation of schoolmates may create a learning environment that facilitates or impedes learning above and beyond what would be expected on the basis of the individual student's achievement motivation, intelligence and background characteristics. Data from the LOSO-project, a longitudinal study in secondary education, have been analysed using multilevel linear growth curve modeling. It turns out that the effect of achievement motivation, both of individuals and in groups, should not be neglected in explanations of individual progress in achievement, even when ability and background characteristics such as the socio-economic status, age, sex and home language have been controlled for. In addition, the data suggest that especially boys with poor achievement motivation at the start of secondary education are at risk of falling behind with regard to language achievement in the subsequent years.

  20. Self-Regulated Learning and Motivation Belief Differences among Gifted and Non-Gifted Middle School Students across Achievement Levels

    Science.gov (United States)

    Hogrebe, Jaclyn M.

    2015-01-01

    This dissertation examined self-regulated learning (SRL) and motivation beliefs (i.e., self-efficacy, perceived responsibility) across ability (i.e., gifted, advanced, average) and achievement groups (i.e., high achievers, low achievers) in a sample of 135 suburban middle school students (i.e., fifth and sixth grade). In order to expand upon…

  1. Achievement Motivation and the Vocational Development of Adolescent Women: A Review and Application of Achievement Motivation Research to Vocational Development Theory.

    Science.gov (United States)

    Celkis, Ruta

    Achievement motivation research provides a basis for understanding the processes by which socialization into stereotypical feminine roles shapes the educational and vocational aspirations of adolescent women. Young women are socialized to be interested in pleasing others, motivated to achieve in traditionally feminine areas, and fearful of success…

  2. SELF-EFFICACY BELIEFS, ACHIEVEMENT MOTIVATION AND GENDER AS RELATED TO EDUCATIONAL SOFTWARE DEVELOPMENT

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    Alev ATES

    2011-07-01

    Full Text Available This study aims to investigate preservice computer teachers’ self-efficacy beliefs and achievement motivation levels for educational software development before and after the “Educational Software Design, Development and Evaluation (ESDDE” course. A pretest and post test design without a control group was employed. In 2008, 46 senior students (25 male and 21 female who were enrolled at Computer Education and Instructional Technology department participated in this study.The data were collected by the scale of self-efficacy beliefs towards Educational Software Development (ESD, achievement motivation scale besides student demographics form. Positively, the results revealed that the students’ self efficacy beliefs towards educational software development significantly improved after ESDDE course. Before the course, the students’ self-efficacy beliefs were significantly different according to perceived level of programming competency and gender in favor of male, however after the course there was no significant difference in self-efficacy beliefs regarding gender and perceived level of programming competency. Hence, achievement motivation levels after the course were significantly higher than before while gender and perceived level of programming competency had no significant effect on achievement motivation for ESD. The study is considered to contribute studies investigating gender and computer related self efficacy beliefs in IT education.

  3. Values, achievement goals, and individual-oriented and social-oriented achievement motivations among Chinese and Indonesian secondary school students.

    Science.gov (United States)

    Liem, Arief Darmanegara; Nie, Youyan

    2008-10-01

    This study examined how values related to achievement goals and individual-oriented and social-oriented achievement motivations among secondary school students in China (N = 355) and Indonesia (N = 356). Statistical comparisons showed the Chinese students endorsed more strongly than the Indonesian students on self-direction and hedonism values, individual-oriented achievement motivation, and mastery-approach goals. Conversely, the Indonesian students endorsed more strongly than their Chinese counterparts on security, conformity, tradition, universalism and achievement values, social-oriented achievement motivation, and performance-approach and mastery-avoidance goals. Values explained a significant amount of the variance in almost all of the dimensions of motivation. Etic and emic relationships between values and achievement motivations were found.

  4. Motivation, Achievement-Related Behaviours, and Educational Outcomes

    NARCIS (Netherlands)

    J.I. Rotgans (Jerome)

    2009-01-01

    textabstractDo students who are motivated behave differently in terms of their learning in the classroom and perform better than students who are less or not motivated? Understanding if and how motivational beliefs (e.g. self-efficacy judgments or task-value beliefs) are related to academic achievem

  5. Why achievement motivation predicts success in business but failure in politics: the importance of personal control.

    Science.gov (United States)

    Winter, David G

    2010-12-01

    Several decades of research have established that implicit achievement motivation (n Achievement) is associated with success in business, particularly in entrepreneurial or sales roles. However, several political psychology studies have shown that achievement motivation is not associated with success in politics; rather, implicit power motivation often predicts political success. Having versus lacking control may be a key difference between business and politics. Case studies suggest that achievement-motivated U.S. presidents and other world leaders often become frustrated and thereby fail because of lack of control, whereas power-motivated presidents develop ways to work with this inherent feature of politics. A reevaluation of previous research suggests that, in fact, relationships between achievement motivation and business success only occur when control is high. The theme of control is also prominent in the development of achievement motivation. Cross-national data are also consistent with this analysis: In democratic industrialized countries, national levels of achievement motivation are associated with strong executive control. In countries with low opportunity for education (thus fewer opportunities to develop a sense of personal control), achievement motivation is associated with internal violence. Many of these manifestations of frustrated achievement motivation in politics resemble authoritarianism. This conclusion is tested by data from a longitudinal study of 113 male college students, showing that high initial achievement motivation combined with frustrated desires for control is related to increases in authoritarianism (F-scale scores) during the college years. Implications for the psychology of leadership and practical politics are discussed.

  6. Relational Effects of Reading Motivation and Academic Achievement among Adolescent Boys

    Science.gov (United States)

    Bozack, Amanda R.; Salvaggio, Amy Nicole

    2013-01-01

    This study explores the relationship between academic achievement and reading motivation among adolescent boys. We seek to understand (1) if motivational construct scores change meaningfully over time, (2) what relationship exists between the achievement scores and reported reading motivation, and (3) if students who report higher reading…

  7. A Cultural Heuristic Approach to the Study of Jamaican Undergraduate Students' Achievement Motivation

    Science.gov (United States)

    Clayton, Karen E.; Zusho, Akane

    2016-01-01

    Background: In recent years, there have been increasing calls to develop a more contextually based sociocultural perspective of achievement motivation. Aim: This mixed-methods study examined why Jamaican undergraduate students are motivated or unmotivated and how this relates to the extant literature on achievement motivation. Sample(s): This…

  8. Longitudinal Pathways from Math Intrinsic Motivation and Achievement to Math Course Accomplishments and Educational Attainment

    Science.gov (United States)

    Gottfried, Adele Eskeles; Marcoulides, George A.; Gottfried, Allen W.; Oliver, Pamella H.

    2013-01-01

    Across 20 years, pathways from math intrinsic motivation and achievement (ages 9-17) to high school math course accomplishments and educational attainment (age 29) were analyzed. Academic intrinsic motivation was the theoretical foundation. To determine how initial status and change in motivation and achievement related to course accomplishments…

  9. The Implementation of Aptitude Treatment Interaction (ATI to Improve Learning Motivation of Low Achievement Students

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    Syawal - Syawal

    2017-10-01

    Full Text Available This research was classroom action research, which aims at improving students' motivation of their poor performance through learning model Aptitude Treatment Interaction (ATI on VII.3 grade students of SMP Negeri 6 Parepare. Aptitude Treatment Interaction (ATI can serve individual student differences by adjusting treatment or learning method with students' abilities. The use of this model was emphasizing to create small groups of students that have achievement alike. Students with have low academic achievement based on test results and teacher interview will be grouped into one group and will be given preferential treatment by tutoring intensity rather than the group of high academic achievement. Subjects of this research were students of class VII.3 SMP Negeri 6 Parepare which is consist of 25 students. This research was conducted in two cycles. The procedure of this research involved four phases: (1 planning, (2 Implementation of action, (3 observation, (4 Reflection. The data collection was done by observation, tests, and questionnaires for each cycle after giving treatment through learning model Aptitude Treatment Interaction (ATI. Data collected were analyzed using quantitative and qualitative analysis. The results of this research indicate that the Aptitude Treatment Interaction (ATI can be an alternative method to improve learning motivation of low achievement students. The results of this research also showed that the Aptitude Treatment Interaction (ATI can be an alternative to problem-solving in the classroom, especially for low achievement students.

  10. Modeling the Relations among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement

    Science.gov (United States)

    Kizilgunes, Berna; Tekkaya, Ceren; Sungur, Semra

    2009-01-01

    The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the…

  11. Students' Achievement Goals in Relation to Academic Motivation, Competence Expectancy, and Classroom Environment Perceptions

    Science.gov (United States)

    Sungur, Semra; Senler, Burcu

    2010-01-01

    The present study aimed at investigating elementary students' academic motivation (intrinsic motivation, external regulation, introjected regulation, identified regulation, and amotivation), achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), competence expectancies, and…

  12. Selected personality traits and achievement motivation in university students of physical culture, education and natural sciences

    Directory of Open Access Journals (Sweden)

    Martin Sigmund

    2013-09-01

    Full Text Available BACKGROUND: Understanding personality variables and other important psychological traits in the university population appears topical particularly with respect to personality, motivation, health as well as overall academic achievement. A significant role is played by correlations of the monitored variables in relation to selected study specialization. OBJECTIVE: The main objective of the present study is to extend the knowledge on selected personality traits and the level of achievement motivation in a specific group of university students with respect to the diversity of their study specialization. METHODS: The study included a total of 522 students from Palacký University. These were students from the Faculty of Physical Culture (n = 118, Faculty of Education (n = 218 and Faculty of Science (n = 186. In terms of age, the study focused on young adults aged 19 to 26. In the research, psychodiagnostic methods were used to perform diagnostics and to fulfil the overall research plan. All diagnostic methods used are fully standardized and contain domestic normative values. We monitored variables such as personality, achievement motivation and achievement anxiety. Statistical result processing was conducted using the Statgraphics programme v. 9.0. Result processing was made using parametric as well as non-parametric statistical methods (Shapiro-Wilk, Mann-Whitney, Kruskal-Wallis, Spearman’s correlation. RESULTS: University students specialized in physical culture showed the highest values of extraversion and psychoticism, and clearly the lowest values of neuroticism compared to the students of education and natural sciences. The highest values of openness were observed in the students specialized in sports. In terms of the overall achievement motivation related to study specialization, almost identical values were observed. However, the students of physical culture showed significantly lower values of achievement debilitating anxiety

  13. A Report on Non-Egnlish Majors' Motivation and Achievement of Learning English

    Institute of Scientific and Technical Information of China (English)

    王粉

    2009-01-01

    A large number of non-English majors seldom consider what strategies of learning English they are using to regulate their motivation and how their motivation is related to achievement. Data were collected from 4000 college non-English-majors at Guizhou University using a questionnaire. This paper contrasts students' motivation and strategies of learning English. Some teaching approaches are offered to motivate students to do their best in attaining higher achievement.

  14. Differences in problems of motivation in different special groups

    NARCIS (Netherlands)

    Kunnen, E.S.; Steenbeek, H.W.

    1999-01-01

    In general, children with a range of special needs have below-average motivation and perceived control. We have investigated whether differences exist between the types of problem in different special groups. Theory distinguishes between two types: low motivation and perceived control can be based e

  15. Effects of an Emotion Control Treatment on Academic Emotions, Motivation and Achievement in an Online Mathematics Course

    Science.gov (United States)

    Kim, ChanMin; Hodges, Charles B.

    2012-01-01

    We designed and developed an emotion control treatment and investigated its effects on college students' academic emotions, motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of enjoyment and pride than the control group. The treatment group also showed a higher level of…

  16. The Role of Motivation, Cognition, and Conscientiousness for Academic Achievement

    Science.gov (United States)

    Imhof, Margarete; Spaeth-Hilbert, Tatjana

    2013-01-01

    Based on a cognitive motivational process model of learning, the impact of studying behavior on learning outcome is investigated. First-year students (N = 488) participated in the study. Two research questions were addressed: (1) Can cognitive-motivational variables and objective study behavior predict individual learning? (2) Which factors drive…

  17. Connecting Achievement Motivation to Performance in General Chemistry

    Science.gov (United States)

    Ferrell, Brent; Phillips, Michael M.; Barbera, Jack

    2016-01-01

    Student success in chemistry is inherently tied to motivational and other affective processes. We investigated three distinct constructs tied to motivation: self-efficacy, interest, and effort beliefs. These variables were measured twice over the course of a semester in three sections of a first-semester general chemistry course (n = 170). We…

  18. Connecting Achievement Motivation to Performance in General Chemistry

    Science.gov (United States)

    Ferrell, Brent; Phillips, Michael M.; Barbera, Jack

    2016-01-01

    Student success in chemistry is inherently tied to motivational and other affective processes. We investigated three distinct constructs tied to motivation: self-efficacy, interest, and effort beliefs. These variables were measured twice over the course of a semester in three sections of a first-semester general chemistry course (n = 170). We…

  19. Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association.

    Science.gov (United States)

    Garon-Carrier, Gabrielle; Boivin, Michel; Guay, Frédéric; Kovas, Yulia; Dionne, Ginette; Lemelin, Jean-Pascal; Séguin, Jean R; Vitaro, Frank; Tremblay, Richard E

    2016-01-01

    This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities. Cross-lagged models showed that achievement predicted intrinsic motivation from Grades 1 to 2, and from Grades 2 to 4. However, intrinsic motivation did not predict achievement at any time. This developmental pattern of association was gender invariant. Contrary to the hypothesis that motivation and achievement are reciprocally associated over time, our results point to a directional association from prior achievement to subsequent intrinsic motivation. Results are discussed in light of their theoretical and practical implications.

  20. Indonesian pre-service teachers learning motivations and goal achievements: A qualitative study

    Science.gov (United States)

    Aziz, Tian Abdul; Purnomo, Yoppy Wahyu; Pramudiani, Puri

    2017-08-01

    The purpose of the present study was to investigate Indonesian pre-service teachers' motivation and achievement goal who studied abroad. The participants of the study were two Indonesian students who enrolled at Secondary Science and Mathematics Education Department on one public university in Ankara, Turkey. Semi structured interview and classroom observation were conducted to understand participants' motivation, achievement goal and the ways to develop it. Findings of the study indicated that by considering Self-Determination Theory participants demonstrated various types of motivation, to wit: amotivation, intrinsic and extrinsic motivation to study. In addition, in compliance with the 3 x 2 achievement goal model, they held multiple types of achievement goals. Different types of motivations and achievement goals led them to exhibit different means in developing their motivations and achievement goals. Implications of the study are discussed.

  1. Unmotivated or Motivated to Fail? A Cross-Cultural Study of Achievement Motivation, Fear of Failure, and Student Disengagement

    Science.gov (United States)

    De Castella, Krista; Byrne, Don; Covington, Martin

    2013-01-01

    A classic distinction in the literature on achievement and motivation is between fear of failure and success orientations. From the perspective of self-worth theory, these motives are not bipolar constructs but dimensions that interact in ways that make some students particularly vulnerable to underachievement and disengagement from school. The…

  2. Original article Self-esteem and achievement motivation level in overweight and obese adolescents

    Directory of Open Access Journals (Sweden)

    Wioletta Radziwiłłowicz

    2014-07-01

    Full Text Available Background The increase in the prevalence of obesity and overweight is a global trend, whereas the number of studies devoted to the psycho-social functioning of the overweight young is comparatively small. The objective of this study was to investigate the correlations between the occurrence of overweight and obesity during adolescence and achievement motivation and self-esteem levels, taking into consideration the sex and age of subjects. Participants and procedure Altogether, 72 subjects were included in the study. Of them, 36 were overweight (n = 16; BMI = 25-29.9 or obese (n = 20; BMI ≥ 30, whereas the control group (n = 36 comprised individuals with standard body weight. Both the overweight/obese group and the control group were composed of 18 females and 18 males. The age range of subjects was 14-21 (M = 17.32; SD = 2.61. The M. Rosenberg Self-Esteem Scale, the Questionnaire of Measuring Achievement Motivation (by M. Widerszal-Bazyl, and also a socio-demographic survey, were applied. Results Overweight and obese individuals are characterized by lower (average or low self-esteem and achievement motivation (they are characterized by a lower perseverance level while performing tasks, perceive time in a less dynamic way, are less future-oriented, and their self-confidence level is lower than individuals with standard body weight, and who are characterized by high self-esteem and average achievement motivation. In the scope of school mark average, and also of planning higher academic education, there are no intergroup differences. Sex, and also age, does not differentiate overweight or obese individuals in the scope of self-esteem or achievement motivation. Differences occur in the case of comparing individuals of the same sex. Overweight or obese women are characterized by a lower self-esteem level than those whose body mass index is normal. Overweight or obese men are characterized by a lower self-esteem and achievement motivation

  3. Relations among Motivation, Performance Achievement, and Music Experience Variables in Secondary Instrumental Music Students

    Science.gov (United States)

    Schmidt, Charles P.

    2005-01-01

    The purpose of this study was to (1) reexamine academic achievement motivation orientations within the context of instrumental music, and (2) examine relations among achievement motivation orientations, self-concept in instrumental music, and attitude to band in relation to teachers' ratings of performance achievement and effort, and students'…

  4. The Role of Motivational Strategies in English Language Learning: An Investigation into the Relationship between the Student Language Achievement Level at Jilin University and Their Motivational Stra

    Institute of Scientific and Technical Information of China (English)

    YouZiyuan

    2004-01-01

    To motivate students to learn English requires teachers to utilise more motivational strategies in order to improve students' achievements. Thus, the aims of this article are to discuss whether motivational strategies affect students' achievements in respect of the scores and focus on which motivational strategies influenced students' achievements at

  5. Cognitive abilities and motivational processes in high school students' science achievement and engagement

    Science.gov (United States)

    Lau, Shun

    The dissertation presents two analytic approaches, a variable-centered and person-centered approach, to investigating holistic patterns of the cognitive, motivational, and affective correlates of science achievement and engagement in a sample of 491 10th and 11th grade high-school students. Building on Snow's (1989) idea of two pathways to achievement outcomes, Study 1 adopted a variable-centered approach to examining how cognitive and motivational factors associated with the performance and commitment pathways, respectively, contributed to the prediction of achievement outcomes in science. Results of hierarchical regression analyses showed that (a) students' cognitive abilities were the strongest predictors of their performance in science as measured by standardized test scores; (b) motivational processes enhanced the predictive validity for science test scores and grades beyond the variance accounted for by ability and demography; (c) motivational processes were the strongest predictors of students' commitment to science in the form of situational engagement and anticipated choices of science-related college majors and careers; and (d) competence beliefs served as a point of contact between the performance and commitment pathways. These results are consistent with Snow's (1989) conjecture that both performance and commitment pathway-related factors are necessary for understanding the full range of person-level inputs to achievement outcomes. Study 2 adopted a person-centered approach to examining holistic organizations of psychological factors within individuals and their relations to science achievement and engagement. Four types of students characterized by unique configurations of cognitive, motivational, and affective attributes were identified in both the male and female subsamples using inverse factor analysis. Type membership was found to distinguish students in various indicators of science achievement and engagement. Two of the four types were also found

  6. Physics Learning using Inquiry-Student Team Achievement Division (ISTAD and Guided Inquiry Models Viewed by Students Achievement Motivation

    Directory of Open Access Journals (Sweden)

    S. H. Sulistijo

    2017-04-01

    Full Text Available This study aims to determine the differences in learning outcomes of between students that are given the Physics learning models of Inquiry-Student Team Achievement Division (ISTAD and guided inquiry, between students who have high achievement motivation and low achievement motivation. This study was an experimental study with a 2x2x2 factorial design. The study population was the students of class X of SMAN 1 Toroh Grobogan of academic year 2016/2017. Samples were obtained by cluster random sampling technique consists of two classes, class X IPA 3 is used as an experimental class using ISTAD model and class X IPA 4 as the control class using guided inquiry model. Data collection techniques using test techniques for learning outcomes, and technical questionnaire to obtain the data of students' achievement motivation. Analysis of data using two-way ANOVA. The results showed that: (1 there is a difference between the learning outcomes of students with the ISTAD Physics models and with the physics model of guided inquiry. (2 There are differences in learning outcomes between students who have high achievement motivation and low achievement motivation. (3 There is no interaction between ISTAD and guided inquiry Physics models learning and achievement motivation of students.

  7. Grouping and Achievement in Cooperative Learning

    Science.gov (United States)

    Baer, John

    2003-01-01

    Colleges typically group students homogeneously in classes by means of both admission requirements and course prerequisites, but when professors form cooperative learning groups within classes they generally use heterogeneous grouping. Authors compared heterogeneously and homogeneously grouped cooperative learning groups in six paired classes,…

  8. Reading Recovery: Exploring the Effects on First-Graders' Reading Motivation and Achievement

    Science.gov (United States)

    Bates, Celeste C.; D'Agostino, Jerome V.; Gambrell, Linda; Xu, Meling

    2016-01-01

    This study examined the effects of Reading Recovery on children's motivational levels, and how motivation may contribute to the effect of the intervention on literacy achievement. Prior studies concluded that Reading Recovery was positively associated with increased student motivation levels, but most of those studies were limited…

  9. The Effects of Mathematics Anxiety on Matriculation Students as Related to Motivation and Achievement

    Science.gov (United States)

    Zakaria, Effandi; Nordin, Norazah Mohd

    2008-01-01

    The study investigated the effects of mathematics anxiety on matriculation students as related to motivation and achievement. Subjects included 88 students who were at the end of their second semester of study. Anxiety and motivation were measured using the Fennema-Sherman Math Anxiety Scale (MAS) and Effectance Motivation Scale (EMS)…

  10. Reading between the Lines: Motives, Beliefs, and Achievement in Adolescent Boys

    Science.gov (United States)

    Bozack, Amanda

    2011-01-01

    This study of adolescent boys' literacy builds on motivation theory and uses the Motivations for Reading Questionnaire (Wigfield, Guthrie, & McGough, 1996) as a foundation. Survey and achievement data were collected from 330 students and eight teachers at a Catholic, all-boys high-school. Results suggest that the motivational constructs…

  11. The Effect of Perceived Motivational Structure of Classroom on Achievement Behaviors

    Directory of Open Access Journals (Sweden)

    Siavash Talepasand

    2013-06-01

    Full Text Available The aim of the study was to investigate the effect of perceived motivational structure of classroom on achievement behaviors (the choice of problem, effort, persistence in solving algorithm and flowchart problems. There were 45 high school male students (Mean age = 17 years old in the third grade of computer field in three classes. Classes were divided into two experimental and one control group. Instructional content was given in 10 sessions for 180 minutes. The variables of choice, effort, and persistence were collected by direct as-sessment method. A pre-test and post-test design was used. The Data were analyzed by using multivariate analysis of variance. Results indicated that mastery structure had positive effect on the amount of effort and persistence in solving algorithm and flowchart problems in comparison with control group. Mastery structure in comparison with performance structure increased the amount of effort in solving problems significantly. In addition, an interactive effect between previous achieve-ment and perceived structure of classroom was achieved in a mastery level. The amount of persistence in that of students with very weak previous achievement was more than students with average previous achievement. The find-ing of this study is compatible with the theory of achievement goal and illustrates that the mastery structure plays an effective role in forming achievement behaviors.

  12. Collective Motivation Beliefs of Early Adolescents Working in Small Groups

    Science.gov (United States)

    Klassen, Robert M.; Krawchuk, Lindsey L.

    2009-01-01

    This study examined collective efficacy, group cohesion, and group performance in 125 randomly assigned groups of older (mean age 13.45 years) and younger (mean age 11.41 years) early adolescents working on three cooperative tasks. Collective motivation significantly predicted performance, even after controlling for past performance and…

  13. Motivated information processing, social tuning, and group creativity

    NARCIS (Netherlands)

    Bechtoldt, Myriam N.; De Dreu, Carsten K. W.; Nijstad, Bernard A.; Choi, Hoon-Seok

    2010-01-01

    The extent to which groups are creative has wide implications for their overall performance, including the quality of their problem solutions, judgments, and decisions. To further understanding of group creativity, we integrate the motivated information processing in groups model (De Dreu, Nijstad,

  14. Motivated information processing, social tuning, and group creativity

    NARCIS (Netherlands)

    Bechtoldt, M.N.; de Dreu, C.K.W.; Nijstad, B.A.; Choi, H.-S.

    2010-01-01

    The extent to which groups are creative has wide implications for their overall performance, including the quality of their problem solutions, judgments, and decisions. To further understanding of group creativity, we integrate the motivated information processing in groups model (De Dreu, Nijstad,

  15. What is the Effect of Achievement Motivation Training in the Schools?

    Science.gov (United States)

    McClelland, David C.

    1972-01-01

    Author reviews studies to date and concludes achievement motivation training courses improve school learning by improving classroom and life management skills rather than by changing n Achievement levels directly.'' (Author/SP)

  16. What is the Effect of Achievement Motivation Training in the Schools?

    Science.gov (United States)

    McClelland, David C.

    1972-01-01

    Author reviews studies to date and concludes achievement motivation training courses improve school learning by improving classroom and life management skills rather than by changing n Achievement levels directly.'' (Author/SP)

  17. EFL Teachers' Perception of University Students' Motivation and ESP Learning Achievement

    Science.gov (United States)

    Dja'far, Veri Hardinansyah; Cahyono, Bambang Yudi; Bashtomi, Yazid

    2016-01-01

    This research aimed at examining Indonesian EFL Teachers' perception of students' motivation and English for Specific Purposes (ESP) learning achievement. It also explored the strategies applied by teachers based on their perception of students' motivation and ESP learning achievement. This research involved 204 students who took English for…

  18. Academic Self-Concept, Autonomous Academic Motivation, and Academic Achievement: Mediating and Additive Effects

    Science.gov (United States)

    Guay, Frederic; Ratelle, Catherine F.; Roy, Amelie; Litalien, David

    2010-01-01

    Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between…

  19. Mathematics and Natural Science Students' Motivational Profiles and their First-year Academic Achievement

    NARCIS (Netherlands)

    Fokkens-Bruinsma, Marjon; Vermue, Carlien; Deinum, Jan

    2016-01-01

    Our study focused on describing first-year university students’ motivational profiles and their achievement. 755 students in the faculty of Mathematics and Natural Sciences participated in the study. Data on academic motivation was collected before the start of the program, data on achievement at

  20. Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice

    Science.gov (United States)

    Martin, Andrew J.; Dowson, Martin

    2009-01-01

    In this review, we scope the role of interpersonal relationships in students' academic motivation, engagement, and achievement. We argue that achievement motivation theory, current issues, and educational practice can be conceptualized in relational terms. Influential theorizing, including attribution theory, expectancy-value theory, goal theory,…

  1. Achievement Motivation in High School: Contrasting Theoretical Models in the Classroom.

    Science.gov (United States)

    Garcia-Celay, I. Montero; Tapia, J. Alonso

    1992-01-01

    Three models of achievement motivation in the classroom are contrasted. Results with 155 high school students suggest that the model of C. S. Dweck and E. S. Elliott offers a better explanation of the relationships among achievement motivation, attributions, emotional reactions, expectancies, and performance than do the other models. (SLD)

  2. The Role of Family Orientation in Predicting Korean Boys' and Girls' Achievement Motivation to Learn Mathematics

    Science.gov (United States)

    Kim, Jung-In; Chung, Hyewon

    2012-01-01

    Informed by achievement goal orientation and self-determination theories, we explored the role of cultural/contextual factors on Korean students' achievement motivation. Specifically, we examined the role of the Korean middle school students' family orientation as a mediator between their perceptions of parent goals or motivating styles and their…

  3. Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association

    Science.gov (United States)

    Garon-Carrier, Gabrielle; Boivin, Michel; Guay, Frédéric; Kovas, Yulia; Dionne, Ginette; Lemelin, Jean-Pascal; Séguin, Jean R.; Vitaro, Frank; Tremblay, Richard E.

    2016-01-01

    This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities.…

  4. Student Perceptions of the Classroom Environment: Relations to Motivation and Achievement in Mathematics

    Science.gov (United States)

    Gilbert, Melissa C.; Musu-Gillette, Lauren E.; Woolley, Michael E.; Karabenick, Stuart A.; Strutchens, Marilyn E.; Martin, W. Gary

    2014-01-01

    This study examined the relationship of 979 middle school students' perceptions of their mathematics classroom environment to their motivation and achievement. Structural equation modeling indicated that motivational variables (utility, personal achievement goals, efficacy) mediated the influence of perceived teacher expectations, teacher…

  5. Mathematics and Natural Science Students' Motivational Profiles and their First-year Academic Achievement

    NARCIS (Netherlands)

    Fokkens-Bruinsma, Marjon; Vermue, Carlien; Deinum, Jan

    2016-01-01

    Our study focused on describing first-year university students’ motivational profiles and their achievement. 755 students in the faculty of Mathematics and Natural Sciences participated in the study. Data on academic motivation was collected before the start of the program, data on achievement at th

  6. The Effects of Modern Mathematics Computer Games on Mathematics Achievement and Class Motivation

    Science.gov (United States)

    Kebritchi, Mansureh; Hirumi, Atsusi; Bai, Haiyan

    2010-01-01

    This study examined the effects of a computer game on students' mathematics achievement and motivation, and the role of prior mathematics knowledge, computer skill, and English language skill on their achievement and motivation as they played the game. A total of 193 students and 10 teachers participated in this study. The teachers were randomly…

  7. Effects of Homework Motivation and Worry Anxiety on Homework Achievement in Mathematics and English

    Science.gov (United States)

    Hong, Eunsook; Mason, Elsa; Peng, Yun; Lee, Nancy

    2015-01-01

    Direct and mediating effects of homework worry anxiety on homework effort and homework achievement and the differences in the structural relations among homework motivation constructs and homework achievement across mathematics and English homework were examined in 268 tenth graders in China. Homework motivation included task value, homework…

  8. Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association

    Science.gov (United States)

    Garon-Carrier, Gabrielle; Boivin, Michel; Guay, Frédéric; Kovas, Yulia; Dionne, Ginette; Lemelin, Jean-Pascal; Séguin, Jean R.; Vitaro, Frank; Tremblay, Richard E.

    2016-01-01

    This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities.…

  9. Motivational Factors Contributing to Turkish High School Students' Achievement in Gases and Chemical Reactions

    Science.gov (United States)

    Kadioglu, Cansel; Uzuntiryaki, Esen

    2008-01-01

    This study aimed to investigate the contribution of motivational factors to 10th grade students' achievement in gases and chemical reactions in chemistry. Three hundred fifty nine 10th grade students participated in the study. The Gases and Chemical Reactions Achievement Test and the Motivated Strategies for Learning Questionnaire were…

  10. Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice

    Science.gov (United States)

    Martin, Andrew J.; Dowson, Martin

    2009-01-01

    In this review, we scope the role of interpersonal relationships in students' academic motivation, engagement, and achievement. We argue that achievement motivation theory, current issues, and educational practice can be conceptualized in relational terms. Influential theorizing, including attribution theory, expectancy-value theory, goal theory,…

  11. 团体辅导对贫困大学生自尊水平、成就动机的干预过程与效果%Process and effect of group counseling on self-esteem and achievement motivation in impoverished college students

    Institute of Scientific and Technical Information of China (English)

    凌霄; 柳珺珺; 江光荣

    2013-01-01

    Objective: To explore the effect of group counseling on self-esteem and achievement motivation in impoverished college students, analyze the effects towards students with different self-esteem and achievement motivation, and probe the intervention program for promoting their mental health and self-development Methods: Theoretically based on person-centered therapy, rational - emotive therapy (RET) and positive psychology, a developmental, structured, closed and homogeneous group counseling were designed. Forty-eight impoverished college students participated in the group counseling for 6 times. They were assessed with the Self-Esteem Scale (SES) and Achievement Motive Scale (AMS), Outcome Questionnaire (OQ) before and after the group counseling. Results: After the group counseling, the OQ total scores [(90. 0 ±24. 2) vs. (96. 7 ±20. 0)] and subscores of symptom dis- tress, interpersonal relationships, and social role were significantly decreased (Ps <0.01). The OQ total scores were significantly decreased in those with middle or high self-esteem and achievement motivation [ e. g., the total scores in those with middle self-esteem, (95. 8 ± 16. 9) vs. (99.1 ± 14. 9), Ps <0.05]. The OQ subscores of symptom distress, interpersonal relationships, and social role were decreased in those with high self-esteem and high achievement motivation [e. g., the subscores of symptom distress in those with high self-esteem, (30. 8 ± 5. 7) vs. (36. 3 ± 4. 8), Ps <0.05]. The OQ subscores of symptom distress, interpersonal relationships, and social role were decreased in those with middle achievement motivation [e. g., the subscores of symptom distress, (48. 9 ± 13.0) vs. (51. 7 ± 10. 8), Ps <0.05]. Among all the factors, only the scores of social role were decreased in those with middle self-esteem [(21. 9 ±3.0) vs. (23.4 ±3.1), P <0.01]. The middle self-esteem group's score was only decreased on the dimension of social role [(21. 9 ±3.0) vs. (23.4 ±3. 1), Ps <0. 001

  12. Using Motivational Interviewing within the Early Stages of Group Development

    Science.gov (United States)

    Young, Tabitha L.

    2013-01-01

    This article presents developmentally appropriate applications of Motivational Interviewing (MI; Miller & Rollnick, 2002) for use in preparing group members for the working stages of group. Practical strategies are offered for using MI to facilitate an atmosphere of trust, recognize member readiness for change, identify and resolve members'…

  13. Motivation.

    Science.gov (United States)

    Chambers, David W

    2007-01-01

    Motivation is short-term focused energy. The oldest theories of motivation explain motivated activity as effort to overcome primary deficiencies, such as hunger or boredom. Such theories are difficult to apply because individuals learn idiosyncratic secondary motives as alternative ways of responding to these needs. Three prominent needs theories are discussed: Herzberg's theory of hygiene and motivational factors; McClelland's needs for achievement, power, and affiliation; and Maslow's hierarchy and theory of self-actualization. A second approach to motivation holds that individuals may be thought of as engaging in rational processes to maximize their self-interests. The presented examples of this approach include Vroom's expectancy theory, Adam's theory of inequality, and the Porter-Lawler model that addresses the question of whether satisfaction leads to high performance or vice versa. Finally, several theories of motivation as life orientation are developed.

  14. Relationship between Uric Acid Level and Achievement Motivation. Final Report.

    Science.gov (United States)

    Mueller, Ernst F.; French, John R. P., Jr.

    In an investigation of the relationship of uric acid (a metabolic end product) to achievement, this study hypothesized that a person's serum urate level (a factor often associated with gout) is positively related to achievement need as well as indicators of actual achievement. (Speed of promotion and number of yearly publications were chosen as…

  15. Understanding motivational structures that differentially predict engagement and achievement in middle school science

    Science.gov (United States)

    Lee, Christine S.; Hayes, Kathryn N.; Seitz, Jeffery; DiStefano, Rachelle; O'Connor, Dawn

    2016-01-01

    Middle school has been documented as the period in which a drop in students' science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the relationships among motivational factors, engagement, and achievement in middle school science (grades 6-8). Data were obtained from middle school students in the United States (N = 2094). The theoretical relationships among motivational constructs, including self-efficacy, and three types of goal orientations (mastery, performance approach, and performance avoid) were tested. The results showed that motivation is best modeled as distinct intrinsic and extrinsic factors; lending evidence that external, performance based goal orientations factor separately from self-efficacy and an internal, mastery based goal orientation. Second, a model was tested to examine how engagement mediated the relationships between intrinsic and extrinsic motivational factors and science achievement. Engagement mediated the relationship between intrinsic motivation and science achievement, whereas extrinsic motivation had no relationship with engagement and science achievement. Implications for how classroom practice and educational policy emphasize different student motivations, and in turn, can support or hinder students' science learning are discussed.

  16. Motivation of student teachers in educational psychology course: Its relation to the quality of seminar work and final achievement

    Directory of Open Access Journals (Sweden)

    Melita Puklek Levpušček

    2007-11-01

    Full Text Available The study examines various aspects of student teachers' initial motivation for educational psychology course and the motivation's effect on student teachers' engagement in a specific academic activity and on the final course achievement. At the beginning of the academic year 2004/2005 undergraduate student teachers filled in the Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich et al., 1991, the part which assesses students' motivational orientations. During the academic year students prepared and then presented to their colleagues their seminar work in groups. After each presentation, members of the group assessed the quality of their individual preparation, analyzed the quality of group work and assessed their part of the seminar presentation. Students' achievement was measured by an exam after completing the entire educational psychology course. The results showed that those students who had found the educational psychology course interesting and useful, and who had participated in the course because of extrinsic reasons prepared seminar work better and assessed their seminar presentation with higher marks than those with low motivation for the course. Students' engagement in individual study and self-assessment of seminar presentation were related to the final course grade. In addition, students' perception of the course as interesting and useful (task value independently predicted final course grade, over and above the account of previous academic achievement.

  17. Motivating Study Groups across the Disciplines in Secondary Schools

    Science.gov (United States)

    Styslinger, Mary E.; Clary, Deidre M.; Oglan, Victoria A.

    2015-01-01

    This article introduces Project RAISSE: Reading Assistance Initiative for Secondary School Educators and shares the findings of a study into those factors found to motivate study group participants at two rural high schools in the southern USA. The research team collected qualitative data over a two-year period, including interviews, artifacts,…

  18. Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation.

    Science.gov (United States)

    Balogun, Anthony Gbenro; Balogun, Shyngle Kolawole; Onyencho, Chidi Victor

    2017-02-13

    This study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = -.23; p academic performance (β = .38; p academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students' achievement motivation.

  19. Strategies to Improve Students’ Educational Achievement Motivation at Guilan University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Mahdokht Taheri

    2015-12-01

    Full Text Available Introduction: In view of the fact that motivation is linked directly to the learning process and educational achievement, this study endeavored to identify strategies to improve students’ educational achievement motivation at Guilan University of Medical Sciences. Methods: To conduct this descriptive-analytical study, 368 students from Guilan University of Medical Sciences were selected using simple random sampling from 2013-2014. All of the Guilan University of Medical Sciences’ students met the general eligibility criteria except guest students. The questionnaire included five domains of economic, socio-cultural, educational, geo-regional, and personality factors in educational achievement motivation. Through using descriptive and inferential statistics (Kolmogorov-Smirnov, Mann-Whitney U and Kruskal-Wallis tests, the compiled data were analyzed at the significance level of 0.05. Results: Data analysis revealed that socio-cultural factors have the maximum score (64.14 ± 9.92 and geo-regional factors have the minimum score (19.01±3.63 on the participants’ educational achievement motivation. What is more, a significant difference was revealed between educational field and educational effective factors as well as educational level and educational effective factors (p<0.011, p<0.004, respectively. Conclusion: Given that the socio-cultural factors had the maximum score on the students’ educational achievement motivation, it is recommended that university officials take these factors into account, and attempt to plan to provide appropriate strategies to enhance their students’ motivation, specifically their educational achievement motivation.

  20. The effectiveness of constructivist science instructional methods on middle school students' student achievement and motivation

    Science.gov (United States)

    Brooks, John

    A problem facing science educators is determining the most effective means of science instruction so that students will meet or exceed the new rigorous standards. The theoretical framework for this study was based on reform and research efforts that have informed science teachers that using constructivism is the best method of science instruction. The purpose of this study was to investigate how the constructivist method of science instruction affected student achievement and student motivation in a sixth grade science classroom. The guiding research question involved understanding which method of science instruction would be most effective at improving student achievement in science. Other sub-questions included the factors that contribute to student motivation in science and the method of science instruction students receive that affects motivation to learn science. Quantitative data were collected using a pre-test and post-test single group design. T-test and ANCOVA were used to test quantitative hypotheses. Qualitative data were collected using student reflective journals and classroom discussions. Students' perspectives were transcribed, coded and used to further inform quantitative findings. The findings of this study supported the recommendations made by science reformists that the best method of science instruction was a constructivist method. This study also found that participant comments favored constructivist taught classes. The implications for social change at the local level included potential increases in student achievement in science and possibly increased understanding that can facilitate similar changes at other schools. From a global perspective, constructivist-oriented methods might result in students becoming more interested in majoring in science at the college level and in becoming part of a scientifically literate work force.

  1. The Influence of Perceived Disgust on Students' Motivation and Achievement

    Science.gov (United States)

    Randler, Christoph; Hummel, Eberhard; Wüst-Ackermann, Peter

    2013-11-01

    There are a wide range of student emotions in academic settings, but apart from emotions such as interest and well-being, disgust is a negative emotion which might be relevant in biology education, for instance, during dissection or when encountering living animals. This paper addresses the issue of situational disgust during a course at the university using living animals and prepared mounts. The course covers a wide range of organisms from protists (e.g. Paramecium) through invertebrates to vertebrates and uses many methods (e.g. microscopy, dissection, and behavioral observations) and specific content (anatomy, structure, and behavior). The dissection of the trout was rated as most disgusting, followed by working with living woodlice, living earthworms, and living snails. The least disgusting lessons were those dealing with microscopy, mammalian skulls, honeybee dance, and bird flight. Based on animals, macro-invertebrates were rated as most disgusting and mammals as least disgusting. Concerning methods, observing through a microscope was perceived as being least disgusting, followed by experiments without animals, then followed by experiments with living animals and, most disgusting, dissection. Disgust was correlated negatively with interest, well-being, and competence but positively with pressure and boredom. Thus, low disgust is related to high interest, well-being, and competence, while higher disgust is related to higher pressure and boredom. The results show a need for measuring situational disgust in addition to survey studies. They also suggest that perceived disgust negatively affects intrinsic motivation. This has implications for biology teaching, because carrying out dissections or experiencing living animals in the classroom may have a detrimental effect on motivation.

  2. Motivations for choosing various food groups based on individual foods.

    Science.gov (United States)

    Phan, Uyen T X; Chambers, Edgar

    2016-10-01

    Understanding "why people eat what they eat" is important for improving the lives of people around the world by helping provide industrial and social solutions for people to have greater pleasure and health from the foods they choose. The objective of this study was to investigate the motivations behind everyday choices of different food groups using a bottom-up approach that targeted the specific choices of foods and beverages people consumed at various times of a day. This study was conducted using an online survey included questions related to demographics, the most recent meal including specific food choices, and a slightly modified Eating Motivation Surveys (2 motivations were added, and Check-All-That-Apply procedure was used), which contained 50 sub-scales to measure 17 motivations including such topics as Liking, Pleasure, Convenience, Health, Price, Variety Seeking etc. A total of 198 participants have completed the surveys. Data were analyzed by Correspondence Analysis. Liking was found to be the strongest motivation that drove people to select all sorts of foods. Need and Hunger and Convenience were the main motivations for baked products, "fast" foods, sausages and meats, and snack foods while Health and Weight Control were found to be the main driving factors for vegetables, fruits & fruit juices, nuts, seeds, dairy & egg, and poultry products. Sweets were linked to Pleasure. For beverages, people were motivated most by Heath and Weight Control to choose water and tea. Coffee was used due to Habits; soda was because of Pleasure and alcoholic was for socialization purposes. This study provided developers, marketers, health educators, etc. With a new method to understand food choice in order to promote better eating.

  3. Effects of Test Anxiety and Evaluative Threat on Students' Achievement and Motivation.

    Science.gov (United States)

    Hancock, Dawson R.

    2001-01-01

    Investigated the interactive effects of students' levels of test anxiety and teachers' evaluation practices (evaluative threat) on the achievement and motivation of graduate students randomly assigned to high or low evaluative threat conditions. All students, but particularly test-anxious students, performed poorly and were less motivated when…

  4. Using Computer-Managed Instructional Software to Increase Motivation and Achievement in Elementary School Children.

    Science.gov (United States)

    Terrell, Steve; Rendulic, Paul

    1996-01-01

    Discusses the results of a comparative study of elementary school students based on Cognitive Evaluation Theory that provides evidence that the use of computer-managed instructional feedback can have a positive effect on student motivation and achievement. Use of the Children's Academic Intrinsic Motivation Inventory is explained. (Author/LRW)

  5. The Relation between Perceived Parenting Practices and Achievement Motivation in Mathematics

    Science.gov (United States)

    Gonzalez, Ana-Lisa; Wolters, Christopher A.

    2006-01-01

    In this study, perceived parenting styles and parental involvement were examined to determine if they predicted student motivation. The two views of motivation examined included achievement goal theory and self-determination theory. Algebra I students (N = 140) in a Southeast Texas public high school completed self-report surveys. Multivariate…

  6. Relationships of Homework Motivation and Preferences to Homework Achievement and Attitudes in Turkish Students

    Science.gov (United States)

    Iflazoglu, Ayten; Hong, Eunsook

    2012-01-01

    Whether students' motivation, organizational approaches, physical needs, and environmental and interpersonal preferences during the homework process predict homework achievement and attitudes toward homework was examined in 1,776 Turkish students in Grades 5 through 8. The Homework Motivation and Preference Questionnaire was utilized to assess…

  7. A Time Lag Analysis of Temporal Relations between Motivation, Academic Achievement, and Two Cognitive Abilities

    Science.gov (United States)

    Greene, Monica R.; Pasnak, Robert; Romero, Sandy L.

    2009-01-01

    Research Findings: The present study employed a time lag design to assess temporal relationships between motivation, academic achievement, and cognitive development. Eighty-one children from 2 preschool programs were measured twice, with an 11-week time lag, on 2 measures of motivation (marble drop task, bean bag toss task), 2 measures of…

  8. Self-Determined Motivation and Social Achievement Goals in Children's Emotions

    Science.gov (United States)

    Mouratidis, Athanasios; Michou, Aikaterini

    2011-01-01

    In this cross-sectional study we investigated to what extent autonomous and controlled motivation and social achievement goals are associated with students' emotional experiences at school. We found in a sample of 426 elementary school students, aged from 10 to 12 years, autonomous motivation (i.e. students' engagement in class activities because…

  9. Exploring the Role of Motivational Factors in the Academic Achievement of EFL Learners

    Science.gov (United States)

    Solak, Ekrem

    2012-01-01

    The purpose of this research is to explore the role of motivational factors in the academic achievement of EFL learners. The research was conducted at a State University, Faculty of Education in Turkey. The participants were 230 freshman prospective teachers from four different academic majors taking English class. Attitude/Motivation Test Battery…

  10. Using Achievement Motivation Theory to Explain Student Participation in a Residential Leadership Learning Community

    Science.gov (United States)

    Moore, Lori L.; Grabsch, Dustin K.; Rotter, Craig

    2010-01-01

    This study sought to examine student motives for participating in a residential leadership learning community for incoming freshmen using McClelland's Achievement Motivation Theory (McClelland, 1958, 1961). Eighty-nine students began the program in the Fall 2009 semester and were administered a single, researcher-developed instrument. Responses to…

  11. A Mobile Gamification Learning System for Improving the Learning Motivation and Achievements

    Science.gov (United States)

    Su, C-H.; Cheng, C-H.

    2015-01-01

    This paper aims to investigate how a gamified learning approach influences science learning, achievement and motivation, through a context-aware mobile learning environment, and explains the effects on motivation and student learning. A series of gamified learning activities, based on MGLS (Mobile Gamification Learning System), was developed and…

  12. Intrinsic Motivation, Perceived Competence and Classroom Engagement as Longitudinal Predictors of Adolescent Reading Achievement

    Science.gov (United States)

    Froiland, John Mark; Oros, Emily

    2014-01-01

    This study investigated the effects of intrinsic motivation, perceived competence, classroom engagement and extrinsic motivation on reading development among youth. Using a nationally representative sample of students in the US, the researchers followed students longitudinally from fifth to eighth grade. Reading achievement was measured using…

  13. Competence Beliefs and Perceived Ability Evaluations: How Do They Contribute to Intrinsic Motivation and Achievement?

    Science.gov (United States)

    Freiberger, Verena; Steinmayr, Ricarda; Spinath, Birgit

    2012-01-01

    To study the role of students' competence beliefs and their perceived teachers' ability evaluations for intrinsic motivation and achievement in math, 459 second graders from 27 German classrooms were examined. Students provided self-reports on their intrinsic motivation, competence beliefs and perceived teachers' ability evaluations in math.…

  14. Preschool Teaching Students' Prediction of Decision Making Strategies and Academic Achievement on Learning Motivations

    Science.gov (United States)

    Acat, M. Bahaddin; Dereli, Esra

    2012-01-01

    The purpose of this study was to identify problems and motivation sources and strategies of decision-making of the students' attending preschool education teacher department, was to determine the relationship between learning motivation and strategies of decision-making, academic achievement of students, was to determine whether strategies of…

  15. A Mobile Gamification Learning System for Improving the Learning Motivation and Achievements

    Science.gov (United States)

    Su, C-H.; Cheng, C-H.

    2015-01-01

    This paper aims to investigate how a gamified learning approach influences science learning, achievement and motivation, through a context-aware mobile learning environment, and explains the effects on motivation and student learning. A series of gamified learning activities, based on MGLS (Mobile Gamification Learning System), was developed and…

  16. Achievement motivation revisited : New longitudinal data to demonstrate its predictive power

    NARCIS (Netherlands)

    Hustinx, P.W.J.; Kuyper, H.; Van der Werf, M.P.C.; Dijkstra, Pieternel

    2009-01-01

    During recent decades, the classical one-dimensional concept of achievement motivation has become less popular among motivation researchers. This study aims to revive the concept by demonstrating its predictive power using longitudinal data from two cohort samples, each with 20,000 Dutch secondary s

  17. Characterizing the Achievement Motivation Orientation of Children from Low- and Middle-Income Families

    Science.gov (United States)

    Day, Crystal A.; Burns, Barbara M.

    2011-01-01

    Research Findings: The current study examined achievement motivation orientation in preschool-age children from low- and middle-income families. Participants were 126 children who were attending an urban Head Start site or a private preschool. Children's motivation orientation was assessed as being performance oriented or mastery oriented using a…

  18. Student Motivation for Learning in Ghana: Relationships with Caregivers' Values toward Education, Attendance, and Academic Achievement

    Science.gov (United States)

    McCoy, Dana Charles; Wolf, Sharon; Godfrey, Erin B.

    2014-01-01

    This study examined the role that Ghanaian caregivers' values toward education play in shaping students' intrinsic versus extrinsic motivation for learning, and the ways these values and motivational orientations predict school attendance and achievement. Study participants included 88 students (M?=?11.63 years; 48% female) from two primary…

  19. Achievement motivation revisited : New longitudinal data to demonstrate its predictive power

    NARCIS (Netherlands)

    Hustinx, P.W.J.; Kuyper, H.; Van der Werf, M.P.C.; Dijkstra, Pieternel

    2009-01-01

    During recent decades, the classical one-dimensional concept of achievement motivation has become less popular among motivation researchers. This study aims to revive the concept by demonstrating its predictive power using longitudinal data from two cohort samples, each with 20,000 Dutch secondary

  20. Adolescent Expectancy-Value Motivation, Achievement in Physical Education, and Physical Activity Participation

    Science.gov (United States)

    Zhu, Xihe; Chen, Ang

    2013-01-01

    This study examined the relation between adolescent expectancy-value motivation, achievements, and after-school physical activity participation. Adolescents (N = 854) from 12 middle schools completed an expectancy-value motivation questionnaire, pre and posttests in psychomotor skill and health-related fitness knowledge tests, and a three-day…

  1. Instrumental Motivation, Critical Thinking, Autonomy and Academic Achievement of Iranian EFL Learners

    Science.gov (United States)

    Afshar, Hassan Soodmand; Rahimi, Ali; Rahimi, Masoud

    2014-01-01

    Among the factors influencing learners' learning, instrumental motivation, critical thinking and autonomy are thought to be of crucial importance. The present study, thus, set out to investigate relationships between instrumental motivation, critical thinking, autonomy and academic achievement of Iranian EFL learners. To this end, 100 Iranian…

  2. Understanding Motivational Structures That Differentially Predict Engagement and Achievement in Middle School Science

    Science.gov (United States)

    Lee, Christine S.; Hayes, Kathryn N.; Seitz, Jeffery; DiStefano, Rachelle; O'Connor, Dawn

    2016-01-01

    Middle school has been documented as the period in which a drop in students' science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the…

  3. Motivation, cognitive processing and achievement in higher education

    NARCIS (Netherlands)

    Bruinsma, M.

    2004-01-01

    This study investigated the question of whether a student's expectancy, values and negative affect influenced their deep information processing approach and achievement at the end of the first and second academic year. Five hundred and sixty-five first-year students completed a self-report

  4. Motivation, cognitive processing and achievement in higher education

    NARCIS (Netherlands)

    Bruinsma, M.

    2004-01-01

    This study investigated the question of whether a student's expectancy, values and negative affect influenced their deep information processing approach and achievement at the end of the first and second academic year. Five hundred and sixty-five first-year students completed a self-report questionn

  5. The Impact of Physics Teachers' Pedagogical Content Knowledge and Motivation on Students' Achievement and Interest

    Science.gov (United States)

    Keller, Melanie M.; Neumann, Knut; Fischer, Hans E.

    2017-01-01

    This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous…

  6. The Achievement Motive Construct and its Measurement: Where Are We Now?

    Science.gov (United States)

    Fineman, Stephen

    1977-01-01

    Examines the current position regarding the conceptualization and measurement of the achievement motive (nAch). Describes the concept, reviews various measures and evaluates their psychometric properties. (Author/RK)

  7. An Exploratory Study Regarding the Relations between Time Perspective, Achievement Motivation and Self-Regulation

    National Research Council Canada - National Science Library

    Dan Florin Stanescu; Madalina Elena Iorga

    2015-01-01

    ... of time perspective on work related achievement motivation. Similarly, albeit time perspective was studied in relation with other individual variables that might provide insights for a better understanding of its volitional nature...

  8. The relationships between the achievement motivations and temperaments of psychology students with different lateral organization profiles.

    Directory of Open Access Journals (Sweden)

    Vorobyeva E.V.

    2015-03-01

    Full Text Available The objective of this research was to assess the motivational potential of psychology students using an egoskopiya method. Heart rate and EEG data were recorded while the participants performed the Mehrabian achievement motivation test. Thirty students of the Faculty of Psychology of Southern Federal University who were aged between 20 and 30 years participated. The psychodiagnostic study involved 136 students from the Faculty of Psychology of Southern Federal University who were aged between 18 and 49 years. To determine the lateral organization profiles of sensory and motor functions, a computer-based testing program termed “Profile” was used. The Compact Russian Structure of Temperament Questionnaire (STQ-77 was used to evaluate the features of temperament. The results revealed that people with a strong motivation to succeed exhibited a predominance of right features in their lateral organization profiles. Their cardiovascular systems were in more activated states than those of the people who were extremely motivated to avoid failure. The observed temperament features of psychology students with different levels of achievement motivation indicated that the level of achievement motivation is related to the properties of temperament such that students with lower levels of achievement motivation (i.e., motivation to avoid failure exhibited the temperament traits of Neuroticism and Impulsivity in addition to low values on the scales for the Sensitivity to Sensations, Intellectual Ergonicity, and Sensitivity to Probabilities. High levels of achievement motivation (i.e., motivation to strive toward success corresponded to the psychology students’ propensities for Sensitivity to Sensations, high levels of Intellectual Ergonicity, high levels of Sensitivity to Probabilities and low values on the scales of Impulsivity and Neuroticism.

  9. Does Everyone's Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents' Achievement Motivation Trajectories in Physics and Chemistry.

    Science.gov (United States)

    Wang, Ming-Te; Chow, Angela; Degol, Jessica Lauren; Eccles, Jacquelynne Sue

    2016-12-01

    Students' motivational beliefs about learning physical science are critical for achieving positive educational outcomes. In this study, we incorporated expectancy-value theory to capture the heterogeneity of adolescents' motivational trajectories in physics and chemistry from seventh to twelfth grade and linked these trajectories to science-related outcomes. We used a cross-sequential design based on three different cohorts of adolescents (N = 699; 51.5 % female; 95 % European American; M ages for youngest, middle, and oldest cohorts at the first wave = 13.2, 14.1, and 15.3 years) coming from ten public secondary schools. Although many studies claim that physical science motivation declines on average over time, we identified seven differential motivational trajectories of ability self-concept and task values, and found associations of these trajectories with science achievement, advanced science course taking, and science career aspirations. Adolescents' ability self-concept and task values in physics and chemistry were also positively related and interlinked over time. Examining how students' motivational beliefs about physical science develop in secondary school offers insight into the capacity of different groups of students to successfully adapt to their changing educational environments.

  10. Minimal Groups Increase Young Children's Motivation and Learning on Group-Relevant Tasks

    Science.gov (United States)

    Master, Allison; Walton, Gregory M.

    2013-01-01

    Three experiments ("N" = 130) used a minimal group manipulation to show that just perceived membership in a social group boosts young children's motivation for and learning from group-relevant tasks. In Experiment 1, 4-year-old children assigned to a minimal "puzzles group" persisted longer on a challenging puzzle than children identified as the…

  11. Group Motivation and Group Task Performance: The Expectancy-Valence Theory Approach.

    Science.gov (United States)

    Nakanishi, Masayuki

    1988-01-01

    Investigated effects of group motivation on group task performance. Created two levels of valence, expectancy and instrumentality. Valence variable reflected on group productivity on unstructured and task persistence measures. Expectancy variable's effect was on task persistence measure. Instrumentality affected group productivity on structured…

  12. Achievement Goals and their Underlying Goal Motivation: Does it Matter Why Sport Participants Pursue their Goals?

    Directory of Open Access Journals (Sweden)

    Patrick Gaudreau

    2016-07-01

    Full Text Available This study examined whether the good or bad outcomes associated with mastery-approach (MAP and performance-approach (PAP goals depend on the extent to which they are motivated by autonomous or controlled motivation. A sample of 515 undergraduate students who participated in sport completed measures of achievement goals, motivation of achievement goals, perceived goal attainment, sport satisfaction, and both positive and negative affect. Results of moderated regression analyses revealed that the positive relations of both MAP and PAP goals with perceived goal attainment were stronger for athletes pursuing these goals with high level of autonomous goal motivation. Also, the positive relations between PAP goals and both sport satisfaction and positive affect were stronger at high levels of autonomous goal motivation and controlled goal motivation. The shape of all these significant interactions was consistent with tenets of Self-Determination Theory as controlled goal motivation was negatively associated with positive affect and sport satisfaction and positively associated with negative affect. Overall, these findings demonstrated the importance of considering goal motivation in order to better understand the conditions under which achievement goals are associated with better experiential and performance outcomes in the lives of sport participants.

  13. Immigrants Outperform Canadian-Born Groups in French Immersion: Examining Factors That Influence Their Achievement

    Science.gov (United States)

    Mady, Callie

    2015-01-01

    This paper examines the French achievement results of three groups of students: Canadian-born English/French bilingual, Canadian-born multilingual and immigrant multilingual Grade 6 French immersion students, by investigating how the variables of integrative and instrumental motivations, attitudes to the learning situation, French language…

  14. Immigrants Outperform Canadian-Born Groups in French Immersion: Examining Factors That Influence Their Achievement

    Science.gov (United States)

    Mady, Callie

    2015-01-01

    This paper examines the French achievement results of three groups of students: Canadian-born English/French bilingual, Canadian-born multilingual and immigrant multilingual Grade 6 French immersion students, by investigating how the variables of integrative and instrumental motivations, attitudes to the learning situation, French language…

  15. [The social-cognitive model of achievement motivation in physical education].

    Science.gov (United States)

    González-Cutre Coll, David; Sicilia Camacho, Alvaro; Moreno Murcia, Juan A

    2008-11-01

    Our objective in this study was to test the new social-cognitive model of achievement motivation in a physical education setting. Research was conducted on a sample of 895 physical education students, ages 12 to 16 years. We measured perception of the motivational climate conveyed by the teacher, implicit beliefs of ability, perceived competence, 2 x 2 achievement goals and self-determined motivation. We carried out structural equation modeling to analyse the relationships among variables. Results showed that task climate positively predicted incremental belief, whereas ego climate positively predicted entity belief. Both climates positively predicted perceived competence. Incremental belief positively predicted mastery-approach goals, performance-approach goals and avoidance goals, whereas entity belief positively predicted performance-approach goals and avoidance goals. Perceived competence positively predicted mastery-approach and performance-approach goals. Mastery-approach goal positively predicted self-determined motivation, whereas performance-approach goal and avoidance goals negatively predicted self-determined motivation.

  16. School Culture, Basic Psychological Needs, Intrinsic Motivation and Academic Achievement: Testing a Casual Model

    Directory of Open Access Journals (Sweden)

    Rahim Badri

    2014-07-01

    Full Text Available Culture is s common system of believes, values and artifacts that the members of a society use it in their relations, and it transfers from one generation to another. The school culture is a system of norms, meanings and values between school members. One of STD (self-determination theory components is basic psychological needs that emphasizes on Relatedness, Competence and Autonomy to accomplish the motivation. Motivation involves the processes that energize, direct, and sustain behavior. It seems that school culture, basic psychological needs and motivation has immense effect on academic achievement. The purpose of the present research was to examine the relation between students' perceived school culture, basic psychological needs, intrinsic motivation and academic achievement in a causal model. 296 high school students (159 females and 137 males in Tabriz, north - west of Iran, participated in this research and completed the students' perceived school culture questionnaire based on Hofstede's cultural dimensions (femininity, uncertainty avoidance, collectivism and power distance, basic psychological needs and intrinsic motivation. The results of the path analysis showed that fulfillment of basic psychological needs and intrinsic motivation has positive effect on academic achievement. Uncertainty avoidance and power distance have also negative effect on fulfillment of psychological needs, but the influence of femininity on this variable was positive. Also, collectivism has no significant effect on it. In general, the findings showed that if school culture supports students' autonomy, they will experience fulfillment of their basic psychological needs, and attain higher intrinsic motivation and academic achievement.

  17. Matching achievement contexts with implicit theories to maximize motivation after failure: a congruence model.

    Science.gov (United States)

    El-Alayli, Amani

    2006-12-01

    Previous research has shown that matching person variables with achievement contexts can produce the best motivational outcomes. The current study examines whether this is also true when matching entity and incremental beliefs with the appropriate motivational climate. Participants were led to believe that a personal attribute was fixed (entity belief) or malleable (incremental belief). After thinking that they failed a test that assessed the attribute, participants performed a second (related) task in a context that facilitated the pursuit of either performance or learning goals. Participants were expected to exhibit greater effort on the second task in the congruent conditions (entity belief plus performance goal climate and incremental belief plus learning goal climate) than in the incongruent conditions. These results were obtained, but only for participants who either valued competence on the attribute or had high achievement motivation. Results are discussed in terms of developing strategies for optimizing motivation in achievement settings.

  18. [Goal analysis and goal operationalisation: a group intervention for the enhancement of work motivation].

    Science.gov (United States)

    Hanna, Rana; Fiedler, Rolf G; Dietrich, Hilke; Greitemann, Bernhard; Heuft, Gereon

    2010-08-01

    Work motivation, mental well-being and competencies of self-regulation are linked to successful job-related reintegration after rehabilitation. Based on the Diagnostical Instrument to assess Work motivation (Diagnostikinstrument für Arbeitsmotivation DIAMO) and existing training programs, a new group intervention, the goal analysis and goal operationalization, was developed and evaluated. The objective of this intervention, designed for participants of a rehabilitation program was to enhance work motivation and volitional control processes (self-regulation and self-control), to encourage job-related goal orientation and to thereby increase the probability of goal achievement. In a quasi-experimental longitudinal design 207 patients (111 experimental group/96 control group) were tested. The experimental group took part in the job-related training (ZAZO) in addition to the usual rehabilitation. The evaluation was conducted through various scales at t0 (beginning) and t1 (end of the training). Scales for the measurement of work motivation, mental well-being, status of rehabilitation, competencies of self-regulation and the subjective prognosis of the ability to work were used. As direct effects of the training an enhancement of work motivation and of an improved subjective prognosis of the ability to work were expected. Accordingly, a positive influence on the subjective well-being as indirect effects, were anticipated in the long run, the experimental group should also show an enhanced job-related reintegration. Participants of the experimental group showed significantly higher values on particular scales of the Diagnostical Instrument of Work motivation as opposed to the control group (curiosity motive, attitudes to work and contact motive). Most notably, significant interactional effects could be found on the scale for the subjective prognosis of the ability to work, which is a highly reliable instrument and important predictor for prospective job

  19. Modification of the Persian version of Hermans Achievement Motivation Questionnaire to develop an adapted scale for measuring motivation of post-stroke survivors in Iran

    Directory of Open Access Journals (Sweden)

    Seyed Alireza Derakhshanrad

    2016-10-01

    Full Text Available Background: Research has shown that in order for recovery from a stroke to occur, motivation for recovery has been essential component of rehabilitation. Researchers and clinicians have tended to categorize stroke survivors subjectively into two groups: those who have been motivated or unmotivated, perhaps due to the paucity of objective measures that distinguish the groups. Since classification of clients based on subjective inference would be prone to bias, this pilot study aimed to establish a regionally validated scale that was adequately standardized for measuring motivation of adult post-stroke survivors in Iran.Methods: The Persian version of Hermans Achievement Motivation Questionnaire (PHAMQ was identified as the best test for the purposes of this study. A multistep process was undertaken to create an adapted scale from the PHAMQ that focused on functional behaviors, often seen in the process of rehabilitation. Thus, the Adapted Achievement Motivation Questionnaire (AAMQ was examined for reliability and validity. Cronbach’s alpha was used for measuring internal consistency and expert panel opinions were sought to analyze the content validity of AAMQ.Results: A convenience sample of 25 stroke subjects comprised of 10 males and 15 females participated in this study with the mean age [(± standard deviation (SD] 58.3 ± 9.8 years and range of 35-72 years. Expert opinion regarding the relevance of AAMQ items led to provide compelling evidence for a 28-item AAMQ. Cronbach’s alpha of 0.946 showed a perfect internal consistency for test items.Conclusion: This pilot study suggested that AAMQ could be utilized as a regionally validated scale for examining the motivational level of patients who have sustained strokes in Iran. Further research are recommended.

  20. The Effect of Task-Based Language Teaching on Motivation and Grammatical Achievement of EFL Junior High School Students

    Directory of Open Access Journals (Sweden)

    Islam NamazianDost

    2017-04-01

    Full Text Available This research sought to investigate the effect of the effect of task-based language teaching on motivation and grammatical achievement of EFL junior high school students of Ahvaz. To fulfill the objectives of the study a Homogeneity test (Oxford Quick Placement Test was administered among 100 students at the junior high school and finally 80 participants were selected. Then, they were divided into two sub­groups, namely control and experimental groups. Before starting the treatment, a validated teacher-made grammar test in terms of the materials supposed to be covered in both groups was administered to them as the pre-test. Moreover, a motivation questionnaire were given to both groups at the beginning and at the end of study. Then the experimental group received the treatment, which was teaching and learning grammar through using task-based language teaching and the control group received traditional teaching which is teaching grammar through instruction on examples and drills proposed by the teacher. After 12 sessions of treatment, the two groups were administered the same teacher-made grammar test as posttest. Data were analyzed by Paired and Independent Samples t-­test. The findings showed that the experimental group significantly performed better than the control group. Generally, the experimental groups outperformed the control groups. Furthermore, the results of motivation questionnaire show that there was a significant difference between the experimental and control groups' motivation in the post-test of questionnaire which implies that the experimental group's motivation increased significantly. The results suggest that task-based language teaching can be used in English classes to develop grammar ability among Iranian EFL learners.

  1. Minimal groups increase young children's motivation and learning on group-relevant tasks.

    Science.gov (United States)

    Master, Allison; Walton, Gregory M

    2013-01-01

    Three experiments (N = 130) used a minimal group manipulation to show that just perceived membership in a social group boosts young children's motivation for and learning from group-relevant tasks. In Experiment 1, 4-year-old children assigned to a minimal "puzzles group" persisted longer on a challenging puzzle than children identified as the "puzzles child" or children in a control condition. Experiment 2 showed that this boost in motivation occurred only when the group was associated with the task. In Experiment 3, children assigned to a minimal group associated with word learning learned more words than children assigned an analogous individual identity. The studies demonstrate that fostering shared motivations may be a powerful means by which to shape young children's academic outcomes.

  2. A cultural heuristic approach to the study of Jamaican undergraduate students' achievement motivation.

    Science.gov (United States)

    Clayton, Karen E; Zusho, Akane

    2016-03-01

    In recent years, there have been increasing calls to develop a more contextually based sociocultural perspective of achievement motivation. This mixed-methods study examined why Jamaican undergraduate students are motivated or unmotivated and how this relates to the extant literature on achievement motivation. This study was conducted in two phases and consisted of 175 and 189 Jamaican undergraduate students across phases one and two, respectively. First, a qualitative investigation using open-ended questionnaires and semi-structured interviews explored Jamaican undergraduate students' conceptualization of motivation and the factors that positively or negatively impacted their motivation. The second phase consisted of using prototype theory to capture a hierarchical cognitive representation of Jamaican students' motivation using coded themes derived from phase one of the study. The overall results indicated that personal, cognitive, contextual, and sociocultural factors are important determinants of Jamaican undergraduate students' academic motivation and that sociocultural (e.g., familial, economic, religious) factors appear to play a more critical role in impacting their motivation. © 2015 The British Psychological Society.

  3. The effects of different learning environments on students' motivation for learning and their achievement.

    Science.gov (United States)

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien

    2013-09-01

    Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. First-year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. © 2012 The British Psychological Society.

  4. Building on the Enriched Hierarchical Model of Achievement Motivation: Autonomous and Controlling Reasons Underlying Mastery Goals

    Directory of Open Access Journals (Sweden)

    Aikaterini Michou

    2016-07-01

    Full Text Available Two motivational theories – the Achievement Goal Theory and Self-Determination Theory – have recently been combined to explain students’ motivation, making it possible to study the “what” and the “why” of learners’ achievement strivings. The present study built on this approach by (a investigating whether the distinction between autonomous or volitional and controlling or pressuring reasons can be meaningfully applied to the adoption of mastery-avoidance goals, (b investigating the concurrent and prospective relations between mastery-avoidance goals and their underlying reasons and learning strategies when mastery-approach goals and their underlying reasons were also considered, and by (c incorporating psychological need experiences as an explanatory variable in the relation between achievement motives (i.e., the motive to succeed and motive to avoid failure and both mastery goals and their underlying reasons. In two Turkish university students samples ('N' = 226, 'Mage '= 22.36; 'N' = 331, 'Mage '= 19.5, autonomous and controlling reasons appeared applicable to mastery-avoidance goals and regression and path analysis further showed that mastery-avoidance goals and their underlying autonomous reasons fail to predicted learning strategies over and above the pursuit of mastery-approach goals and their underlying reasons. Finally, need experiences were established as mediators between achievement motives and both mastery goals and their underlying reasons.

  5. Social Adaptation and Its Relationship to Achievement Motivation among High School Students in Jordan

    Science.gov (United States)

    AlZboon, Saleem Odeh

    2013-01-01

    The study amid at exploring and detecting the level of social adaptation and its relationship with the achievement motivation of the secondary school students in Jordan, the study sample consisted of 495 secondary school students in the province of Jerash, and to achieve the objective of this study comes the development of two tools: the first one…

  6. Components of Achievement Motivation as Predictors of Potential for Economic Change, Volume I.

    Science.gov (United States)

    Veroff, Joseph; And Others

    The major goal of this research study was the identification and validation of measures of components of personal achievement orientations that can be used in the job training program context. The guiding conceptions for the research were based on Atkinson's theory of achievement motivation, Gurin's investigations of expectancies, and measurement…

  7. Future Achievements, Passion and Motivation in the Transition from Junior-to-Senior Sport in Spanish Young Elite Soccer Players.

    Science.gov (United States)

    Chamorro, José L; Torregrosa, Miquel; Sánchez Oliva, David; García Calvo, Tomás; León, Benito

    2016-10-20

    Within the context of the transition from junior-to-senior sport, this study aims in first place to explore differences in young Spanish elite soccer players based on the importance given to getting different achievements in their future (including sport, studies and private life) and, in second place, to explore differences among those players in levels of passion, motivation and basic psychological need. 478 elite youth soccer filled out a questionnaire based on the presented theoretical models. A cluster analysis shows a sport oriented group (N = 98) only interested in becoming a professional, a life spheres balance group (N = 288) characterized by balancing the importance of achievements in the sport sphere, as well as in education and a private life and a group (N = 91) only interested in private life achievements. The life spheres balance group shows higher levels of harmonious passion (η2 = .06, F(2, 475) = 9.990, p motivation (η2 = .10, F(2, 475) = 13.597, p sport oriented group as well as lower levels of amotivation (η2 = .04, F(2, 475) = 6.665, p motivation, to cope with the transition to professional soccer.

  8. 2 x 2 Achievement Goals and Achievement Emotions: A Cluster Analysis of Students' Motivation

    Science.gov (United States)

    Jang, Leong Yeok; Liu, Woon Chia

    2012-01-01

    This study sought to better understand the adoption of multiple achievement goals at an intra-individual level, and its links to emotional well-being, learning, and academic achievement. Participants were 480 Secondary Two students (aged between 13 and 14 years) from two coeducational government schools. Hierarchical cluster analysis revealed the…

  9. 2 x 2 Achievement Goals and Achievement Emotions: A Cluster Analysis of Students' Motivation

    Science.gov (United States)

    Jang, Leong Yeok; Liu, Woon Chia

    2012-01-01

    This study sought to better understand the adoption of multiple achievement goals at an intra-individual level, and its links to emotional well-being, learning, and academic achievement. Participants were 480 Secondary Two students (aged between 13 and 14 years) from two coeducational government schools. Hierarchical cluster analysis revealed the…

  10. Prediction of intrinsic motivation and sports performance using 2 x 2 achievement goal framework.

    Science.gov (United States)

    Li, Chiung-Huang; Chi, Likang; Yeh, Suh-Ruu; Guo, Kwei-Bin; Ou, Cheng-Tsung; Kao, Chun-Chieh

    2011-04-01

    The purpose of this study was to examine the influence of 2 x 2 achievement goals on intrinsic motivation and performance in handball. Participants were 164 high school athletes. All completed the 2 x 2 Achievement Goals Questionnaire for Sport and the Intrinsic Motivation subscale of the Sport Motivation Scale; the coach for each team rated his athletes' overall sports performance. Using simultaneous-regression analyses, mastery-approach goals positively predicted both intrinsic motivation and performance in sports, whereas performance-avoidance goals negatively predicted sports performance. These results suggest that athletes who pursue task mastery and improvement of their competence perform well and enjoy their participation. In contrast, those who focus on avoiding normative incompetence perform poorly.

  11. THE CORRELATION AMONG ATTITUDE, MOTIVATION AND SPEAKING ACHIEVEMENT OF COLLEGE STUDENTS ACROSS PERSONALITY FACTORS

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    Siti Lailatul Khoiriyah

    2016-05-01

    Full Text Available Considering the important of understanding about the attitude, motivation and the personality of the students in the English learning process, this research is aimed at finding the relationship between attitude and motivation which are acknowledged as influential factors in speaking achievement across their personality factors. Sixty Non-EFL students of Maulana Malik Ibrahim State Islamic University of Malang who take English as their compulsory subject were participated as the research sample. They were the fourth semester undergraduate taking TOEFL and Speaking Course. Attitude and Motivation Test Battery (AMTB, The Myers-Briggs Type Indicator (MBTI, speaking test and TOEFL-like test were administered. The results of this research revealed that there was significant correlation among attitude, motivation and speaking achievement of extrovert and Introvert students.

  12. Status Value, Group Learning, and Minority Achievement in College.

    Science.gov (United States)

    Beilin, Robert; Rabow, Jerome

    1981-01-01

    Tested the relationship between interracial group learning and academic achievement in college. Results indicated White students participating in Learning Through Discussion (LTD) groups scored higher on the final essay. There was no difference in minority achievement. Findings support the proposition that status equalization is an essential…

  13. Relationship Between Self-efficacy Beliefs and Achievement Motivation in Student Nurses☆

    Institute of Scientific and Technical Information of China (English)

    Ze-Ju Zhang; Chuan-Lin Zhang; Xian-Geng Zhang; Xiang-Min Liu; Hui Zhang; Jing Wang; Shuang Liu

    2015-01-01

    Objective: To investigate general self-efficacy levels and to examine the relationship between self-efficacy and achievement motivation in student nurses in China. Methods: A total of 716 student nurses were enrolled in this study from 7 hospitals in western China. Data were collected using three scales: General Data Scale, Self-Efficacy Scale ( SES) and Achievement Motivation Scale ( AMS) . There were 566 valid questionnaires. Results: The mean general self-efficacy scores of the student nurses were low. There was a sig-nificantly positive relationship between self-efficacy and achievement motivation ( r=0. 432, P=0. 000) . Conclusions: Our findings suggested that self-efficacy was related to age and educational levels, rather than gender and place of residence. Nursing managers should take measures to develop the self-efficacy of student nurses; when self-efficacy is developed, the achievement motivation may then be improved. Achievement motivation may also be improved through the improvement of self-efficacy.

  14. Science access, career choices, achievement, and motivation: Perceptions of female science olympians

    Science.gov (United States)

    Price, Kelly Rae

    Women remain under-represented in science career fields and this is especially evident in the physical sciences. Female students maintain equal science interest and achievement to male students in elementary school but by middle and high school they fall behind their male peers. Reasons cited for girls' declining interest in science include battling traditional gender stereotypes, lack of encouragement, and lack of female role models. Four main science concerns related to girls/women as indicated by research literature were science access, career choices, achievement, and motivation. In Georgia, some girls have made a break from the research trends by demonstrating their fervor for science through participation in the academic activity, Science Olympiad. The purpose of this study was to examine the science perceptions of girls who demonstrated science success by their participation in Science Olympiad. Utilizing phenomenological and feminist perspectives, the qualitative research method of focus group interviewing was used to address the research questions comprising the four science concerns of female science access, career choices, achievement, and motivation. The study participants were all girls/women who participated in Science Olympiad. A total of five focus groups were studied. One of the focus groups had current college undergraduates, former Science Olympians, in it while the others were composed of high school girls. Through the description of their science experiences, the participants shared their perceptions of the four science concerns. When addressing these science concerns, the participants revealed four factors that had most affected their science perceptions: the importance of support, science needs Serious Fun, teachers matter, and the bonuses of extracurricular involvement. In their experiences, the participants found success in science because they had teachers, parents, and peers who supported their academic interests, including science, and

  15. Development of a behavioural assessment system for achievement motivation in soccer matches

    OpenAIRE

    Shafizadehkenari, Mohsen; Gray, Shirley

    2011-01-01

    The aim of present investigation was to develop the behavioural instrument for measuring the achievement motivation in sport matches. According to 5-stage behavioural measurement system, the instrument was established and was applied for Iran national soccer team among three matches. The results have revealed the good validity, intra-rater, and inter-rater reliabilities for measuring motivational behaviours in sport contexts. In addition, the repeated measure analysis of varian...

  16. International Group Heterogeneity and Students' Business Project Achievement

    Science.gov (United States)

    Ding, Ning; Bosker, Roel J.; Xu, Xiaoyan; Rugers, Lucie; van Heugten, Petra PAM

    2015-01-01

    In business higher education, group project work plays an essential role. The purpose of the present study is to explore the relationship between the group heterogeneity of students' business project groups and their academic achievements at both group and individual levels. The sample consists of 536 freshmen from an International Business School…

  17. ACHIEVEMENT MOTIVATION OF THOSE INDIVIDUALS WITH THE PREDOMINANCE OF INDIVIDUALISTIC / COLLECTIVIST ATTITUDES WHO IS READY TO TAKE RISKS

    Directory of Open Access Journals (Sweden)

    Svetlana Vladimirovna Gutsunaeva

    2015-03-01

    Full Text Available The article reveals the results of empirical research displaying differences in achievement motivation and willingness to take risks depending on the prevalence of collectivist or individualistic attitudes of a personality. The research may contribute to profound knowledge of influence of the factor of belonging to the culture on individual features. The obtained results indicate that the young people with a predominance of individualistic attitudes are more motivated to achievements and inclined to risk than the young people who are collectivists. However, the results also demonstrate that in some socio-demographic groups collectivists – the representatives of the older generation strive to achievements, although they are more cautious in their behavior. The empirical data can be used in a cross-cultural investigations, the results of the study may be useful in the work of psychologist in predicting behavior and social success of the individual in various spheres of activity.

  18. Influence of Strategy of Learning and Achievement Motivation of Learning Achievement Class VIII Students of State Junior High School in District Blitar

    Science.gov (United States)

    Ayundawati, Dyah; Setyosari, Punaji; Susilo, Herawati; Sihkabuden

    2016-01-01

    This study aims for know influence of problem-based learning strategies and achievement motivation on learning achievement. The method used in this research is quantitative method. The instrument used in this study is two fold instruments to measure moderator variable (achievement motivation) and instruments to measure the dependent variable (the…

  19. Perceived motivators to home food preparation: focus group findings.

    Science.gov (United States)

    Jones, Sheila A; Walter, Janelle; Soliah, LuAnn; Phifer, Janna T

    2014-10-01

    Family meals are positively associated with increased consumption of fruits and vegetables and numerous nutrients, promoting good eating habits and disease prevention. Families benefiting from home-cooked meals are more likely to consume smaller portions and fewer calories, less fat, less salt, and less sugar. Some Western cultures have lost confidence in preparing meals and tend to rely on foods prepared outside the home. The ability of young adults to prepare foods at home may be impaired. The purpose of our study is to identify motivators and, consequently, barriers to preparing foods at home vs purchasing preprepared foods from a deli or eating in a restaurant. Focus groups of college students (n=239) from two universities were asked questions about motivators to preparing meals at home in two subsequent sessions. The primary motivators among the students were that they desired to save money; had a model in food preparation; were familiar with cooking techniques; and had enough time to shop, cook, and clean up after meals. Food and nutrition practitioners have opportunities to promote cost-effective, simple, and time-saving home food preparation techniques as healthful habits. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

  20. Fakability of different measurement methods for achievement motivation: questionnaire, semi-projective, and objective

    Directory of Open Access Journals (Sweden)

    MATTHIAS ZIEGLER

    2007-12-01

    Full Text Available Different means can be applied to assess noncognitive personality aspects: projective, semi-projective, self-report, and objective. However, so far little attention has been paid towards the different fakability of these methods. The present study investigated this question with different achievement motivation instruments. The instruments were randomly administered to three student groups: fake bad (n = 41, fake good (n = 37, and control group (n = 41. The faking groups were given specific faking instructions while the control group only received the standard instructions. All instruments were applied computer-assisted. The results show that all tests are fakeable with the exception of the objective measure which could not be faked good as was expected. The effect sizes (d ranged from .10 to 2.36. Cut-off scores for the detection of faking were computed based on sensitivity as well as specificity. Moreover, they were tested within a second student sample (n = 123. Sensitivity and specificity values are reported. The practical implications for test authors and practitioners are discussed.

  1. The relationship between autonomous motivation and autonomy support in medical students' academic achievement.

    Science.gov (United States)

    Feri, Rose; Soemantri, Diantha; Jusuf, Anwar

    2016-12-29

    This study applied self-determination theory (SDT) to investigate the relationship between students' autonomous motivation and tutors' autonomy support in medical students' academic achievement. This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). Mean score (±standard deviation) of the autonomous motivation, tutors' autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students' autonomous motivation was associated with improvement of students' academic achievement (β=15.2, p=0.004). However, augmentation of tutors' autonomy support was not reflected in the improvement of students' academic achievement (β = -12.6, p = 0.019). Both students' autonomous motivation and tutors' autonomy support had a contribution of about 4.2% students' academic achievement (F = 4.343, p = 0.014, R(2) = 0.042). Due to the unique characteristic of our medical students' educational background, our study shows that tutors' autonomy support is inconsistent with students' academic achievement. However, both autonomous motivation and support are essential to students' academic achievement. Further study is needed to explore students' educational background and self-regulated learning competence to improve students' academic achievement.

  2. The Role of Teacher Morale and Motivation on Students' Science and Math Achievement: Findings from Singapore, Japan, Finland and Turkey

    Science.gov (United States)

    Abazaoglu, Ilkay; Aztekin, Serdar

    2016-01-01

    Teacher motivation is one of the factors that affect the realization of the teaching objectives, motivation and academic achievement of student. This study aimed to answer to the question "How is the relation between the students' academic (sciences and mathematics) achievement and teachers' morale/motivation in Singapore, Japan, Finland and…

  3. Achievement Motivation of the High School Students: A Case Study among Different Communities of Goalpara District of Assam

    Science.gov (United States)

    Sarangi, C.

    2015-01-01

    Achievement motivation is a consistent striving force of an individual to achieve success to a certain standard of excellence in competing situation. In this study an attempt was made to study the effect of achievement motivation on the academic achievement of the high school students of tribal and non tribal communities in relation to their sex…

  4. Achievement goals, social goals, and motivational regulations in physical education settings.

    Science.gov (United States)

    Cecchini Estrada, José A; González González-Mesa, Carmen; Méndez-Giménez, Antonio; Fernández-Río, Javier

    2011-02-01

    This study examined the relationship between achievement and social goals, and explored how both goals affect students' level of informed self-determination in Physical Education. Participants were 395 high school students. Three scales were used to assess achievement, social goals, and motivation. Several hierarchical regression analyses revealed that mastery-approach goals were the greatest contributors to the individuals' levels of self-determination. Achievement and social goals were found to be separate predictors of students' levels of self-determination, and this highlights the importance of separating mastery and performance goals into avoidance and approach profiles. Girls reported significantly higher values than boys on responsibility, relationship, and mastery-avoidance goals, whereas boys scored higher on performance-approach goals. Researchers could use achievement and social goals to study students' motivation and achievement in Physical Education settings.

  5. The effect of applying podcast multimedia teaching system on motivational achievement and learning among the boy students.

    Science.gov (United States)

    Nozari, Ali Yazdanpanah; Siamian, Hasan

    2015-02-01

    Traditional education classes are no more effective because they are tied to a particular place and time. Podcast complete the defection of other educational resources. In this study we aimed to address whether utilizing podcast multimedia training system has an effect on the motivational achievement and students learning of the Arabic course in high school. In this practical-purposed, descriptive and quasi-experimental study, pre- and post-test method in control and experiment groups was used. Researchers used simple random sampling method to form the groups. The results showed the normal distribution of data according to the value of z (0.09) in the pre- and post-tests in both control and experiment groups. Therefore, the data distribution was normal (P>0.925). Significant differences between experimental and control groups in terms of academic level were not observed in the pre-test. There was no significant difference between the motivational achievement of education in post-test of control and experiment group (p>0.89). The results showed that teaching with podcast multimedia systems significantly increased learning of Arabic in the high school level. But of motivation reinforcement between traditional method and system for multimedia podcasts, showed no significant differences. Each variety of multimedia techniques can be beneficial for a specific course. Therefore, more studies on the effectiveness of podcast method in different courses to determine its effects are necessary.

  6. The Intricate Relationship between Motivation and Achievement: Examining the Mediating Role of Self-Regulated Learning and Achievement-Related Classroom Behaviors

    Science.gov (United States)

    Rotgans, Jerome I.; Schmidt, Henk G.

    2012-01-01

    The objective of the present study was to examine how motivation is related to academic achievement. The "Motivated Strategies for Learning Questionnaire" (MSLQ) was administered to 1,166 students at a polytechnic in Singapore as a measure for motivational beliefs and self-regulated learning strategies. In addition, students' prior…

  7. Achievement Motivation among Urban Adolescents: Work Hope, Autonomy Support, and Achievement-Related Beliefs

    Science.gov (United States)

    Kenny, Maureen E.; Walsh-Blair, Lynn Y.; Blustein, David L.; Bempechat, Janine; Seltzer, Joanne

    2010-01-01

    Drawing upon expectancy value, hope, and self-determination theories, this study explores the contributions of work-based beliefs and autonomy support as predictors of adaptive achievement-related beliefs. Two hundred and one urban high school students who were enrolled in a work-based learning program completed measures of work hope, autonomy…

  8. Closing the Achievement Gap: A Structured Approach to Group Counseling

    Science.gov (United States)

    Campbell, Chari A.; Brigman, Greg

    2005-01-01

    This study evaluated the impact of a group counseling intervention on student academic and social performance. Twenty-five school counselors were trained to use a structured approach to small-group counseling with students scoring in the mid-to-low range in math and reading. The group intervention focused on improving student achievement and…

  9. Engaging Multimedia into Speaking Class Practices: Toward students’ Achievement and Motivation

    Directory of Open Access Journals (Sweden)

    Ratnawati Ratnawati

    2017-10-01

    Full Text Available The present study reports several impacts of implementing multimedia toward teaching and learning process in speaking class at second grade students of Galuh University, Ciamis. Further, the study came from insights on students’ boredom during speaking class which affected their achievement and motivation.  Mixed method research design (Creswell, 2013 then employed to answer several proposed hypotheses. For proving the result of its application, observation, questionnaire, pre and post-test were administered to collect the data while both quantitative and qualitative approaches were applied to analyze the collected data from classroom practices. The research findings indicates that  multimedia in speaking class got positive responds from students in term of motivation and accomplishment. The great look portrayed from the class that students were enthusiastic, got involved and interested in multimedia provided by teacher during learning process. Moreover, pre and post-tests that are performace-based tests were greatly used to test the effectiveness of multimedia effects during the class. In this side, the researcher employed experiment of two equivalent groups: control and experimental group. It then reported that t-test related is 2.04  out of 1.70 for  t- distribution which points out that there is significant difference between the results of both tests. It means that the result of this research agreed that multimedia has good effects for teaching speaking in the scope of students’ interests, feedback and their cognitive aspects. In line with above statements, the further studies is also necessary  dealing with other multimedia for obtaining more positive effects toward learning process and those result enables to increase quality of education.

  10. Studies on the impact of achievement motivation on childrens’ performance in the FEW-2

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    Peggy Beuthan

    2012-09-01

    Full Text Available If children in occupational diagnostics solve tasks with suboptimal test motivation, the results of such tests can be falsified. Against that background, the present research aims were to examine, whether there is an influence of children’s test motivation on their performance in the FEW-2, and if their test motivation can be improved by promising a reward. In an experimental field study of 80 healthy and German-speaking children, at the age of 4 to 6 years, data on test motivation were collected and the FEW-2 was performed. To answer the research questions correlation analysis and t-tests for unpaired samples were carried out. The correlation analyses showed an influence of the motivation of the test on the outcomes of the FEW-2, if the claim of other cognitive services, such as, for example, the concentration of power was increased. According to the findings of the t-tests, the reward did not lead to a heightened test motivation amongst the participants of the experimental group. The revealed influence of test motivation on the outcomes of the FEW-2 underlines the necessity to test for test motivation in view of a reliable and valid neuropsychological diagnostic.

  11. Predicting elite Scottish athletes' attitudes towards doping: examining the contribution of achievement goals and motivational climate.

    Science.gov (United States)

    Allen, Justine; Taylor, John; Dimeo, Paul; Dixon, Sarah; Robinson, Leigh

    2015-01-01

    Understanding athletes' attitudes to doping continues to be of interest for its potential to contribute to an international anti-doping system. However, little is known about the relationship between elite athletes' attitudes to drug use and potential explanatory factors, including achievement goals and the motivational climate. In addition, despite specific World Anti-Doping Agency Code relating to team sport athletes, little is known about whether sport type (team or individual) is a risk or protective factor in relation to doping. Elite athletes from Scotland (N = 177) completed a survey examining attitudes to performance-enhancing drug (PED) use, achievement goal orientations and perceived motivational climate. Athletes were generally against doping for performance enhancement. Hierarchical regression analysis revealed that task and ego goals and mastery motivational climate were predictors of attitudes to PED use (F (4, 171) = 15.81, P doping in sport.

  12. Achievement Motivation and Adjustment Patterns among International and National Players of Different Team Sports

    OpenAIRE

    Nirmaljit K Rathee; Jagbir Singh

    2011-01-01

    Problem Statement: Achievement in sports demands specific behavior from an athlete.. The performer in such events must have ability to assess the situation, select the response, decide quickly and then implement it with determined efforts. Approach: This study was focused to examine the levels of achievement motivation, emotional and social adjustment among international and national players of basketball, hockey and handball games. Subjects (N = 240) were administere...

  13. Predicting student task motivation: the role of endorsed achievement goals and personal characteristics

    OpenAIRE

    Kahraman, Fulya

    2016-01-01

    Cataloged from PDF version of thesis. Includes bibliographical references (leaves 65-72). Thesis (M.S.): Bilkent University, The Program of Curriculum and Instruction, İhsan Doğramacı Bilkent University, 2016. This study is a quantitative experimental design that investigates the relationship between students’ achievement outcomes (i.e., undesired outcomes, such as cheating behaviors and desired outcomes such as intrinsic motivation) and their achievement goals that were adapted for ...

  14. Motivation for Reading and Upper Primary School Students' Academic Achievement in Reading in Kenya

    Science.gov (United States)

    Mucherah, Winnie; Herendeen, Abbey

    2013-01-01

    This study examined primary school students' reading motivation and performance on the standardized exam. Participants included 901 seventh and eighth grade students from Kenya. There were 468 females and 433 males. Contrary to previous studies, results showed reading challenge and aesthetics, but not efficacy, predicted reading achievement,…

  15. Comparing Relations of Motivation, Engagement, and Achievement among Struggling and Advanced Adolescent Readers

    Science.gov (United States)

    Klauda, Susan Lutz; Guthrie, John T.

    2015-01-01

    This longitudinal study examined the development of reading motivation, engagement, and achievement in early adolescence by comparing interrelations of these variables in struggling and advanced readers. Participants were 183 pairs of seventh grade students matched in gender, ethnicity, socioeconomic status, and school attended. They completed…

  16. The Effect of an Augmented Reality Enhanced Mathematics Lesson on Student Achievement and Motivation

    Science.gov (United States)

    Estapa, Anne; Nadolny, Larysa

    2015-01-01

    The purpose of the study was to assess student achievement and motivation during a high school augmented reality mathematics activity focused on dimensional analysis. Included in this article is a review of the literature on the use of augmented reality in mathematics and the combination of print with augmented reality, also known as interactive…

  17. Filial Piety and Academic Motivation: High-Achieving Students in an International School in South Korea

    Science.gov (United States)

    Tam, Jonathan

    2016-01-01

    This study uses self-determination theory to explore the mechanisms of filial piety in the academic motivation of eight high-achieving secondary school seniors at an international school in South Korea, resulting in several findings. First, the students attributed their parents' values and expectations as a major source of the students'…

  18. Achievement Motivation among Distance Learners in Relation to Gender and Residential Background.

    Science.gov (United States)

    Lohumi, Manju

    2002-01-01

    Investigates the relationship of gender and residential background (urban and rural) on three components of achievement motivation of distance learners: work, mastery and competitiveness. Participants were 224 distance learners from the International Center for Distance Education and Open Learning, Himachal Pradesh University, Shimla. Findings are…

  19. Motivating and achievement-eliciting pop-ups in online environments: A user experience perspective

    NARCIS (Netherlands)

    Bittner, Jenny; Zondervan, Robin

    2015-01-01

    The aim of the present research was to develop pop-up windows that motivate users and evoke a positive user experience. Several variants of achievement eliciting pop-ups were designed and tested on a real business-website. A pre-test examined the effectiveness of 24 combinations of pictures and

  20. Motivation for Reading and Upper Primary School Students' Academic Achievement in Reading in Kenya

    Science.gov (United States)

    Mucherah, Winnie; Herendeen, Abbey

    2013-01-01

    This study examined primary school students' reading motivation and performance on the standardized exam. Participants included 901 seventh and eighth grade students from Kenya. There were 468 females and 433 males. Contrary to previous studies, results showed reading challenge and aesthetics, but not efficacy, predicted reading achievement,…

  1. African American Homeschool Parents' Motivations for Homeschooling and Their Black Children's Academic Achievement

    Science.gov (United States)

    Ray, Brian

    2015-01-01

    This study explores the motivations of African American parents for choosing homeschooling for their children and the academic achievement of their Black homeschool students. Their reasons for homeschooling are similar to those of homeschool parents in general, although some use homeschooling to help their children understand Black culture and…

  2. Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education.

    NARCIS (Netherlands)

    Busato, V.V.; Prins, F.J.; Elshout, J.J.; Hamaker, C.

    2000-01-01

    This study is directed towards an integration of intellectual ability, learning style, personality and achievement motivation as predictors of academic success in higher education. Correlational analyses partly confirmed and partly disconfirmed our expectations in a sample of 409 first-year

  3. The impact of the achievement motive on athletic performance in adolescent football players.

    Science.gov (United States)

    Zuber, Claudia; Conzelmann, Achim

    2014-01-01

    Researchers largely agree that there is a positive relationship between achievement motivation and athletic performance, which is why the achievement motive is viewed as a potential criterion for talent. However, the underlying mechanism behind this relationship remains unclear. In talent and performance models, main effect, mediator and moderator models have been suggested. A longitudinal study was carried out among 140 13-year-old football talents, using structural equation modelling to determine which model best explains how hope for success (HS) and fear of failure (FF), which are the aspects of the achievement motive, motor skills and abilities that affect performance. Over a period of half a year, HS can to some extent explain athletic performance, but this relationship is not mediated by the volume of training, sport-specific skills or abilities, nor is the achievement motive a moderating variable. Contrary to expectations, FF does not explain any part of performance. Aside from HS, however, motor abilities and in particular skills also predict a significant part of performance. The study confirms the widespread assumption that the development of athletic performance in football depends on multiple factors, and in particular that HS is worth watching in the medium term as a predictor of talent.

  4. Students' Extrinsic and Intrinsic Motivation Level and Its Relationship with Their Mathematics Achievement

    Science.gov (United States)

    Acar Güvendir, Meltem

    2016-01-01

    This study focused on the extrinsic and intrinsic motivation levels of eighth grade students and its relationship with their mathematical achievement. The participants of the study included 6,829 students who took TIMSS in 2011 and 239 mathematics teachers. The data obtained from the student and teacher questionnaires that are included in the…

  5. The Relationship between Intrinsic Motivation and Academic Achievement for First Generation Latino College Students

    Science.gov (United States)

    Trevino, Naomi Noel; DeFreitas, Stacie Craft

    2014-01-01

    Hispanic students are pursuing higher education more than in previous years and they often represent their family as the first member to attend college (Strage in "Coll Stud J" 33:198-205, 1999). Past educational research has studied the influence of intrinsic motivation on academic achievement in various ethnically diverse elementary,…

  6. The Effect of an Augmented Reality Enhanced Mathematics Lesson on Student Achievement and Motivation

    Science.gov (United States)

    Estapa, Anne; Nadolny, Larysa

    2015-01-01

    The purpose of the study was to assess student achievement and motivation during a high school augmented reality mathematics activity focused on dimensional analysis. Included in this article is a review of the literature on the use of augmented reality in mathematics and the combination of print with augmented reality, also known as interactive…

  7. Connection between Organizational Culture and Development of Achievement Motive of Students of the Faculty of Management

    Science.gov (United States)

    Bubulj, Milan; Arsenijevi, Olja; Simic, Jelena

    2011-01-01

    The authors of this paper are engaged in studying the organizational culture and achievement motive, by carrying out their studies among the students of the Faculty of Management in Novi Sad, AP Vojvodina, Serbia. The problem of this paper's research was set by the question: is there a connection of a dominantly present organizational culture and…

  8. Confronting the Effects of Unemployment on Achievement Motivation: The Case for Postmodern Career Facilitation

    Science.gov (United States)

    Maree, Kobus; Ebersohn, Liesel; Vermaak, Bianca

    2008-01-01

    This article describes the ways in which postmodern career facilitation was applied to enhance achievement motivation in a male adolescent from a community with a high unemployment rate. A case study following a mixed-method approach was conducted with a purposefully selected youth and a postmodern career facilitation intervention was developed…

  9. The Role of Teachers' Support in Predicting Students' Motivation and Achievement Outcomes in Physical Education

    Science.gov (United States)

    Zhang, Tao; Solmon, Melinda A.; Gu, Xiangli

    2012-01-01

    Examining how teachers' beliefs and behaviors predict students' motivation and achievement outcomes in physical education is an area of increasing research interest. Guided by the expectancy-value model and self-determination theory, the major purpose of this study was to examine the predictive strength of teachers' autonomy, competence, and…

  10. Why Does Parents' Involvement Enhance Children's Achievement? The Role of Parent-Oriented Motivation

    Science.gov (United States)

    Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.

    2012-01-01

    This research examined the idea that children's parent-oriented motivation underlies the benefits of parents' involvement on children's engagement and ultimately achievement in school. Beginning in the fall of 7th grade, 825 American and Chinese children (mean age = 12.73 years) reported on their parents' involvement in their learning as well as…

  11. Characteristics of Academically-Influential Children: Achievement Motivation and Social Status

    Science.gov (United States)

    Masland, Lindsay C.; Lease, A. Michele

    2016-01-01

    The contributions of academic achievement motivation and social status to peer-reported academic influence were explored in a sample of 322 children in grades three through five. Latent moderated structural equation modeling indicated that children who value academics are more likely to be rated by peers as academically influential. Social status…

  12. Comparing Relations of Motivation, Engagement, and Achievement among Struggling and Advanced Adolescent Readers

    Science.gov (United States)

    Klauda, Susan Lutz; Guthrie, John T.

    2015-01-01

    This longitudinal study examined the development of reading motivation, engagement, and achievement in early adolescence by comparing interrelations of these variables in struggling and advanced readers. Participants were 183 pairs of seventh grade students matched in gender, ethnicity, socioeconomic status, and school attended. They completed…

  13. Achievement Goals, Motivational Climate and Sportspersonship: A Study of Young Handball Players

    Science.gov (United States)

    Stornes, Tor; Ommundsen, Yngvar

    2004-01-01

    The aim of this study was to investigate the relationships between achievement goals, perceptions of motivational climate and sportspersonship in a sample of young male Norwegian handball players. A cross-sectional study of 440 male handball players aged from 14 to 16 was conducted, in which the players responded to a questionnaire measuring…

  14. Suicide Proneness in College Students: Relationships with Gender, Procrastination, and Achievement Motivation

    Science.gov (United States)

    Klibert, Jeffrey; Langhinrichsen-Rohling, Jennifer; Luna, Amy; Robichaux, Michelle

    2011-01-01

    This study examined the relationships between 2 academic dispositions (i.e., procrastination and achievement motivation) and 2 indices of suicidal proneness in college women and men. The degree these 2 academic dispositions could predict unique variance in suicide proneness scores, above and beyond the influence of depression and self-esteem was…

  15. Varieties of Interpretation of Achievement Motivation: A Reply to Kukla and Scher.

    Science.gov (United States)

    Nicholls, John G.

    1986-01-01

    The author replies to criticism of his interpretation of achievement motivation. A distinction between goals of demonstrating and developing ability cannot be made in task involvement. Attempts to extend the author's theory by adding this distinction suffer from a failure to predict when these different goals will predominate. (Author/LMO)

  16. Motivating and achievement-eliciting pop-ups in online environments: A user experience perspective

    NARCIS (Netherlands)

    Bittner, Jenny V.; Zondervan, Robin

    2015-01-01

    The aim of the present research was to develop pop-up windows that motivate users and evoke a positive user experience. Several variants of achievement eliciting pop-ups were designed and tested on a real business-website. A pre-test examined the effectiveness of 24 combinations of pictures and word

  17. Professional training in the workplace: the role of achievement motivation and locus of control.

    Science.gov (United States)

    Suárez-Álvarez, Javier; Campillo-Álvarez, Angela; Fonseca-Pedrero, Eduardo; García-Cueto, Eduardo; Muñiz, José

    2013-01-01

    The core objective of the present work is to explore the reasons why workers from different employment sectors join training courses to improve their job. To this end we assessed achievement motivation, locus of control and professional qualifications according to the participants' employment sector. The final sample consisted of 1460 active Spanish workers from four different employment sectors: services, catering, metal construction, and others. Of the sample, 40.1% were male and 59.9% female, with a mean age of 33.3 years (SD = 9.7). The results show that the new scale developed to assess achievement motivation, locus of control and workers' qualifications presents adequate psychometric characteristics. Statistically significant differences were found in relation to employment sector. The areas studied showed satisfactory levels of workers' effort and achievement motivation to perform their jobs, though their attitudes toward the training courses as a basis for improving their employability are varied. Workers in the catering sector had higher levels of external attribution and the lowest interest in training. Those in the service sector had higher levels of achievement motivation and effort at work. Future research should develop a joint program covering the public and private sectors for the modification of these beliefs, attitudes and attributions.

  18. Influence of Motivation, Self-Beliefs, and Instructional Practices on Science Achievement of Adolescents in Canada

    Science.gov (United States)

    Areepattamannil, Shaljan; Freeman, John G.; Klinger, Don A.

    2011-01-01

    This study examined the effects of motivation to learn science, science self-beliefs, and science instructional practices on science achievement of 13,985 15-year-old students from 431 schools across Canada. Hierarchical linear modeling (HLM) analyses, while controlling for student- and school-level demographic characteristics, revealed the…

  19. Attitude and Motivation as Predictors of Academic Achievement of Students in Clothing and Textiles

    Science.gov (United States)

    Uwameiye, B. E.; Osho, L. E.

    2011-01-01

    This study investigated attitude and motivation as predictors of academic achievement of students in clothing and textiles. Three colleges of education in Edo and Delta States were randomly selected for use in this study. From each school, 40 students were selected from Year III using simple random technique yielding a total of 240 students. The…

  20. Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education.

    NARCIS (Netherlands)

    Busato, V.V.; Prins, F.J.; Elshout, J.J.; Hamaker, C.

    2000-01-01

    This study is directed towards an integration of intellectual ability, learning style, personality and achievement motivation as predictors of academic success in higher education. Correlational analyses partly confirmed and partly disconfirmed our expectations in a sample of 409 first-year psycholo

  1. Suicide Proneness in College Students: Relationships with Gender, Procrastination, and Achievement Motivation

    Science.gov (United States)

    Klibert, Jeffrey; Langhinrichsen-Rohling, Jennifer; Luna, Amy; Robichaux, Michelle

    2011-01-01

    This study examined the relationships between 2 academic dispositions (i.e., procrastination and achievement motivation) and 2 indices of suicidal proneness in college women and men. The degree these 2 academic dispositions could predict unique variance in suicide proneness scores, above and beyond the influence of depression and self-esteem was…

  2. A Study of the Relationship between Academic Achievement Motivation and Home Environment among Standard Eight Pupils

    Science.gov (United States)

    Muola, J. M.

    2010-01-01

    The objective of this study was to investigate the relationship between academic achievement motivation and home environment among standard eight pupils. The study was carried out on 235 standard eight Kenyan pupils from six urban and rural primary schools randomly selected from Machakos district. Their age ranged between 13 and 17 years. Two…

  3. Academic motivation mediates the influence of temporal discounting on academic achievement during adolescence

    NARCIS (Netherlands)

    Lee, Nikki; Krabbendam, Lydia; Dekker, Sanne; Boschloo, Annemarie; De Groot, Renate; Jolles, Jelle

    2012-01-01

    Lee, N. C., Krabbendam, L., Dekker, S. J., Boschloo, A. M., De Groot, R. H. M., & Jolles, J. (2012). Academic motivation mediates the influence of temporal discounting on academic achievement during adolescence. Trends in Neuroscience and Education, 1(1), 43-48.

  4. Students' Extrinsic and Intrinsic Motivation Level and Its Relationship with Their Mathematics Achievement

    Science.gov (United States)

    Acar Güvendir, Meltem

    2016-01-01

    This study focused on the extrinsic and intrinsic motivation levels of eighth grade students and its relationship with their mathematical achievement. The participants of the study included 6,829 students who took TIMSS in 2011 and 239 mathematics teachers. The data obtained from the student and teacher questionnaires that are included in the…

  5. The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents

    OpenAIRE

    Timmerman, H.L.; Toll, S.W.M.; van Luit, J.E.H.

    2017-01-01

    :This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test, achievement motivation test, and the math experience questionnaire. A significant positive correlation was found between math self-concept and math achievement in all four math domains (measurement, rela...

  6. Groups That Work: Student Achievement in Group Research Projects and Effects on Individual Learning

    Science.gov (United States)

    Monson, Renee

    2017-01-01

    Group research projects frequently are used to teach undergraduate research methods. This study uses multivariate analyses to examine the characteristics of higher-achieving groups (those that earn higher grades on group research projects) and to estimate the effects of participating in higher-achieving groups on subsequent individual learning…

  7. Profiling first-year students in STEM programs based on autonomous motivation and academic self-concept and relationship with academic achievement.

    Directory of Open Access Journals (Sweden)

    Carolien Van Soom

    Full Text Available The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A and academic self-concept (S: students scoring high and respectively low on both dimensions (HA-HS or LA-LS, and students scoring high on one dimension and low on the other (HA-LS or LA-HS. Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s of at risk students in contemporary STEM programs at university level.

  8. Profiling first-year students in STEM programs based on autonomous motivation and academic self-concept and relationship with academic achievement.

    Science.gov (United States)

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level.

  9. Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement

    Science.gov (United States)

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942

  10. Group Composition Affecting Student Interaction and Achievement: Instructors' Perspectives

    Science.gov (United States)

    Lei, Simon A.; Kuestermeyer, Bailey N.; Westmeyer, Kara A.

    2010-01-01

    Multiple research studies have been conducted that focus on various uses of collaborative learning in and out of the classroom in higher education institutions. The purpose of this article is to review previously published literature regarding group composition and how it affects student interaction and achievement. Group composition research has…

  11. Achievement motivation level in students of Shiraz University of Medical Sciences and its influential factors

    Directory of Open Access Journals (Sweden)

    SOMAYEH KAVOUSIPOUR

    2015-01-01

    Full Text Available Introduction: Many studies have investigated the relationship between motivation and educational outcomes. The present study was conducted to determine whether the students’ motivation in Shiraz University of Medical Sciences (SUMS decreases during educational years. Methods: 770 students in SUMS were selected by multi-stage stratified random sampling from each field and entrance year. The first questionnaire contained 57 questions on the effect of economic, social, educational, geographical and personality factors on the students’ motivation. The second one was based on 50 incomplete sentences. The validity and reliability of these questionnaires were approved by the experts and Cronbach’s Alpha coefficients (85% and 90%, respectively. In this cross-sectional study, ANOVA, t-test and Chisquare tests were applied for data analysis at the 0.05 significance level. Results: Six factors with the most effect on academic motivation were “family attitudes”, “getting good jobs in future”, “respect for themselves”, “ the ability to learn”, “believing their role in victory and defeat” and “the tendency toward optimism about themselves”. In addition, comparing professional doctorate and basic sciences’ results revealed no significant relationship between academic motivation and educational years (F=0.819, p=0.397. But comparing field by field showed that Dentistry and Hospital Management and Medical Information (HMMI had a significant decrease in motivation score by increase in educational years (F=3.991, p=0.015. Conclusion: Achievement motivation level in SUMS students was higher than average and did not decrease during educational years. Also, the results showed that personal, social and educational related factors affected motivation level more than economic and environmental factors.

  12. Student motivation and achievement in learning English as a second language using Second Life

    Directory of Open Access Journals (Sweden)

    Tosti H. C. Chiang

    2014-03-01

    Full Text Available This study investigates the impact of a 3D virtual learning environment based on Second Life on student motivation and achievement in learning English as a second language. Twenty-one university students participate in this study, with the support of an English instructor. The Motivated Strategies for Learning Questionnaire (MSLQ was used to evaluate students’ intrinsic and extrinsic goal orientation and self-efficacy in Second Life. The pre-test and post-test were used to assess students’ learning achievement. The results showed that students’ intrinsic and extrinsic goal orientations in English learning in Second Life had a positive influence on their self-efficacy. In addition, students’ self-efficacy of English learning in Second Life was found to positively relate to their learning achievement. Moreover, students’ intrinsic and extrinsic goal orientations were found to significantly influence their learning achievement via self-efficacy. In other words, instructors can utilize Second Life to enhance student motivation and achievement in English learning.

  13. The Dynamics of Hope and Motivations in Groups Working on Complex Societal Issues

    Directory of Open Access Journals (Sweden)

    Pia Andersson

    2016-01-01

    Full Text Available This paper reports results from a study of how participants’ sense of personal hope and motivation was affected by a facilitated process in which four groups of people worked on different complex social issues. The group interventions were designed to scaffold increased understanding of the complexity of the chosen issue. A method called The Integral Process for Working on Complex Issues was used in all of the groups. Issues addressed in the four groups were: neighborhood deterioration, lack of community engagement, the need for better strategies for communication between rescue service actors in critical life-and-death situations, and transition to a more environmentally sustainable city. The study investigated the participants’ self-reported changes in their levels of hope regarding the possibility of achieving positive results on the selected issue, and changes in their motivation to engage in work to that end. The data were gathered through interviews with individual group participants before and after the group process. The sessions supported group members to develop more awareness of the complexity of the issues, and to develop strategies for action. The study indicates that the discovery of new potential pathways to manage an issue, through a more comprehensive understanding of the complexity involved, was a key factor influencing levels of hope and motivation. Reports from participants showed that when the participants formulated concrete actions that made sense to them, then “particularized hope” emerged, as well as motivation to continue to engage. Thus, increased levels of hope about a delimited part of the issue were reported, while in some cases, participants reported having less hope about the issue complex as a whole.

  14. Achievement motivation, anxiety and academic success in first year Master of Nursing students.

    Science.gov (United States)

    McEwan, L; Goldenberg, D

    1999-07-01

    Forty-one first semester master level nursing students from three Canadian universities participated in this descriptive correlational study to identify the influence of achievement motivation and anxiety on their academic success. Academic success was determined by their first semester grade point average (GPA). Participants had high achieving tendencies (M = 73.5) and academic ability (M = 81.9), supporting Atkinson's (1957, 1964) achievement motivation theory which was used as the framework. While state anxiety was negatively correlated, trait anxiety was the only valid predictor of academic success. Academic ability and inherent anxiety had a greater potential for predicting students who would succeed, which has implications for nurse educators, administrators and researchers. However, the need to assess both cognitive and non-cognitive variables to determine master level nursing students' ability to succeed is recommended.

  15. Intrinsic and extrinsic motivation as predictors of work effort: the moderating role of achievement goals.

    Science.gov (United States)

    Dysvik, Anders; Kuvaas, Bård

    2013-09-01

    This research explored the roles of intrinsic motivation (IM) and extrinsic motivation (EM) and the 2 × 2 model of achievement goals as predictors of increased work effort (WE). A cross-lagged field study was conducted among 1,441 employees from three large Norwegian service organizations across a 10-month time span. The results showed that the relationship between IM and increased WE was more positive for employees with high levels of mastery-approach goals. This observation suggests that having congruent goals may accentuate the positive relationship between IM and WE. © 2012 The British Psychological Society.

  16. Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

    Science.gov (United States)

    Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Sungur Vural, Semra

    2013-11-01

    Background. There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose. This study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement. Sample. The sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey. Design and methods. Students were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined. Results. At least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant. Conclusion. In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing

  17. Can achievement emotions be used to better understand motivation, learning, and performance in medical education?

    Science.gov (United States)

    Artino, Anthony R; Holmboe, Eric S; Durning, Steven J

    2012-01-01

    In this article, we consider an emergent theory of human emotion. The overarching purpose of the article is to introduce medical education researchers to the notion of achievement emotions and provide a brief overview of how this work can inform the theory, research, and practice of medical education. First, we define achievement emotions and describe one of the leading contemporary theories of achievement emotions, control-value theory (Pekrun R. 2006. The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educ Psychol Rev 18:315-341.). Next, we distinguish between different types of achievement emotions, their proximal causes, and their consequences for motivation, learning, and performance, and we discuss several implications for educational practice. Finally, we end with a call for more research on achievement emotions in medical education to facilitate our understanding of emotions and their impact on important educational outcomes.

  18. Predicting Long-Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies

    Science.gov (United States)

    Murayama, Kou; Pekrun, Reinhard; Lichtenfeld, Stephanie; vom Hofe, Rudolf

    2013-01-01

    This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10;…

  19. Predicting Long-Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies

    Science.gov (United States)

    Murayama, Kou; Pekrun, Reinhard; Lichtenfeld, Stephanie; vom Hofe, Rudolf

    2013-01-01

    This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10;…

  20. Tweeting badges: user motivations for displaying achievement in publicly networked environments.

    Science.gov (United States)

    Kwon, K Hazel; Halavais, Alexander; Havener, Shannon

    2015-02-01

    Badge systems, a common mechanism for gamification on social media platforms, provide a way for users to present their knowledge or experience to others. This study aims to contribute to the understanding of why social media users publicize their achievements in the form of online badges. Five motivational factors for badge display in public networked environments are distinguished-self-efficacy, social incentives, networked support, passing time, and inattentive sharing-and it is suggested that different badge types are associated with different motivations. System developers are advised to consider these components in their designs, applying the elements most appropriate to the communities they serve. Comparing user motivations associated with badges shared across boundaries provides a better understanding of how online badges relate to the larger social media ecosystem.

  1. Mapping explicit social motives of achievement, power, and affiliation onto the five-factor model of personality.

    Science.gov (United States)

    Engeser, Stefan; Langens, Thomas

    2010-08-01

    Previous research has shown that explicit motives are meaningfully related to the five-factor model of personality. The present study extends this research by using different measures of the explicit social motives of achievement, power and affiliation, and by employing measures of both approach and avoidance of these motives. Correlational and factor analyses demonstrated that explicit motives of achievement, power, and affiliation, both approach and avoidance components of these motives, can be consistently mapped onto personality trait measures of the five-factor model. Implications of this general finding, along with some exceptions, are discussed with regard to further research.

  2. Which Teaching Strategy Is Better for Enhancing Anti-Phishing Learning Motivation and Achievement? The Concept Maps on Tablet PCs or Worksheets?

    Science.gov (United States)

    Sun, Jerry Chih-Yuan; Lee, Kuan-Hsien

    2016-01-01

    The purpose of this study is to evaluate the feasibility of the integration of concept maps and tablet PCs in anti-phishing education for enhancing students' learning motivation and achievement. The subjects were 155 students from grades 8 and 9. They were divided into an experimental group (77 students) and a control group (78 students). To begin…

  3. Predicting long-term growth in students' mathematics achievement: the unique contributions of motivation and cognitive strategies.

    Science.gov (United States)

    Murayama, Kou; Pekrun, Reinhard; Lichtenfeld, Stephanie; Vom Hofe, Rudolf

    2013-01-01

    This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; Mage  = 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies.

  4. An Exploratory Study Regarding the Relations between Time Perspective, Achievement Motivation and Self-Regulation

    Directory of Open Access Journals (Sweden)

    Dan Florin STĂNESCU

    2015-03-01

    Full Text Available Research conducted so far has emphasized the link between specific time orientations (mainly future and a series of behaviors associated with health, risk-taking or academic achievement. Although time perspective was investigated as a cognitive-motivational concept with important implications on learning outcomes and behavior, there is little or no evidence concerning the effects of time perspective on work related achievement motivation. Similarly, albeit time perspective was studied in relation with other individual variables that might provide insights for a better understanding of its volitional nature (such as, locus of control, optimism/pessimism or self-determination, self-regulation is one such variable, which has not yet been considered. The present study sought to investigate the possible associations between different time perspectives, self-regulation and achievement motivation. The study was conducted using a survey method on a convenience sample of 67 MA students. Results show positive associations between future time perspective and self-regulation, and negative associations between present fatalistic perspective and self-regulation, respectively past negative perspective and self-regulation. Likewise, achievement motivation seems to be positively related to future time perspective, and negatively related to past negative and present fatalistic. The present findings suggest taking into account the way in which individuals assign the personal and social experiences to time frames, which help them confer order, coherence and meaning to their experiences in work settings. Concurrently, since time perspective is associated with problematic behaviors, it could be included in the study of work-related behaviors (counterproductive or organizational citizenship behaviors along with self-regulation.

  5. Original article Self-esteem and achievement motivation level in overweight and obese adolescents

    OpenAIRE

    Wioletta Radziwiłłowicz; Magdalena Macias

    2014-01-01

    Background The increase in the prevalence of obesity and overweight is a global trend, whereas the number of studies devoted to the psycho-social functioning of the overweight young is comparatively small. The objective of this study was to investigate the correlations between the occurrence of overweight and obesity during adolescence and achievement motivation and self-esteem levels, taking into consideration the sex and age of subjects. Participants and procedure Altog...

  6. American High School Students from Different Ethnic Backgrounds: The Role of Parents and the Classroom in Achievement Motivation

    Science.gov (United States)

    Kim, Jung-In

    2015-01-01

    The purpose of this study was to investigate the relationships between ethnically diverse US high school students' (N = 331) perceptions of their parents' or classroom's motivating factors and their achievement motivation in their math class, connecting achievement goal orientation and self-determination theories. Two hypothesized path models were…

  7. American High School Students from Different Ethnic Backgrounds: The Role of Parents and the Classroom in Achievement Motivation

    Science.gov (United States)

    Kim, Jung-In

    2015-01-01

    The purpose of this study was to investigate the relationships between ethnically diverse US high school students' (N = 331) perceptions of their parents' or classroom's motivating factors and their achievement motivation in their math class, connecting achievement goal orientation and self-determination theories. Two hypothesized path models were…

  8. Language Skills, Mathematical Thinking, and Achievement Motivation in Children with ADHD, Disruptive Behavior Disorders, and Normal Controls

    Science.gov (United States)

    Gut, Janine; Heckmann, Carmen; Meyer, Christine Sandra; Schmid, Marc; Grob, Alexander

    2012-01-01

    Recent models of attention deficit/hyperactivity disorder (ADHD) suggest that the association between achievement motivation and school performance may be stronger in children with ADHD than in typically developing children. Therefore, the present study investigated associations between achievement motivation and performance on language skills and…

  9. College Students' Achievement Goal Orientation and Motivational Regulations in Physical Activity Classes: A Test of Gender Invariance

    Science.gov (United States)

    Su, Xiaoxia; McBride, Ron E.; Xiang, Ping

    2015-01-01

    The current study examined the measurement invariance across 361 male and female college students' 2 × 2 achievement goal orientation and motivational regulations. Participants completed questionnaires assessing their achievement goals and motivational regulations. Multigroup CFA analyses showed that male and female students' scores were fully…

  10. Burnout, quality of life, motivation, and academic achievement among medical students: A person-oriented approach.

    Science.gov (United States)

    Lyndon, Mataroria P; Henning, Marcus A; Alyami, Hussain; Krishna, Sanjeev; Zeng, Irene; Yu, Tzu-Chieh; Hill, Andrew G

    2017-04-01

    The aim of this study was to identify burnout and quality of life profiles of medical students and determine their associations with academic motivation and achievement on progress tests using a person-oriented approach. Medical students (n = 670) in Year 3 to Year 5 at the University of Auckland were classified into three different profiles as derived from a two-step cluster analysis using World Health Organization Quality of Life-BREF scores and Copenhagen Burnout Inventory scores. The profiles were used as independent variables to assess differences in academic motivation and achievement on progress tests using a multivariate analysis of co-variance and repeated measures analysis of co-variance methods. The response rate was 47%. Three clusters were obtained: Higher Burnout Lower Quality of Life (n = 62, 20%), Moderate Burnout Moderate Quality of Life (n = 131, 41%), and Lower Burnout Higher Quality of Life (n = 124, 39%). After controlling for gender and year level, Higher Burnout Lower Quality of Life students had significantly higher test anxiety (p Burnout and Quality of Life profiles of medical students are associated with differences in academic motivation and achievement over time.

  11. Personality, Alcohol Use, and Drinking Motives: A Comparison of Independent and Combined Internal Drinking Motives Groups

    Science.gov (United States)

    Goldstein, Abby L.; Flett, Gordon L.

    2009-01-01

    It is well-established that coping and enhancement drinking motives predict college student drinking and that personality traits predict drinking motives. Little is known, however, about personality and drinking patterns among individuals who drink for both enhancement and coping reasons. University students in the current study completed…

  12. Final Report on Head Start Evaluation and Research: 1967-68 to the Office of Economic Opportunity. Section II: Achievement Motivation and Patterns of Reinforcement in Head Start Children.

    Science.gov (United States)

    Espinosa, Renato

    Eighty-six Negro and Mexican-American children were divided into experimental and control groups in a study designed to learn the effects of an 8-week summer Head Start program on the achievement motive of these children. The study was based on McClelland's theory of achievement motive and the models of Atkinson and Aronson. Children were…

  13. The attractions of medicine: the generic motivations of medical school applicants in relation to demography, personality and achievement.

    Science.gov (United States)

    McManus, I C; Livingston, G; Katona, Cornelius

    2006-02-21

    The motivational and other factors used by medical students in making their career choices for specific medical specialities have been looked at in a number of studies in the literature. There are however few studies that assess the generic factors which make medicine itself of interest to medical students and to potential medical students. This study describes a novel questionnaire that assesses the interests and attractions of different aspects of medical practice in a varied range of medical scenarios, and relates them to demographic, academic, personality and learning style measures in a large group of individuals considering applying to medical school. A questionnaire study was conducted among those attending Medlink, a two-day conference for individuals considering applying to medical school for a career in medicine. The main outcome measure was the Medical Situations Questionnaire, in which individuals ranked the attraction of three different aspects of medical practise in each of nine detailed, realistic medical scenarios in a wide range of medical specialities. As well as requiring clear choices, the questionnaire was also designed so that all of the possible answers were attractive and positive, thereby helping to eliminate social demand characteristics. Factor analysis of the responses found four generic motivational dimensions, which we labelled Indispensability, Helping People, Respect and Science. Background factors assessed included sex, ethnicity, class, medical parents, GCSE academic achievement, the 'Big Five' personality factors, empathy, learning styles, and a social desirability scale. 2867 individuals, broadly representative of applicants to medical schools, completed the questionnaire. The four generic motivational factors correlated with a range of background factors. These correlations were explored by multiple regression, and by path analysis, using LISREL to assess direct and indirect effects upon the factors. Helping People was

  14. The attractions of medicine: the generic motivations of medical school applicants in relation to demography, personality and achievement

    Directory of Open Access Journals (Sweden)

    Katona Cornelius

    2006-02-01

    Full Text Available Abstract Background The motivational and other factors used by medical students in making their career choices for specific medical specialities have been looked at in a number of studies in the literature. There are however few studies that assess the generic factors which make medicine itself of interest to medical students and to potential medical students. This study describes a novel questionnaire that assesses the interests and attractions of different aspects of medical practice in a varied range of medical scenarios, and relates them to demographic, academic, personality and learning style measures in a large group of individuals considering applying to medical school. Methods A questionnaire study was conducted among those attending Medlink, a two-day conference for individuals considering applying to medical school for a career in medicine. The main outcome measure was the Medical Situations Questionnaire, in which individuals ranked the attraction of three different aspects of medical practise in each of nine detailed, realistic medical scenarios in a wide range of medical specialities. As well as requiring clear choices, the questionnaire was also designed so that all of the possible answers were attractive and positive, thereby helping to eliminate social demand characteristics. Factor analysis of the responses found four generic motivational dimensions, which we labelled Indispensability, Helping People, Respect and Science. Background factors assessed included sex, ethnicity, class, medical parents, GCSE academic achievement, the 'Big Five' personality factors, empathy, learning styles, and a social desirability scale. Results 2867 individuals, broadly representative of applicants to medical schools, completed the questionnaire. The four generic motivational factors correlated with a range of background factors. These correlations were explored by multiple regression, and by path analysis, using LISREL to assess direct and

  15. The Reciprocal Relations between Self-Concept, Motivation and Achievement: Juxtaposing Academic Self-Concept and Achievement Goal Orientations for Mathematics Success

    Science.gov (United States)

    Seaton, Marjorie; Parker, Philip; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander Seeshing

    2014-01-01

    Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a…

  16. MOTIVATION

    Institute of Scientific and Technical Information of China (English)

    1994-01-01

    Introduction What is the difference between instrumental and integrative motivation? What kind of motivations do students have? How can our knowledge of motivation help the language learning process? Motivation can be very important in language teaching. Students can do very well when they are motivated. Teachers, with their knowledge of motivation, can make their classes more efficient and successful. Middle school teachers, in addition to learning about the English language itself, and about teaching methods, should also learn more about motivation and how this affects our students. "When we consider language teaching, motivation can be classified as either integrative or instrumental motivation" (Luxon)

  17. Growth, functional capacities and motivation for achievement and competitiveness in youth basketball: an interdisciplinary approach.

    Science.gov (United States)

    Carvalho, Humberto Moreira; Gonçalves, Carlos E; Collins, Dave; Paes, Roberto R

    2017-06-12

    The interaction of multiple influences on the path to sport success is not yet fully understood by sport scientists. In this study, we examined variation in body size, functional capacities and motivation for achievement, competitiveness and deliberate practice of youth basketball players associated with differences in biological maturity status, chronological age and years of training experience. Reflecting the importance of interactive effects, we examined the relationships between the psychological variables and functional capacities. Fifty-eight male basketball players aged 9.5 to 15.5 years were considered. Variables included chronological age, estimated age at peak height velocity, stature, body mass and sitting height by anthropometry; the Work and Family Orientation and Deliberate Practice Motivation Questionnaires were also used. Finally, the Line Drill test and Yo-Yo Intermittent Recovery level 1 (Yo-Yo IR1) tests were used as functional capacities indicators for basketball. Variance components models derived from series of multilevel linear regression models revealed a substantial variation by maturity status for body size, functional capacities indicators, mastery and will to excel. The influence of estimated maturity status on mastery and will to excel was independent of age and years of experience. In contrast, no relationships were observed between psychological variables and functional capacities indicators. We conclude that growth-related changes are relevant to understanding players´ motivations for achievement, competitiveness and deliberate practice. This should be of interest to those involved in the selection and development of youth basketball players.

  18. Motivation and academic achievement: the effects of personality traits and the quality of experience.

    Science.gov (United States)

    Wong, M M; Csikszentmihalyi, M

    1991-09-01

    The present study examined the relationship of personality, experience while studying, and academic performance. One hundred and seventy talented high-school students (68 males, 102 females) completed the Personality Research Form (PRF) and recorded their experience via the Experience Sampling Method (ESM). The results showed that controlling for ability, work orientation, a PRF factor, was a better predictor of grade than experience. However, an experiential variable,intrinsic motivation while studying, was related to the difficulty level of courses students took over the 4 years of high school. The results supported the notion that there are two kinds of motivation in scholastic achievement, one directed toward long-term goals, the other directed toward ongoing experience.

  19. Measuring more than we know? An examination of the motivational and situational influences in science achievement

    Science.gov (United States)

    Haydel, Angela Michelle

    The purpose of this dissertation was to advance theoretical understanding about fit between the personal resources of individuals and the characteristics of science achievement tasks. Testing continues to be pervasive in schools, yet we know little about how students perceive tests and what they think and feel while they are actually working on test items. This study focused on both the personal (cognitive and motivational) and situational factors that may contribute to individual differences in achievement-related outcomes. 387 eighth grade students first completed a survey including measures of science achievement goals, capability beliefs, efficacy related to multiple-choice items and performance assessments, validity beliefs about multiple-choice items and performance assessments, and other perceptions of these item formats. Students then completed science achievement tests including multiple-choice items and two performance assessments. A sample of students was asked to verbalize both thoughts and feelings as they worked through the test items. These think-alouds were transcribed and coded for evidence of cognitive, metacognitive and motivational engagement. Following each test, all students completed measures of effort, mood, energy level and strategy use during testing. Students reported that performance assessments were more challenging, authentic, interesting and valid than multiple-choice tests. They also believed that comparisons between students were easier using multiple-choice items. Overall, students tried harder, felt better, had higher levels of energy and used more strategies while working on performance assessments. Findings suggested that performance assessments might be more congruent with a mastery achievement goal orientation, while multiple-choice tests might be more congruent with a performance achievement goal orientation. A variable-centered analytic approach including regression analyses provided information about how students, on

  20. Motivation and learner variables: Group differences in college foreign language learners' motivations

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    Ko-Yin Sung

    2013-11-01

    Full Text Available In this study, the researchers surveyed 130 language learners enrolled in first-year foreign language classrooms in a public university in Utah, United States. This study intended to address the following research questions: (1 What motivational factors are found among learners enrolled in first-year foreign language courses at the university level in the United States?, (2 Do first-year language learners' motivations differ based on the following learner variables: (a gender, (b language being learned, (c major, and (d religion? and (3 What motivational factors predict learners' interest in continuing foreign language learning? Factor analysis, MANOVA, and multiple regressions were run to answer the questions. The factor analysis results found seven motivational factors: positive learning attitudes/experience and intended efforts, interest in culture, travel, and people, interest in contemporary cultural media, milieu, instrumentality, language requirement, and religion. The MANOVA results showed that major and religion had significant effects on motivation. The results of the multiple regression test indicated that two motivational factors, positive learning attitudes/experience and intended efforts, and interest in culture, travel, and people, predicted the participants' interest in future L2 study.

  1. Creative motivation: creative achievement predicts cardiac autonomic markers of effort during divergent thinking.

    Science.gov (United States)

    Silvia, Paul J; Beaty, Roger E; Nusbaum, Emily C; Eddington, Kari M; Kwapil, Thomas R

    2014-10-01

    Executive approaches to creativity emphasize that generating creative ideas can be hard and requires mental effort. Few studies, however, have examined effort-related physiological activity during creativity tasks. Using motivational intensity theory as a framework, we examined predictors of effort-related cardiac activity during a creative challenge. A sample of 111 adults completed a divergent thinking task. Sympathetic (PEP and RZ) and parasympathetic (RSA and RMSSD) outcomes were assessed using impedance cardiography. As predicted, people with high creative achievement (measured with the Creative Achievement Questionnaire) showed significantly greater increases in sympathetic activity from baseline to task, reflecting higher effort. People with more creative achievements generated ideas that were significantly more creative, and creative performance correlated marginally with PEP and RZ. The results support the view that creative thought can be a mental challenge.

  2. Achievement Motivation and Adjustment Patterns among International and National Players of Different Team Sports

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    Nirmaljit K Rathee

    2011-01-01

    Full Text Available Problem Statement: Achievement in sports demands specific behavior from an athlete.. The performer in such events must have ability to assess the situation, select the response, decide quickly and then implement it with determined efforts. Approach: This study was focused to examine the levels of achievement motivation, emotional and social adjustment among international and national players of basketball, hockey and handball games. Subjects (N = 240 were administered Achievement Motivation Test and Adjustment Inventory Analysis of variance (2 Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} ×2 factorial design was applied to find out the significance of differences and interaction of gender and performance. Descriptive values were worked to find out the direction of differences and t-test was used to find out significance of inter sport differences. Results

  3. The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method

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    Mehrak Rahimi

    2015-01-01

    Full Text Available This study investigated the role of EFL teachers’ classroom discipline strategies in their teaching effectiveness and their students’ motivation and achievement in learning English as a foreign language. 1408 junior high-school students expressed their perceptions of the strategies their English teachers used (punishment, recognition/reward, discussion, involvement, and aggression to discipline the classroom. The students evaluated their teachers’ teaching effectiveness by completing effective Iranian EFL teacher questionnaire (Moafian, & Pishghadam, 2009. They also filled in Attitude/Motivation Test Battery (GhorbanDordinejad & ImamJomeh, 2011 that assessed their motivation towards learning English as a foreign language. Achievement in English was established based on formal grades students received at the end of the academic year. The results showed that EFL teachers reward and praise students for good behavior and they are not very authoritarian. Further, teaching effectiveness, motivation and achievement in learning English were all found to be related to discipline strategies. The results of path analysis showed that those teachers who used involvement and recognition strategies more frequently were perceived to be more effective teachers; however, students perceived teachers who used punitive strategies as being less effective in their teaching. It was also revealed that in classes where teachers managed disruptive behaviors by using punitive strategies, students had problems in learning as punitive strategies lowered students’ motivation. Teaching effectiveness was found to mediate the effect of punishment on motivation while motivation mediated the effect of punitive strategies on achievement. Motivation was found to have the strongest effect on achievement.

  4. Intensive chemistry seminar, group ability composition, and students' achievement

    Science.gov (United States)

    Fakhreddine, Fatima Hassan

    Intensive Chemistry Seminar (ICS) is an optional, supplemental, honors-level program for chemistry and biochemistry majors. The program emphasizes academic excellence in a challenging yet supportive chemistry rich learning environment that brings together a community of freshmen sharing the same interests. At the heart of ICS are intensive discussion sessions where students work in small groups on worksheets of carefully chosen problems that are direct application of the concepts covered in the main general chemistry course. Central to the success of such learning environment are interactions among students. A key element affecting the depth of such interactions is the relative ability levels of group members. The main focus of this study is to investigate the relationship between. group ability composition and chemistry knowledge acquisition within the ICS sessions. However, the study also compares the achievement of the ICS students with achievement of the non-ICS students. Our data analyses show that chemistry knowledge acquisition within the ICS sessions was significantly enhanced when group members' selection occurred from a Zone of Proximal Development perspective. Our analyses show that students' attitude toward the ICS is overwhelmingly positive and that the benefits of the program extend beyond academic achievement. In practice, our significant results have important applications in college level, cooperative learning practices with objectives similar to those of ICS. Our results show that Vygotsky's ZPD theory seems to be very appropriate for the design and application of cooperative learning environments. Finally, the significant beneficial outcomes of the ICS program should strongly support its integration into the general chemistry I and II majors' sections curriculums.

  5. Sport Ability Beliefs, 2 x 2 Achievement Goals, and Intrinsic Motivation: The Moderating Role of Perceived Competence in Sport and Exercise

    Science.gov (United States)

    Wang, C. K. John; Liu, Woon Chia; Lochbaum, Marc R.; Stevenson, Sarah J.

    2009-01-01

    We examined whether perceived competence moderated the relationships between implicit theories, 2 x 2 achievement goals, and intrinsic motivation for sports and physical activity. We placed 309 university students into high and moderate perceived competence groups. When perceived competence was high, entity beliefs did not predict the…

  6. Effects of Problem-Based Learning Model versus Expository Model and Motivation to Achieve for Student's Physic Learning Result of Senior High School at Class XI

    Science.gov (United States)

    Prayekti

    2016-01-01

    "Problem-based learning" (PBL) is one of an innovative learning model which can provide an active learning to student, include the motivation to achieve showed by student when the learning is in progress. This research is aimed to know: (1) differences of physic learning result for student group which taught by PBL versus expository…

  7. Avoidance-oriented students' development in motivation for maths, self-regulated learning behaviour and achievement: a person-centred study in the lowest level of secondary education

    NARCIS (Netherlands)

    Peetsma, T.; van der Veen, I.

    2013-01-01

    Performance-avoidance orientation has been found to undermine students’ academic motivation and achievement. Recognising groups of students with different levels and developments of performance-avoidance orientation makes it possible to try to intervene early in their school careers. In this study,

  8. Demographics and Motivation of Adult Group Piano Students

    Science.gov (United States)

    Wristen, Brenda

    2006-01-01

    As people are living longer and enjoying better quality of life, there has been a corresponding increase in interest in recreational music-making by adults. This study examined the demographics and motivations of students enrolled in the Community Piano Experience hosted by the University of Nebraska-Lincoln School of Music. Twenty-six…

  9. An Analysis of the Effect of Problem Based Learning Model on the 10th Grade Students’ Achievement, Attitude and Motivation in the Unit of “Mixtures”

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    Mesut KUŞDEMİR

    2013-12-01

    Full Text Available The main purpose of the research was to study how problem based learning model affected students’ achievement, attidute and motivation in Chemistry Lesson the unit of “Mixtures”. In the study, semi-experimental design with pretest-posttest control group was used. The sample of the research was 52 students who were the 10th grade students in 2009-2010 academic year spring semester. The students were divided into two groups as treatment and control groups according to random sampling method. The unit was taught with problem based learning in the treatment group, but in the control group traditional method was used in the same unit. The classes were implemented during 9 weeks in both groups. An Achievement Test, a Chemistry Attitude Scale , Motivation Scale and Student Interview Forms were used as data collection tools. At the end of the study, it was found out that there was significant difference between the treatment and control groups in view of achievement, attitude and motivation in Chemistry course in favour of the treatment group. In addition to this, students could have positive attitude towards Problem Based Learning and group study.

  10. An Analysis of the Relationships between Taiwanese Eighth and Fourth Graders' Motivational Beliefs and Science Achievement in TIMSS 2011

    Science.gov (United States)

    Liou, Pey-Yan; Liu, Eric Zhi-Feng

    2015-01-01

    The purpose of this study is to examine the issues of students' motivational beliefs in science learning and their relations with science achievement. Data of Taiwanese fourth and eighth graders from the Trends in International Mathematics and Science Study 2011 were examined. Students' self-concept and intrinsic interest as motivational beliefs,…

  11. The Role of Personal Best (PB) and Dichotomous Achievement Goals in Students' Academic Motivation and Engagement: A Longitudinal Investigation

    Science.gov (United States)

    Martin, Andrew J.; Elliot, Andrew J.

    2016-01-01

    This study assessed the role of prior personal best goals in predicting subsequent academic motivation and engagement. A total of 1160 high school students participated in a longitudinal survey study exploring the extent to which personal best and mastery and performance (dichotomous) achievement goals predict students' academic motivation and…

  12. What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement

    Science.gov (United States)

    Mega, Carolina; Ronconi, Lucia; De Beni, Rossana

    2014-01-01

    The authors propose a theoretical model linking emotions, self-regulated learning, and motivation to academic achievement. This model was tested with 5,805 undergraduate students. They completed the Self-Regulated Learning, Emotions, and Motivation Computerized Battery (LEM-B) composed of 3 self-report questionnaires: the Self-Regulated Learning…

  13. Achievement Goal Orientations and Self Handicapping as Mediator and Moderator of the Relationship between Intrinsic Achievement Motivation and Negative Automatic Thoughts in Adolescence Students

    Science.gov (United States)

    Kapikiran, Sahin

    2012-01-01

    The main purpose of this study was to examine the mediator and moderator role of self-handicapping and achievement goal orientations variables on the relationship between negative automatic thoughts intrinsic achievement motivation in high school students. 586 high school students, ranging in age from 14 to 20 (M = 16.08), adolescence students…

  14. The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents

    NARCIS (Netherlands)

    Timmerman, H.L.|info:eu-repo/dai/nl/412462435; Toll, S.W.M.|info:eu-repo/dai/nl/32819820X; van Luit, J.E.H.|info:eu-repo/dai/nl/072499672

    2017-01-01

    :This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test,

  15. Learning to Love Reading: A Self-Study on Fostering Students' Reading Motivation in Small Groups

    Science.gov (United States)

    Miller, Rosa

    2015-01-01

    This study explores the relationship between small, differentiated reading groups and fourth-grade students' reading motivation. Using self-study methodology, the author examined her own process of implementing these reading groups through two cycles of action research. Data were analyzed from two different administrations of the Motivations for…

  16. Motivational Effects of Feedback and Goal-Setting on Group Performance.

    Science.gov (United States)

    Watson, Carol

    In studies examining the impact of performance information on motivation, both feedback and goal setting have been found to improve performance. To explore the generalizability of E. A. Locke's (1968) theory of task motivation to groups, 180 male masters of business administration (MBA) students were randomly organized into 60 three-person groups.…

  17. Motivational atmosphere, leadership and group cohesion in university sports context

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    Santiago Maximiliano Troncoso Avalos

    2015-06-01

    Full Text Available Objectives: To learn about the coach-athlete interactions and understand the practice of leadership, motivational atmosphere generation and communication between players and sport leaders. Methodology: Mixed cohort methodology. A correlation of quantitative variables was performed and the experience and sense of sporting context were analysed with a qualitative approach. The following instruments were applied to 31 college athletes: Perceived Motivational atmosphere in Sport (PMASQ-2 Sport atmosphere (SA and ego orientation and Task in Sport. To obtain further information, semi-structured interviews were carried out to 6 athletes and 2 university coaches. Results: the sportsperson’s feeling of confidence in his/her coach is a result of his/her feeling understood and accepted by the coach. He/She generates a motivational atmosphere oriented towards ego is related to athletes with ego-goal orientations. Coaches use two opposing styles of leadership: democratic leadership (training and autocratic leadership (competitions Conclusions: When sportspeople trust the person who coaches them, they experience more satisfaction in sport. Moreover, when the coach promotes social comparison, this contributes to create rivalry among teammates and to base their performance in sport results.

  18. IMPACT OF STUDENTS' MOTIVATION AND DICSIPLINE ON ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN HAMISI SUB-COUNTY, KENYA

    OpenAIRE

    Livumbaze, Asige Geofrey

    2017-01-01

    High Motivation for academic achievement among students and good to excellent academic discipline are undoubtedly key elements of high academic achievement among students at any level of schooling and cannot be gainsaid. A highly motivated and disciplined student is a self-starter and embraces positive initiative in academics. Such a student is bound to perform better in any standardized examination and has an increased chance for future study and better careers. This study attempted to analy...

  19. Addressing group dynamics in a brief motivational intervention for college student drinkers.

    Science.gov (United States)

    Faris, Alexander S; Brown, Janice M

    2003-01-01

    Previous research indicates that brief motivational interventions for college student drinkers may be less effective in group settings than individual settings. Social psychological theories about counterproductive group dynamics may partially explain this finding. The present study examined potential problems with group motivational interventions by comparing outcomes from a standard group motivational intervention (SGMI; n = 25), an enhanced group motivational intervention (EGMI; n = 27) designed to suppress counterproductive processes, and a no intervention control (n = 23). SGMI and EGMI participants reported disruptive group dynamics as evidenced by low elaboration likelihood, production blocking, and social loafing, though the level of disturbance was significantly lower for EGMI individuals (p = .001). Despite counteracting group dynamics in the EGMI condition, participants in the two interventions were statistically similar in post-intervention problem recognition and future drinking intentions. The results raise concerns over implementing individually-based interventions in group settings without making necessary adjustments.

  20. Individual Motivation, its Nature, Determinants and Consequences for Within Group Behavior.

    OpenAIRE

    Alkire, Sabina; Deneulin, Séverine

    1999-01-01

    The paper deals with evaluating the adequacy of the assumption that in economic transactions people are self-interested insofar as they are motivated solely by the concern of maximizing their own utility, and in particular with assessing how this assumption affects within-group behavior. Policy and incentive structures based on the assumption of exogenous and self-interested motivation can undermine other sources of motivation and have negative effects both on cooperative behavior and also on...

  1. The impact of generic language about ability on children's achievement motivation.

    Science.gov (United States)

    Cimpian, Andrei

    2010-09-01

    Nuances in how adults talk about ability may have important consequences for children's sustained involvement and success in an activity. In this study, I tested the hypothesis that children would be less motivated while performing a novel activity if they were told that boys or girls in general are good at this activity (generic language) than if they were told that a particular boy or girl is good at it (non-generic language). Generic language may be detrimental because it expresses normative societal expectations regarding performance. If these expectations are negative, they may cause children to worry about confirming them; if positive, they may cause worries about failing to meet them. Moreover, generic statements may be threatening because they imply that performance is the result of stable traits rather than effort. Ninety-seven 4- to 7-year-olds were asked to play a game in which they succeeded at first but then made a few mistakes. Since young children remain optimistic in achievement situations until the possibility of failure is made clear, I hypothesized that 4- and 5-year-olds would not be affected by the implications of generic language until after they made mistakes; 6- and 7-year-olds, however, may be susceptible earlier. As expected, the older children who heard that boys or girls are good at this game displayed lower motivation (e.g., more negative emotions, lower perceived competence) from the start, while they were still succeeding and receiving praise. Four- and 5-year-olds who heard these generic statements had a similar reaction, but only after they made mistakes. These findings demonstrate that exposure to generic language about ability can be an obstacle to children's motivation and, potentially, their success.

  2. Assessing the Implicit Achievement Motive: Effects of Input- Condition, Administration And Picture -Position

    Directory of Open Access Journals (Sweden)

    Nicole Gruber

    2015-09-01

    Full Text Available Implicit measurements are sensitive for influences of experimenter and situation. An assessment using computers could therefore avert those negative effects, if there is an adequate translation to computer (Blankenship, 2010. We split the implicit achievement motive into the two components hope of success (HS and fear of failure (FF and investigated the effects of input condition (handwritten vs. keyboard, administration (online vs. computer vs. human experimenter and picture-position for each of these two components. Therefore 140 undergraduates were randomly assigned to 18 experimental groupsof a counterbalance within-between-design and assessed with the Thematic-Apperception-Test (TAT; Heckhausen, 1963. The outcome is that handwriting increases the HS-score, whereby FF- score did not differ in typed and handwritten answers. People instructed by human experimenter show higher FF and lower HS compared tocomputer based tested people in the labor and online There is no statistical significant interaction effectof administration and input condition. There is either no position effect for any of these motive-components. The TAT seems to be more robust than commonly thought.

  3. La motivación de logro mejora el rendimiento académico (Achievement Motivation Improves Academic Performance

    Directory of Open Access Journals (Sweden)

    Jose Miguel Garcia-Ramirez

    2016-01-01

    Full Text Available A través de los proyectos de innovación docente las universidades mejoran y consolidan la calidad de la educación que ofrecen, tomando la creatividad y visibilidad como claves de la motivación por competencias y logro. Método: La investigación se realiza durante el curso académico 2013-14, a través del proyecto de innovación docente “ReiDoCrea” de la Universidad de Granada. Los participantes (N=62, M=22.7, SD=6.6, estudiantes de la Facultad de Ciencias del Trabajo, se adscribieron voluntariamente al Grupo Experimental (n=30 o al Grupo Control (n=32. El grupo experimental participó en el proyecto, mientras que el grupo control no participó; los instrumentos utilizados fueron dos pruebas objetivas (pre y post del programa de evaluación académica. Resultados: El análisis estadístico muestra que existen diferencias significativas entre los resultados obtenidos por el Grupo Experimental (M=83.6, SE=1.259, t(60=3.748, p<.05, d=.95 r=.43 y el Grupo Control (M=77.25, SE=1.14. Conclusiones: En la innovación docente, la motivación por competencias y de logro es clave para desarrollar el pensamiento creativo y mejorar el rendimiento académico. Abstract: Through teaching innovation projects universities improve and consolidate the quality of education they offer, taking creativity and visibility as the key to competence and achievement motivation. Method: The research study was conducted during the academic year 2013-14, through the teaching innovation project "ReiDoCrea" of the University of Granada. The participants (N=62, M=22.7, SD=6.6, students of the Faculty of Labour, voluntarily joined the Experimental Group (n=30 or the Control Group (n=32. The experimental group participated in the project, while the Control Group did not participate; the instruments used were two objective tests (pre and post, part of the academic program evaluation. Results: The statistical analysis shows that there are significant differences between the

  4. La motivación de logro mejora el rendimiento académico (Achievement Motivation Improves Academic Performance

    Directory of Open Access Journals (Sweden)

    Jose Miguel Garcia-Ramirez

    2016-01-01

    Full Text Available A través de los proyectos de innovación docente las universidades mejoran y consolidan la calidad de la educación que ofrecen, tomando la creatividad y visibilidad como claves de la motivación por competencias y logro. Método: La investigación se realiza durante el curso académico 2013-14, a través del proyecto de innovación docente “ReiDoCrea” de la Universidad de Granada. Los participantes (N=62, M=22.7, SD=6.6, estudiantes de la Facultad de Ciencias del Trabajo, se adscribieron voluntariamente al Grupo Experimental (n=30 o al Grupo Control (n=32. El grupo experimental participó en el proyecto, mientras que el grupo control no participó; los instrumentos utilizados fueron dos pruebas objetivas (pre y post del programa de evaluación académica. Resultados: El análisis estadístico muestra que existen diferencias significativas entre los resultados obtenidos por el Grupo Experimental (M=83.6, SE=1.259, t(60=3.748, p<.05, d=.95, r=.43 y el Grupo Control (M=77.25, SE=1.14. Conclusiones: En la innovación docente, la motivación por competencias y de logro es clave para desarrollar el pensamiento creativo y mejorar el rendimiento académico. Abstract: Through teaching innovation projects universities improve and consolidate the quality of education they offer, taking creativity and visibility as the key to competence and achievement motivation. Method: The research study was conducted during the academic year 2013-14, through the teaching innovation project "ReiDoCrea" of the University of Granada. The participants (N=62, M=22.7, SD=6.6, students of the Faculty of Labour, voluntarily joined the Experimental Group (n=30 or the Control Group (n=32. The experimental group participated in the project, while the Control Group did not participate; the instruments used were two objective tests (pre and post, part of the academic program evaluation. Results: The statistical analysis shows that there are significant differences between the

  5. The Effect of Interactive Whiteboard Supported Inquiry-Based Learning on Achievement and Motivation in Physics and Views of Prospective Teachers Toward the Instruction

    Directory of Open Access Journals (Sweden)

    Uğur Sarı, Gamze

    2013-12-01

    Full Text Available In this study, the effects of interactive whiteboard supported inquiry- based learning approach on the academic achievement and motivation in modern physics teaching have been investigated and the views of prospective teachers toward the teaching supported by interactive whiteboard have been defined. In this study, patterned in the form of quasi-empirical model and supported with pre- and post-test control groups, data were collected by academic achievement tests, motivation scales and semi-structured interview forms. While traditional method was used to deliver lectures to the control group, interactive white board was used to deliver experimental group lectures enriched with activities such as simulations, videos and animations. Thus, it has been taken advantages of technology support in the processes of orienting and asking questions, identification of problems, hypothesis generation, testing and planning. In addition to these, the processes of measuring, drawing a graphs, controlling the variables and data interpretation have also been supported by simulations in lectures. As a result of applications, it has been achieved that the teaching materials used in experimental group significantly increased the students’ motivations and academic achievements. Moreover, it also has been obtained that prospective teachers had positive opinions; such as funny (amusing lecture environment, increasing the participation, concretization of the abstract concepts, facilitating the learning and providing permanence on applications in this study.

  6. Catch It If You Can: How Contagious Motivation Improves Group Projects and Course Satisfaction

    Science.gov (United States)

    Krishen, Anjala S.

    2013-01-01

    This article proposes a theory-based contagious motivation model focusing on enhancing student perceptions of group projects and ultimately course satisfaction. Moreover, drawing from both pedagogical and organizational behavior literatures, a model is presented that ties together intrinsic motivation theory with social contagion and…

  7. A Problem and Project-Based Learning (PBL) Approach to Motivate Group Creativity in Engineering Education

    DEFF Research Database (Denmark)

    Zhou, Chunfang; Kolmos, Anette; Nielsen, Jens Frederik Dalsgaard

    2012-01-01

    In this paper, we explore how engineering students are motivated to develop group creativity in a Problem and Project- Based Learning (PBL) environment. Theoretically, we take a social cultural approach to group creativity and emphasize the influences of a learning environment on student motivation...... creativity. Thus, the supervisors are encouraged to be more aware of the complex relationships between student, teacher and task and the student response....... in group creativity development. Empirically, a case study was carried out on a student satellite project in the Department of Electronic System at Aalborg University in Denmark, by using qualitative methods including interviews and observation. The findings show that student motivation is stimulated...

  8. A Problem and Project-Based Learning (PBL) Approach to Motivate Group Creativity in Engineering Education

    DEFF Research Database (Denmark)

    Zhou, Chunfang; Kolmos, Anette; Nielsen, Jens Frederik Dalsgaard

    2012-01-01

    In this paper, we explore how engineering students are motivated to develop group creativity in a Problem and Project- Based Learning (PBL) environment. Theoretically, we take a social cultural approach to group creativity and emphasize the influences of a learning environment on student motivation...... in group creativity development. Empirically, a case study was carried out on a student satellite project in the Department of Electronic System at Aalborg University in Denmark, by using qualitative methods including interviews and observation. The findings show that student motivation is stimulated...

  9. Academic Procrastination in Linking Motivation and Achievement-Related Behaviours: A Perspective of Expectancy-Value Theory

    Science.gov (United States)

    Wu, Fan; Fan, Weihua

    2017-01-01

    The objective of the present study was to investigate the relationships among college students' achievement motivation (subjective task value and academic self-efficacy), academic procrastination (delay and missing deadlines) and achievement-related behaviours (effort and persistence). More specifically, the study investigated the mediating role…

  10. Examination of Gender Differences on Cognitive and Motivational Factors That Influence 8th Graders' Science Achievement in Turkey

    Science.gov (United States)

    Acar, Ömer; Türkmen, Lütfullah; Bilgin, Ahmet

    2015-01-01

    We examined the influence of several students' cognitive and motivational factors on 8th graders' science achievement and also gender differences on factors that significantly contribute to the science achievement model. A total of 99 girls and 83 boys responded all the instruments used in this study. Results showed that girls outperformed boys on…

  11. Developing a Structural Model on the Relationship among Motivational Beliefs, Self-Regulated Learning Strategies, and Achievement in Mathematics

    Science.gov (United States)

    Fadlelmula, Fatma Kayan; Cakiroglu, Erdinc; Sungur, Semra

    2015-01-01

    This study examines the interrelationships among students' motivational beliefs (i.e. achievement goal orientations, perception of classroom goal structure, and self-efficacy), use of self-regulated learning strategies (i.e. elaboration, organization, and metacognitive self-regulation strategies), and achievement in mathematics, by proposing and…

  12. Examination of Gender Differences on Cognitive and Motivational Factors That Influence 8th Graders' Science Achievement in Turkey

    Science.gov (United States)

    Acar, Ömer; Türkmen, Lütfullah; Bilgin, Ahmet

    2015-01-01

    We examined the influence of several students' cognitive and motivational factors on 8th graders' science achievement and also gender differences on factors that significantly contribute to the science achievement model. A total of 99 girls and 83 boys responded all the instruments used in this study. Results showed that girls outperformed boys on…

  13. Oxytocin motivates non-cooperation in intergroup conflict to protect vulnerable in-group members.

    Directory of Open Access Journals (Sweden)

    Carsten K W De Dreu

    Full Text Available Intergroup conflict is often driven by an individual's motivation to protect oneself and fellow group members against the threat of out-group aggression, including the tendency to pre-empt out-group threat through a competitive approach. Here we link such defense-motivated competition to oxytocin, a hypothalamic neuropeptide involved in reproduction and social bonding. An intergroup conflict game was developed to disentangle whether oxytocin motivates competitive approach to protect (i immediate self-interest, (ii vulnerable in-group members, or (iii both. Males self-administered oxytocin or placebo (double-blind placebo-controlled and made decisions with financial consequences to themselves, their fellow in-group members, and a competing out-group. Game payoffs were manipulated between-subjects so that non-cooperation by the out-group had high vs. low impact on personal payoff (personal vulnerability, and high vs. low impact on payoff to fellow in-group members (in-group vulnerability. When personal vulnerability was high, non-cooperation was unaffected by treatment and in-group vulnerability. When personal vulnerability was low, however, in-group vulnerability motivated non-cooperation but only when males received oxytocin. Oxytocin fuels a defense-motivated competitive approach to protect vulnerable group members, even when personal fate is not at stake.

  14. Oxytocin motivates non-cooperation in intergroup conflict to protect vulnerable in-group members.

    Science.gov (United States)

    De Dreu, Carsten K W; Shalvi, Shaul; Greer, Lindred L; Van Kleef, Gerben A; Handgraaf, Michel J J

    2012-01-01

    Intergroup conflict is often driven by an individual's motivation to protect oneself and fellow group members against the threat of out-group aggression, including the tendency to pre-empt out-group threat through a competitive approach. Here we link such defense-motivated competition to oxytocin, a hypothalamic neuropeptide involved in reproduction and social bonding. An intergroup conflict game was developed to disentangle whether oxytocin motivates competitive approach to protect (i) immediate self-interest, (ii) vulnerable in-group members, or (iii) both. Males self-administered oxytocin or placebo (double-blind placebo-controlled) and made decisions with financial consequences to themselves, their fellow in-group members, and a competing out-group. Game payoffs were manipulated between-subjects so that non-cooperation by the out-group had high vs. low impact on personal payoff (personal vulnerability), and high vs. low impact on payoff to fellow in-group members (in-group vulnerability). When personal vulnerability was high, non-cooperation was unaffected by treatment and in-group vulnerability. When personal vulnerability was low, however, in-group vulnerability motivated non-cooperation but only when males received oxytocin. Oxytocin fuels a defense-motivated competitive approach to protect vulnerable group members, even when personal fate is not at stake.

  15. The relationship of learning motivation, achievement and satisfaction for nurses learning simple excel VBA information systems programming.

    Science.gov (United States)

    Lee, Ying Li; Chien, Tsai Feng; Kuo, Ming Chuan; Chang, Polun

    2014-01-01

    This study aims to understand the relationship between participating nurses' motivation, achievement and satisfaction before and after they learned to program in Excel Visual Basic for Applications (Excel VBA). We held a workshop to train nurses in developing simple Excel VBA information systems to support their clinical or administrative practices. Before and after the workshop, the participants were evaluated on their knowledge of Excel VBA, and a questionnaire was given to survey their learning motivation and satisfaction. Statistics softwares Winsteps and SPSS were used for data analysis. Results show that the participants are more knowledgeable about VBA as well as more motivated in learning VBA after the workshop. Participants were highly satisfied with the overall arrangement of the workshop and instructors, but didn't have enough confidence in promoting the application of Excel VBA themselves. In addition, we were unable to predict the participants' achievement by their demographic characteristics or pre-test motivation level.

  16. Perfectionism in High-Ability Students: Relational Precursors and Influences on Achievement Motivation

    Science.gov (United States)

    Speirs Neumeister, Kristie L.; Finch, Holmes

    2006-01-01

    The purpose of the present study was to create and test a model that (a) illustrated variables influencing the development of perfectionism, and (b) demonstrated how different types of perfectionism may influence the achievement goals of high-ability students. Using a multiple groups path analysis, the researchers found that parenting style was…

  17. A Study on the Relationship between Motivation and Language Learning Achievement among Tertiary Students

    Directory of Open Access Journals (Sweden)

    Cedra B. Binalet

    2014-09-01

    Full Text Available Motivation has been regarded as the driving force to learn a language. Aside from the notion that motivation is an influential facet to language learning, motivation can also be regarded as varied among learners’ gender, socio-economic status and perception towards the language learning task. The success or failure of language learners to use and further effectively acquire a language is said to be relative to the motivation they put in learning or studying a language. The present study makes use of an instrument based on the initial questionnaire made by Noels, et al., 2000 to measure the motivational levels of the students. To prove the reported motivation of the respondents, they were also tasked to judge the grammaticality of sentences in the second instrument. After the gathering of data and the subsequent analyses, it was found that motivation may not be greatly related to language learning success of the respondents. Keywords: motivation, language learning, grammaticality judgment test

  18. Learning Achievement and Motivation in an Out-of-School Setting—Visiting Amphibians and Reptiles in a Zoo Is More Effective than a Lesson at School

    Science.gov (United States)

    Wünschmann, Stephanie; Wüst-Ackermann, Peter; Randler, Christoph; Vollmer, Christian; Itzek-Greulich, Heike

    2016-04-01

    Interventions in out-of-school settings have been shown in previous studies to be effectively increase students' science knowledge and motivation, with mixed results on whether they are more effective than teaching at school. In this study, we compared an out-of-school setting in a reptile and amphibian zoo (Landau, Germany) with a sequence of classroom teaching and a control group without teaching on the topic. We compared learning at school (School) and out-of-school learning (Reptilium), which were tested in a randomized field setting with a focus on knowledge and motivation. Sixty-five elementary students participated in either the School group, Reptilium group or control group. We measured knowledge on the topics reptiles and amphibians with a newly developed two-factorial test, calibrated with item response theory, before the intervention, immediately afterwards (posttest) and 2 weeks later (follow-up). Motivation was measured immediately after the intervention. Data analyses were performed using SPSS and Mplus. We conclude that the two interventions appeared highly superior to the control group and that the out-of-school setting in the Reptilium was more effective than the school-only program. Concerning motivation, perception of choice was higher in the Reptilium than in the School group. There were gender-by-treatment interaction effects for knowledge in the posttest and follow-up, for perceived competence and for pressure/tension. Concerning knowledge, boys performed better in the School group than girls but this gender gap was not significant in the Reptilium group. Boys perceived themselves as more competent in the School group while girls reported less pressure/tension in the Reptilium group. In conclusion, encountering living animals in a formal zoo learning arrangement is encouraged in primary school since it supports self-determination (free choice), leads to higher achievement and closes gender disparities in achievement.

  19. Learning Achievement and Motivation in an Out-of-School Setting—Visiting Amphibians and Reptiles in a Zoo Is More Effective than a Lesson at School

    Science.gov (United States)

    Wünschmann, Stephanie; Wüst-Ackermann, Peter; Randler, Christoph; Vollmer, Christian; Itzek-Greulich, Heike

    2017-06-01

    Interventions in out-of-school settings have been shown in previous studies to be effectively increase students' science knowledge and motivation, with mixed results on whether they are more effective than teaching at school. In this study, we compared an out-of-school setting in a reptile and amphibian zoo (Landau, Germany) with a sequence of classroom teaching and a control group without teaching on the topic. We compared learning at school (School) and out-of-school learning (Reptilium), which were tested in a randomized field setting with a focus on knowledge and motivation. Sixty-five elementary students participated in either the School group, Reptilium group or control group. We measured knowledge on the topics reptiles and amphibians with a newly developed two-factorial test, calibrated with item response theory, before the intervention, immediately afterwards (posttest) and 2 weeks later (follow-up). Motivation was measured immediately after the intervention. Data analyses were performed using SPSS and Mplus. We conclude that the two interventions appeared highly superior to the control group and that the out-of-school setting in the Reptilium was more effective than the school-only program. Concerning motivation, perception of choice was higher in the Reptilium than in the School group. There were gender-by-treatment interaction effects for knowledge in the posttest and follow-up, for perceived competence and for pressure/tension. Concerning knowledge, boys performed better in the School group than girls but this gender gap was not significant in the Reptilium group. Boys perceived themselves as more competent in the School group while girls reported less pressure/tension in the Reptilium group. In conclusion, encountering living animals in a formal zoo learning arrangement is encouraged in primary school since it supports self-determination (free choice), leads to higher achievement and closes gender disparities in achievement.

  20. Motivation, Achievement, and Advanced Placement Intent of High School Students Learning Science

    Science.gov (United States)

    Bryan, Robert R.; Glynn, Shawn M.; Kittleson, Julie M.

    2011-01-01

    Within the framework of social cognitive theory, we examined the motivation of students (14-16 years old) to learn science in their introductory science courses. The students responded to a questionnaire about their intrinsic motivation, self-efficacy, and self-determination. The students also wrote essays about their motivation, and individual…

  1. Motivation, Self-Regulated Learning Efficacy, and Academic Achievement among International and Domestic Students at an Urban Community College: A Comparison

    Science.gov (United States)

    Liao, Hsiang-Ann; Ferdenzi, Anita Cuttita; Edlin, Margot

    2012-01-01

    This study is designed to examine how intrinsic motivation, extrinsic motivation, and self-regulated learning efficacy influence academic achievement of international and domestic community college students. Results show that for both international and domestic students, motivation did not directly affect academic achievement. Self-regulated…

  2. The role of locus of control and achievement motivation in the work performance of black managers

    Directory of Open Access Journals (Sweden)

    A. C. Bothma

    1997-06-01

    Full Text Available The primary objective of this study was to predict the work performance of Black managers by using three measures of Locus of Control and five measures of Achievement Motivation. Work performance was assessed by superiors with the aid of the Performance Appraisal Questionnaire of Schepers (1994 which yields three scores, viz, Work Performance, Creativity/Initiative and Management Skills. The sample comprised 102 Black male employees in supervisory and more senior positions in a diversified and geographically dispersed chemical company. In analysing the data, the three sets of measures were intercorrelated and subjected to a factor analysis. Three factors were identified; amongst others a factor representing work performance. A composite score was accordingly computed which served as the criterion measure in a regression analysis. Furthermore/ a canonical correlation procedure was used to maximise the correlation between the predictor variables and the dependent variables. Two statistically significant canonical correlations were obtained. It was found that both the Locus of Control Inventory and the Achievement Motivation Questionnaire can be used as predictors of work performance as assessed by means of the Performance Appraisal Questionnaire (PA. Opsomming Die primêre doelwit van hierdie studie was om die werkverrigting van Swart bestuurders te voorspel deur gebruik te maak van drie metings van Lokus van Beheer en vyf metings van Prestasiemotivering. Werkverrigting is deur bogeskiktes met behulp van die Prestasiebeoordelingsvraelys van Schepers (1994 beoordeel, wat drie tellings lewer, naamlik Werkverigting, Inisiatief/Kreatiwiteit en Bestuursvaardighede. Die steekproef het uit 102 Swart manlike werknemers in toesighoudende en meer senior posisies in 'n gediversifiseerde en geografies verspreide chemiese maatskappy bestaan. In die ontleding van die data is die drie stelle metings geïterkorreleer en aan 'n faktorontleding onderwerp. Drie

  3. Together we cry: Social motives and preferences for group-based sadness.

    Science.gov (United States)

    Porat, Roni; Halperin, Eran; Mannheim, Ittay; Tamir, Maya

    2016-01-01

    Group-based emotions play an important role in helping people feel that they belong to their group. People are motivated to belong, but does this mean that they actively try to experience group-based emotions to increase their sense of belonging? In this investigation, we propose that people may be motivated to experience even group-based emotions that are typically considered unpleasant to satisfy their need to belong. To test this hypothesis, we examined people's preferences for group-based sadness in the context of the Israeli National Memorial Day. In two correlational (Studies 1a and 1b) and two experimental (Studies 2 and 3) studies, we demonstrate that people with a stronger need to belong have a stronger preference to experience group-based sadness. This effect was mediated by the expectation that experiencing sadness would be socially beneficial (Studies 1 and 2). We discuss the implications of our findings for understanding motivated emotion regulation and intergroup relations.

  4. Group Guidance Services with Self-Regulation Technique to Improve Student Learning Motivation in Junior High School (JHS)

    Science.gov (United States)

    Pranoto, Hadi; Atieka, Nurul; Wihardjo, Sihadi Darmo; Wibowo, Agus; Nurlaila, Siti; Sudarmaji

    2016-01-01

    This study aims at: determining students motivation before being given a group guidance with self-regulation technique, determining students' motivation after being given a group counseling with self-regulation technique, generating a model of group counseling with self-regulation technique to improve motivation of learning, determining the…

  5. Self-Efficacy, Achievement Motivation, and Academic Progress of Students with Learning Disabilities: A Comparison with Typical Students

    Directory of Open Access Journals (Sweden)

    Sepideh Seyed

    2017-03-01

    Full Text Available Introduction Many factors including self-efficacy and achievement motivation can affect children’s academic progress. Studies have shown that socioeconomic status can affect people’s life, education, and vocation. However, not many studies looked at the relations between the intrinsic factors and socioeconomic status, and between these 2 categories and students’ academic progress in children with learning disabilities. Thus, the present study aimed at examining self-efficacy, achievement motivation, and academic progress of students with learning disabilities compared with typical students and looking for any possible relation between these variables and socioeconomic status (parental education and occupation. Methods This was a cross sectional study, which included 34 students with learning disabilities and 32 typical students matched on age, gender, and school grade. The participants answered Sherer et al.’s self-efficacy scale (1982 and Herman’s achievement motivation questionnaire (2000. Students’ academic progress was evaluated based on the descriptive scores in the first semester. Findings Scores of children with learning disabilities in self-efficacy, achievement motivation, and academic progress were significantly lower than those of matched controls (P<0.0001. Results revealed moderate positive correlations between academic progress and different levels of self-efficacy (rs = 0.441, P<0.0001, N = 66; and between academic progress and achievement motivation (rs = 0.645, P<0.0001, N = 66. The results of the correlation analysis demonstrated weak to moderate positive correlations between academic progress and parental education (rs = 0.39, P = 0.001, academic progress and father’s occupation (rs = 0.323, P = 0.008, achievement motivation and parental education (rs = .34, p = 0.009, N = 66, and finally achievement motivation and father’s occupation (rs = 0.285, P = 0.02, N = 66. Conclusions Lower levels of self-efficacy and

  6. Fairness, intrinsic motivations and social identity in group decisions

    OpenAIRE

    Gaspari, Diana

    2014-01-01

    This thesis is a collection of three studies concerning behavioral economics in group decision contexts. Laboratory experiments are our main tool to maintain control over the specific settings that we want to analyze and they allow us to isolate the phenomena we are interested in. In the first chapter, we look at how fairness influences trust between two individuals. A relationship frequently begins with the act of splitting a common endowment. The fairness of this division may influence t...

  7. The correlation between academic achievements, self-esteem and motivation of female seventh grade students: A mixed methods approach

    Science.gov (United States)

    Henman, Karen

    During the early grades, female students generally display enthusiasm for learning science. As these same students go though school, however, their level of motivation changes. Once female students reach high school, many lack the confidence to take chemistry and physics. Then, in college they lack the background necessary to major in chemistry, physics, and engineering. This study used quantitative data to investigate the correlation between female students' motivation, self-esteem, and standards-based state science achievement tests combined with a qualitative survey of student's perceptions of parents' attitudes toward science. The Children's Science Motivation Inventory (CAIMI) determined students' levels of motivation toward science. The Coopersmith Self-esteem Inventory (CSEI) ascertained female students' overall self-esteem. The ISTEP+ exam given in the 6th grade measured the students' academic achievement in science. Trained examiners who interviewed students comprised the qualitative component of the study. Each examiner elaborated on selected questions from the CSEI and CAIMI to determine the students' perceptions of parental attitudes toward science. A multiple regression was used to determine the correlation between self-esteem, motivation, and achievement in science. The correlation was strongest between motivation. Interviews revealed parents and teachers had the most influence on students' perception of science. In understanding the correlation between female students' motivation, achievement, and self-esteem, schools will gain further knowledge into how students relate to the academic field of science and can thus promote females' participation in more science courses in high school. This then will provide females the necessary background knowledge to pursue a greater number of science majors in college.

  8. Ethnic differences in teacher-oriented achievement motivation: a study among early adolescent students in the Netherlands.

    Science.gov (United States)

    Thijs, Jochem

    2011-01-01

    Among 4th-6th-grade students (165 girls, 150 boys) in the Netherlands, the author examined ethnic differences in two aspects of teacher-oriented academic motivation: working in order to please the teacher and dependence on the teacher for academic help. Given higher levels of power distance in Turkish and Moroccan versus Dutch culture, both measures and their correlates were compared for 132 Turkish- and Moroccan-Dutch students, and 183 ethnic Dutch students. Analyses showed that Turkish- and Moroccan-Dutch students scored higher on pleasing the teacher and dependence on the teacher. For them, but not for the ethnic Dutch students, teacher-oriented motivation was positively related to intrinsic motivation and perceived academic competence. Also, students from all groups reported more dependence on the teacher and more intrinsic motivation the more they appreciated their teachers. Results support the notion that teacher-oriented extrinsic motivation is autonomous, rather than controlled for students from power-distant cultures.

  9. Parent-Initiated Motivational Climate, Self-Esteem, and Autonomous Motivation in Young Athletes: Testing Propositions from Achievement Goal and Self-Determination Theories

    Directory of Open Access Journals (Sweden)

    Daniel J. O'Rourke

    2012-01-01

    Full Text Available Interactions with parents are known to have a significant impact on children's self-esteem. In this study, designed to test propositions derived from Achievement Goal Theory and Self-Determination Theory, we assessed the influence of perceived parent-initiated mastery and ego motivational climates on self-esteem and self-esteem change in competitive youth swimmers over the course of a 32-week sport season. At each of three measurement points (early, mid, and late season, mastery climate scores on the Parent-Initiated Motivational Climate Questionnaire-2 scale were positively related to global self-esteem scores and to a measure of relative motivational autonomy that reflects the intrinsic-extrinsic motivation continuum, whereas ego climate scores were negatively related to self-esteem and autonomy. Longitudinal analyses revealed that early-season mastery climate predicted positive changes in self-esteem over the course of the season, whereas ego climate predicted decreased self-esteem. Consistent with predictions derived from Self-Determination Theory, a meditational analysis revealed that these self-esteem changes were mediated by changes in autonomous motivation.

  10. The role of parents in the ontogeny of achievement-related motivation and behavioral choices.

    Science.gov (United States)

    Simpkins, Sandra D

    2015-06-01

    Parents believe what they do matters. But, how does it matter? How do parents' beliefs about their children early on translate into the choices those children make as adolescents? The Eccles' expectancy–value model asserts that parents' beliefs about their children during childhood predict adolescents' achievement-related choices through a sequence of processes that operate in a cumulative, cascading fashion over time. Specifically, parents' beliefs predict parents' behaviors that predict their children's motivational beliefs. Those beliefs predict children's subsequent choices. Using data from the Childhood and Beyond Study (92% European American; N = 723), we tested these predictions in the activity domains of sports, instrumental music, mathematics, and reading across a 12-year period. In testing these predictions, we looked closely at the idea of reciprocal influences and at the role of child gender as a moderator. The cross-lagged models generally supported the bidirectional influences described in Eccles' expectancy-value model. Furthermore, the findings demonstrated that: (a) these relations were stronger in the leisure domains than in the academic domains, (b) these relations did not consistently vary based on youth gender, (c) parents were stronger predictors of their children's beliefs than vice versa, and (d) adolescents' beliefs were stronger predictors of their behaviors than the reverse. The findings presented in this monograph extend our understanding of the complexity of families, developmental processes that unfold over time, and the extent to which these processes are universal across domains and child gender.

  11. Studies on the impact of achievement motivation on childrens’ performance in the FEW-2

    OpenAIRE

    Peggy Beuthan; Willi Geser; Claudia Schusterschitz

    2012-01-01

    If children in occupational diagnostics solve tasks with suboptimal test motivation, the results of such tests can be falsified. Against that background, the present research aims were to examine, whether there is an influence of children’s test motivation on their performance in the FEW-2, and if their test motivation can be improved by promising a reward. In an experimental field study of 80 healthy and German-speaking children, at the age of 4 to 6 years, data on test motivation were colle...

  12. Personal and family perfectionism of Taiwanese college students: relationships with depression, self-esteem, achievement motivation, and academic grades.

    Science.gov (United States)

    Wang, Kenneth T

    2012-01-01

    An increasing number of perfectionism studies have been conducted across different countries outside of the Western framework. Using an international egalitarian approach that adopts indigenous frameworks and concepts from the cultural context of the population studied is imperative. This study examines different groups of perfectionists with a sample of 348 Taiwanese college students, emphasizing the collectivistic culture. In particular, this is a follow-up study to further explore characteristics of a group with low standards/high discrepancy--a feeling that they are not good enough despite having low standards--found in a previous study with Taiwanese students. More specifically, this study investigates whether the source of the high discrepancy scores among this group is related to having higher perfectionistic standards from their family. Perfectionism was examined not only from a personal/individualistic perspective, but also from a familistic dimension to reflect Taiwanese collectivistic cultural values. Results partially supported the hypotheses--this group reported having higher family discrepancy, but not family standards, than nonperfectionists. However, this group of participants reported lower academic grades, which implies the possibility of their discrepancy being associated with poorer performance. Four cluster groups--adaptive perfectionists, maladaptive perfectionists, nonperfectionists, and those with low standards/high discrepancy--were compared on their levels of depression, self-esteem, achievement motivation, and academic grades. Maladaptive perfectionists reported the highest depression level, while adaptive perfectionists reported the highest self-esteem. Results also show that aspects of personal perfectionism and family perfectionism related to self-esteem differently among this sample. Findings and implications are discussed with consideration of the collectivistic cultural context in Taiwan.

  13. When high achievers and low achievers work in the same group: the roles of group heterogeneity and processes in project-based learning.

    Science.gov (United States)

    Cheng, Rebecca Wing-yi; Lam, Shui-fong; Chan, Joanne Chung-yan

    2008-06-01

    There has been an ongoing debate about the inconsistent effects of heterogeneous ability grouping on students in small group work such as project-based learning. The present research investigated the roles of group heterogeneity and processes in project-based learning. At the student level, we examined the interaction effect between students' within-group achievement and group processes on their self- and collective efficacy. At the group level, we examined how group heterogeneity was associated with the average self- and collective efficacy reported by the groups. The participants were 1,921 Hong Kong secondary students in 367 project-based learning groups. Student achievement was determined by school examination marks. Group processes, self-efficacy and collective efficacy were measured by a student-report questionnaire. Hierarchical linear modelling was used to analyse the nested data. When individual students in each group were taken as the unit of analysis, results indicated an interaction effect of group processes and students' within-group achievement on the discrepancy between collective- and self-efficacy. When compared with low achievers, high achievers reported lower collective efficacy than self-efficacy when group processes were of low quality. However, both low and high achievers reported higher collective efficacy than self-efficacy when group processes were of high quality. With 367 groups taken as the unit of analysis, the results showed that group heterogeneity, group gender composition and group size were not related to the discrepancy between collective- and self-efficacy reported by the students. Group heterogeneity was not a determinant factor in students' learning efficacy. Instead, the quality of group processes played a pivotal role because both high and low achievers were able to benefit when group processes were of high quality.

  14. Motivational beliefs, cognitive engagement, and achievement in language and mathematics in elementary school children.

    Science.gov (United States)

    Metallidou, Panagiota; Vlachou, Anastasia

    2007-02-01

    The contextual differences in the patterns of relations among various motivational, cognitive, and metacognitive components of self-regulated learning and performance in two key curriculum subject areas, language and mathematics, were examined in a sample of 263 Greek primary school children of fifth- and sixth-grade classrooms. Age and gender differences were also investigated. Students were asked to complete the Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990 ), which comprised five factors: (a) Self-efficacy, (b) Intrinsic Value, (c) Test Anxiety, (d) Cognitive Strategy Use, and (e) Self-regulation Strategies. They responded to the statements of the questionnaire on a 7-point Likert scale in terms of their behaviour in mathematics and language classes, respectively. Moreover, their teachers were asked to evaluate each of their students' academic achievement in Greek language and mathematics on a 1- to 20-point comparative scale in relation to the rest of the class. The results of the study indicated very few differences in the pattern of relations among self-regulated components within and across the two subject areas and at the same time revealed a context-specific character of self-regulated components at a mean level differences. Further, the current study (a) confirmed the mediatory role of strategies in the motivation-performance relation, (b) stressed the differential role of cognitive and regulatory strategies in predicting performance in subject areas that differ in their structural characteristics of the content, and (c) pointed out the key motivational role of self-efficacy. In fact, self-efficacy proved the most significant predictor not only of performance but of cognitive and regulatory strategy use as well. Gender differences in motivation and strategy use were not reported, while motivation was found to vary mainly with age. The usefulness of these findings for promoting greater clarity among motivational and

  15. Understanding Students’ Instrumental Goals, Motivation Deficits and Achievement: Through the Lens of a Latent Profile Analysis

    Directory of Open Access Journals (Sweden)

    Luke K. Fryer

    2016-07-01

    Full Text Available Building on the future oriented and regulated nature of instrumental goals, Lens and colleagues developed a 2 (proximal-distal x 2 (internal-external motivational framework. The current study aimed to test this framework from a person-centred perspective, while equally taking into account students’ lack of motivation as to extend the empirical and theoretical borders of the model. Latent Profile Analyses were used to test the viability of two to five motivational profiles among Japanese second-year students ('N' = 781. A solution with three latent subgroups fitted the sample best, explaining 6% to 62% of the variance in the measured variables. The profiles were labelled “low future oriented motivational profile”, “average motivated profile”, and “highly motivated profile”. The highly motivated subgroup reported the most adaptive pattern of motivation and highest levels of deep level learning, while few differences were found for surface learning and GPA. Theoretical and practical implications are discussed.

  16. Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement

    Science.gov (United States)

    McMillan, James H.; Hearn, Jessica

    2008-01-01

    In the current era of standards-based education, student self-assessment stands alone in its promise of improved student motivation and engagement, and learning. Correctly implemented, student self-assessment can promote intrinsic motivation, internally controlled effort, a mastery goal orientation, and more meaningful learning. Its powerful…

  17. Relationships among Constructivist Learning Environment Perceptions, Motivational Beliefs, Self-Regulation and Science Achievement

    Science.gov (United States)

    Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Vural, Semra Sungur

    2013-01-01

    Background: There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose: This study explored the relationships among constructivist learning environment perception variables…

  18. The Stereotyped Task Engagement Process: The Role of Interest and Achievement Motivation

    Science.gov (United States)

    Smith, Jessi L.; Sansone, Carol; White, Paul H.

    2007-01-01

    Competence-based stereotypes can negatively affect women's performance in math and science (referred to as stereotype threat), presumably leading to lower motivation. The authors examined the effects of stereotype threat on interest, a motivational path not necessarily mediated by performance. They predicted that working on a computer science task…

  19. Autonomous and Controlling Reasons Underlying Achievement Goals during Task Engagement: Their Relation to Intrinsic Motivation and Cheating

    Science.gov (United States)

    Ozdemir Oz, Ayse; Lane, Jennie F.; Michou, Aikaterini

    2016-01-01

    The aim of this study was to investigate the relation of autonomous and controlling reasons underlying an endorsed achievement goal to intrinsic motivation and cheating. The endorsement of the achievement goal was ensured by involving 212 (M(subscript age) = 19.24, SD = 0.97) freshman students in a spatial task and asking them to report their most…

  20. The Perception of Same Gender Coaches by Iranian Skaters and its Influence on Sport Achievement Motivation and Commitment

    Directory of Open Access Journals (Sweden)

    Negar HOMAYONI IZAD

    2016-03-01

    Full Text Available Aim: To examine the relationship between the perception of same gender coaches by male and female Iranian skaters and their sport achievement motivation and commitment. Participants: Fifty two female and forty two male skaters, age range 13 to 18 years, from the province of Isfahan in Iran. Materials: The following 3 questionnaires, tested for reliability and validity for the Iranian population and adapted for Farsi, were used: i Pelletier, Fortier, Vallerand and Briere (2001 Interpersonal Behaviour Scale to measure social support of trainers, ii Gill and Deeter (1988 Sport Orientation Questionnaire (SOQ to measure achievement motivation, and iii Scanlan, Simons, Car penter, Schmidt and Keeler (1993 Sport Commitment Model to measure sport commitment. Procedure: The questionnaires were administered to participants in person by the first author after training sessions in sport stadiums. Results: There was a significant positive correlation between perceived coaches' social support and sport achievement motivation and commitment for both male and female participants. However, on all of the above measures females scored significantly more positive ratings than their male c ounterparts. Results of regression analyses conducted separately for males and females showed that relatedness support is the strongest predictor for sport achievement motivation and commitment for males, whereas autonomy support was the strongest predicto r for sport commitment amongst females. Implications: These findings are of particular interest in understanding the impact of perceived coaching support for young male and female athletes, especially if coached exclusively by the same gender.

  1. An Augmented Reality-Based Mobile Learning System to Improve Students' Learning Achievements and Motivations in Natural Science Inquiry Activities

    Science.gov (United States)

    Chiang, Tosti H. C.; Yang, Stephen J. H.; Hwang, Gwo-Jen

    2014-01-01

    In this study, an augmented reality-based mobile learning system is proposed for conducting inquiry-based learning activities. An experiment has been conducted to examine the effectiveness of the proposed approach in terms of learning achievements and motivations. The subjects were 57 fourth graders from two classes taught by the same teacher in…

  2. Improving Learning Achievements, Motivations and Problem-Solving Skills through a Peer Assessment-Based Game Development Approach

    Science.gov (United States)

    Hwang, Gwo-Jen; Hung, Chun-Ming; Chen, Nian-Shing

    2014-01-01

    In this study, a peer assessment-based game development approach is proposed for improving students' learning achievements, motivations and problem-solving skills. An experiment has been conducted to evaluate the effectiveness of the proposed approach in a science course at an elementary school. A total of 167 sixth graders participated in…

  3. Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

    Science.gov (United States)

    Chu, Hui-Chun; Hung, Chun-Ming

    2015-01-01

    In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two…

  4. Improving Learning Achievements, Motivations and Problem-Solving Skills through a Peer Assessment-Based Game Development Approach

    Science.gov (United States)

    Hwang, Gwo-Jen; Hung, Chun-Ming; Chen, Nian-Shing

    2014-01-01

    In this study, a peer assessment-based game development approach is proposed for improving students' learning achievements, motivations and problem-solving skills. An experiment has been conducted to evaluate the effectiveness of the proposed approach in a science course at an elementary school. A total of 167 sixth graders participated in…

  5. The Influence of the Antecedent Variable on the Teachers' Performance through Achievement Motivation in Senior High School

    Science.gov (United States)

    Dewi, Erni R.; Bundu, Patta; Tahmir, Suradi

    2016-01-01

    This study aims at analysing whether the antecedent variable directly affects the performance of the high school teachers or not. In addition, this research strives to find out whether the antecedent variable indirectly affects the teachers' performance through the achievement motivation of the high school teachers. It was a quantitative research…

  6. The Effect of Task-Based Language Teaching on Motivation and Grammatical Achievement of EFL Junior High School Students

    Science.gov (United States)

    NamazianDost, Islam; Bohloulzadeh, Ghassem; Pazhakh, Abdolreza

    2017-01-01

    This research sought to investigate the effect of the effect of task-based language teaching on motivation and grammatical achievement of EFL junior high school students of Ahvaz. To fulfill the objectives of the study a Homogeneity test (Oxford Quick Placement Test) was administered among 100 students at the junior high school and finally 80…

  7. An Augmented Reality-Based Mobile Learning System to Improve Students' Learning Achievements and Motivations in Natural Science Inquiry Activities

    Science.gov (United States)

    Chiang, Tosti H. C.; Yang, Stephen J. H.; Hwang, Gwo-Jen

    2014-01-01

    In this study, an augmented reality-based mobile learning system is proposed for conducting inquiry-based learning activities. An experiment has been conducted to examine the effectiveness of the proposed approach in terms of learning achievements and motivations. The subjects were 57 fourth graders from two classes taught by the same teacher in…

  8. The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment

    NARCIS (Netherlands)

    Faber, Janke M.; Luyten, Hans; Visscher, Adrie J.

    2017-01-01

    In this study a randomized experimental design was used to examine the effects of a digital formative assessment tool on mathematics achievement and motivation in grade three primary education (n schools = 79, n students = 1808). Experimental schools used a digital formative assessment tool whereas

  9. The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations

    Science.gov (United States)

    Tempelaar, Dirk T.; Rienties, Bart; Giesbers, Bas; Gijselaers, Wim H.

    2015-01-01

    Empirical studies into meaning systems surrounding implicit theories of intelligence typically entail two stringent assumptions: that different implicit theories and different effort beliefs represent opposite poles on a single scale, and that implicit theories directly impact the constructs as achievement goals and academic motivations. Through…

  10. Examination of the Relationships between Fifth Graders' Self-Regulated Learning Strategies, Motivational Beliefs, Attitudes, and Achievement

    Science.gov (United States)

    Ocak, Gurbuz; Yamac, Ahmet

    2013-01-01

    The aim of current study was to examine predictor and explanatory relationships between fifth graders' self-regulated learning strategies, motivational beliefs, attitudes towards mathematics, and academic achievement. The study was conducted on a sample of 204 students studying in the primary schools of Afyonkarahisar province. Motivated…

  11. Practice Brief: Assessing Compensatory Strategies and Motivational Factors in High-Achieving Postsecondary Students with Attention Deficit/Hyperactivity Disorder

    Science.gov (United States)

    Schaffer, Gary

    2013-01-01

    Research speculates that high-achieving college students with attention deficit/hyperactivity disorder (ADHD) may demonstrate a set of compensatory strategies and experience areas of difficulty and motivational factors that differ from the general ADHD populace. This Practice Brief used informal surveys with seven undergraduates with ADHD who had…

  12. Learning Strategies as a Mediator for Motivation and a Sense of Achievement among Students Who Study in MOOCs

    Science.gov (United States)

    Magen-Nagar, Noga; Cohen, Lizi

    2017-01-01

    The goal of the research was to examine the contribution of learning strategies as a mediator for motivation and a sense of achievement in a Massive Open Online Course (MOOC), among students who participate in a unique program in Israel, called "Academy Online--MOOCs in the Israeli Education System." The goal of the program was to…

  13. Beyond Benchmarks and Scores: Reasserting the Role of Motivation and Interest in Children's Academic Achievement--An ACEI Position Paper

    Science.gov (United States)

    Jalongo, Mary Renck

    2007-01-01

    There is little question that the fundamental purpose of education--what the ancient Greeks referred to as the "telos"--is to promote student learning. For decades, both experts and the general public have agreed that any effort to improve the education system must focus squarely on optimizing student learning, motivating students to achieve, and…

  14. An Investigation of Early Parental Motivational Strategies on Mathematics Achievement by Ethnicity: A Latent Curve Model Approach

    Science.gov (United States)

    McDonald, Stefanie R.; Ing, Marsha; Marcoulides, George A.

    2010-01-01

    This study examined the developmental effects of early parental intrinsic and extrinsic motivational strategies on mathematics achievement scores obtained from White students compared to underrepresented minority students. A latent growth curve model was fit to data from the Longitudinal Study of American Youth (LSAY) with mathematics achievement…

  15. The Relationship between Student Voice and Perceptions of Motivation, Attachment, Achievement and School Climate in Davidson and Rutherford Counties

    Science.gov (United States)

    Matthews, Sharon Elizabeth

    2010-01-01

    This study investigated the extent to which there were statistically significant relationships between school administrators' systemic implementation of student voice work and student perceptions (i.e. achievement, motivation, attachment and school climate) and PLAN performance. Student voice was defined as students being equal partners in school…

  16. Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study

    Science.gov (United States)

    Yang, Ya-Ting C.; Wu, Wan-Chi I.

    2012-01-01

    The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking, and learning motivation of senior high school students learning English as a foreign language. The one-year study adopted a pretest and posttest quasi-experimental design involving 110 10th grade students in two English…

  17. Can Learning Motivation Predict Learning Achievement? A Case Study of a Mobile Game-Based English Learning Approach

    Science.gov (United States)

    Tsai, Chia-Hui; Cheng, Ching-Hsue; Yeh, Duen-Yian; Lin, Shih-Yun

    2017-01-01

    This study applied a quasi-experimental design to investigate the influence and predictive power of learner motivation for achievement, employing a mobile game-based English learning approach. A system called the Happy English Learning System, integrating learning material into a game-based context, was constructed and installed on mobile devices…

  18. The Role of Teachers' Classroom Discipline in Their Teaching Effectiveness and Students' Language Learning Motivation and Achievement: A Path Method

    Science.gov (United States)

    Rahimi, Mehrak; Karkami, Fatemeh Hosseini

    2015-01-01

    This study investigated the role of EFL teachers' classroom discipline strategies in their teaching effectiveness and their students' motivation and achievement in learning English as a foreign language. 1408 junior high-school students expressed their perceptions of the strategies their English teachers used (punishment, recognition/reward,…

  19. Relationship between Student's Self-Directed-Learning Readiness and Academic Self-Efficacy and Achievement Motivation in Students

    Science.gov (United States)

    Saeid, Nasim; Eslaminejad, Tahere

    2017-01-01

    Self-directed learning readiness to expand and enhance learning, This is an important goal of higher education, Besides his academic self-efficacy can be improved efficiency and Achievement Motivation, so understanding how to use these strategies by students is very important. Because the purpose this study is determination of relationship between…

  20. The Impact of Group Motivational Enhancement Therapy on Motivation to Change among Adolescent Male Substance Abusing Clients in a Controlled Environment

    Science.gov (United States)

    Abo Hamza, Eid Galal

    2011-01-01

    The study's purpose is to examine the effectiveness of Motivational Enhancement Therapy (MET) on motivation to change as measured by the University of Rhode Island Change Assessment (URICA; McConnaughy, Prochaska & Velicer, 1983). Participants were drawn from a convenience sample of 22 adolescent males (treatment group n = 11; control group n =…

  1. Using Student Group Leaders to Motivate Students in Cooperative Learning Methods in Crowded Classrooms

    Science.gov (United States)

    Efe, Rifat; Efe, Hulya Aslan

    2011-01-01

    This study examines the effects of employing student group leaders on the motivation of group members during co-operative learning activities in a secondary school classroom in Turkey. The study was carried out in a period of eight weeks in biology classes during which "living things" and "ecology" topics were taught to a class…

  2. Exploratory Study of MOOC Learners' Demographics and Motivation: The Case of Students Involved in Groups

    Science.gov (United States)

    Bayeck, Rebecca Yvonne

    2016-01-01

    This paper reports preliminary findings on students enrolled in a massive open online course, who were also assigned to work in groups. Part of a larger study on the effect of groups on retention and completion in MOOCs, the paper provides students' demographics (i.e., location, gender, education level, and employment status), and motivation for…

  3. The role of motivation and cultural dialects in the in-group advantage for emotional vocalisations

    Directory of Open Access Journals (Sweden)

    Disa eSauter

    2013-10-01

    Full Text Available It is well established that nonverbal emotional communication via both facial and vocal information is more accurate when expresser and perceiver are from the same cultural group. Two accounts have been put forward to explain this finding: According to the dialect theory, culture-specific learning modulates the largely cross-culturally consistent expressions of emotions. Consequently, within-group signalling benefits from a better match of the "emotion dialect" of the expresser and perceiver. However, it has been proposed that the in-group advantage in emotion recognition could instead arise from motivational differences in the perceiver, with perceivers being more motivated when decoding signals from members of their own group. Two experiments addressed predictions from these accounts. Experiment 1 tested whether perceivers' ability to accurately judge the origin of emotional signals predicts the in-group advantage. For perceived group membership to affect the perceivers' motivation, they must be able to detect whether the signal is coming from an in-group or out-group member. Although an in-group advantage was found for in-group compared to out-group vocalisations, listeners were unable to reliably infer the group membership of the vocaliser. This result indicates that improved recognition of in-group signals can occur also when the perceiver is unable to judge whether signals were produced by in- or out-group members. Experiment 2 examined the effects of expected and actual group membership of signals on emotion recognition by manipulating both orthogonally. The actual origin of the stimulus was found to significantly affect emotion recognition, but the believed origin of the stimulus did not. Together these results support the notion that the in-group advantage is caused by culture-specific modulations of nonverbal expressions of emotions, rather than motivational factors.

  4. EXAMINATION OF ACHIEVEMENT RELATIONS AND MOTIVATION OF 7th GRADE STUDENTS FOR INVOLVEMENT IN PHYSICAL EDUCATION CLASSES

    Directory of Open Access Journals (Sweden)

    Dragoljub Višnjić

    2010-09-01

    Full Text Available The relations of students achievement and motivation for involvement in PE classes were examined in a sample of 247 seventh-grade elementary school students of both sexes. The independent variables in the study were: sex, general success of the previous grade, PE grade, students’ opinion on sufficiency of knowledge acquired through instruction process, students’ involvement in sport. The scale for measurement of motivation consisted of 29 items obtained by adaptation of the Scale for measurement of motives of sports’ achievement. Correlation analysis, multiple regression analysis and chi square test were preformed. It was established that male students manifested higher motivation that the females. The assumptions: that females will have better PE grades that the male students; that students’ success was negatively related to involvement in sport; that PE grade was connected to involvement in sport; that general success was negatively related to students’ involvement in PE and that PE grade is positively related to students’ motivation for involvement in instruction, were not confirmed.

  5. Understanding individual differences in school achievement : the specific and joint impact of motivation and parenting style independent of children's measured intelligence

    OpenAIRE

    Su, Ying

    2015-01-01

    Intelligence explains some variance in students’ school achievement, but not all. Motivation and parenting have been well-documented as non-cognitive predictors and are crucial to students’ school achievement. Better performance of students under Eastern culture could be attributed to motivation and parenting. The present research is dedicated to exploring the associations among motivation and parenting, as well as their specific and joint predictive power for school achievement, independent ...

  6. Motivation gains in performance groups: paradigmatic and theoretical developments on the Köhler effect.

    Science.gov (United States)

    Hertel, G; Kerr, N L; Messé, L A

    2000-10-01

    In contrast to many demonstrations of social loafing, relatively few studies have documented group motivation gains. One such exception was O. Köhler's (1926, 1927) finding that team members working together did better at a taxing persistence task than would be expected from their individual performances, particularly when there was a moderate discrepancy in coworkers' capabilities. In Experiment 1, we developed a paradigm within which Köhler's overall motivation gain effect could be replicated, although the discrepancy in coworkers' capabilities did not moderate these motivation gains (after statistical artifacts were taken into account). Experiment 2 indicated that this motivation gain occurred under conjunctive but not under additive task demands, suggesting that the instrumentality of one's contribution to valued outcomes is a more likely explanation of the Köhler effect than social comparison processes.

  7. Student-generated questions during chemistry lectures: Patterns, self-appraisals, and relations with motivational beliefs and achievement

    Science.gov (United States)

    Bergey, Bradley W.

    Self-generated questions are a central mechanism for learning, yet students' questions are often infrequent during classroom instruction. As a result, little is known about the nature of student questioning during typical instructional contexts such as listening to a lecture, including the extent and nature of student-generated questions, how students evaluate their questions, and the relations among questions, motivations, and achievement. This study examined the questions undergraduate students (N = 103) generated during 8 lectures in an introductory chemistry course. Students recorded and appraised their question in daily question logs and reported lecture-specific self-efficacy beliefs. Self-efficacy, personal interest, goal orientations, and other motivational self-beliefs were measured before and after the unit. Primary analyses included testing path models, multiple regressions, and latent class analyses. Overall, results indicated that several characteristics of student questioning during lectures were significantly related to various motivations and achievement. Higher end-of-class self-efficacy was associated with fewer procedural questions and more questions that reflected smaller knowledge deficits. Lower exam scores were associated with questions reflecting broader knowledge deficits and students' appraisals that their questions had less value for others than for themselves. Individual goal orientations collectively and positively predicted question appraisals. The questions students generated and their relations with motivational variables and achievement are discussed in light of the learning task and academic context.

  8. Is the Achievement Motive Gender-Biased? The Validity of TAT/PSE in Women and Men

    Science.gov (United States)

    Gruber, Nicole

    2017-01-01

    In picture story exercises like the Thematic Apperception Test (TAT; Heckhausen, 1963), different pictures are presented to a person with the instruction to create a story using the scenes portrayed in the image. It is assumed, that people identify themselves with the people in the images and project their unconscious motives (e.g., achievement motive) onto them. As the TAT shows only men in the pictures, critics claimed the test is gender-biased; assuming women cannot identify with men in pictures. However, it was not assessed, whether female protagonists of the picture really trigger the same achievement motive as men. Therefore, two studies were conducted to address the gender difference and validity of the TAT using a version with only men in the pictures (study 1) or only women in the pictures (study 2). The results shows that the original TAT of Heckhausen is a valid instrument for women and men, but the modified version with only women in the pictures cannot validly measure the achievement motive in the male sample. PMID:28261126

  9. Framatome Owners Group achievement after 15 years of operation

    Energy Technology Data Exchange (ETDEWEB)

    Braquilanges, Bertrand de; Delporte, Rene [Electrabel s.a., boulevard du Regent 8, 1000 Bruxelles (Belgium); Van Schalkwyk, Andries C. [Eskom, PO Box 1091, Johannesburg 2001 (South Africa)

    2006-07-01

    The Framatome Owners Group was created in 1991 to share the operating experience of five utilities having Framatome plants: - GNPJVC, operating Daya Bay units (China); - EDF with the 900 and 1300 MWe units (France); - Electrabel, operating Tihange 1 and 2 and Doel 3 (Belgium); - Eskom, operating Koeberg 1 and 2 (South Africa); - KHNP, operating Ulchin 1 and 2 (South Korea). LANPC, future operator of Ling Ao units (China) joined the FROG in 2000. The FROG was also opened to operators having bought main components to Framatome ANP, like Ringhals AB (1997 - Sweden) or British Energy (2003 - UK). When requested by operators, working groups and networks of correspondents have been initiated when specific issues needed to be investigated. Today there are five working groups: - Steam Generator Technical Committee, which has been joined also by non full FROG Members: NEK (Krsko, Slovenia), NOK (Beznau, Switzerland), NSP (Prairie Island, USA); - Emergency Operating Procedures WG, in which the non full FROG Member Fortum (Loviisa, Finland) participates; - The Corrosion WG; - The Risk Informed Applications WG; - The Outage Optimization WG. Two networks of specialists operate on aging of mechanical equipment and transformers failures. Through these working groups and networks, Framatome ANP worldwide representatives answer the requests of the FROG members. The assistance of the whole group AREVA is also possible (e.g. T and D coordinates technically the network on transformers). Joint Programs can be initiated when there is a common interest to investigate a topic more deeply, for instance, recent programs in the SGTC aim at reducing sludge amount in the Steam Generator. As regards EOP WG, Members currently focus on a guidance to reduce the risk of sumps clogging issue. The Corrosion Working Group performs an experimental program aiming at studying the effects of surface conditions on the Stress Corrosion Cracking of 182/22 Ni base welds. This induces a large documentation

  10. A remark on the motivic Galois group and the quantum coadjoint action

    CERN Document Server

    Grosse, H; Grosse, Harald; Schlesinger, Karl-Georg

    2004-01-01

    It was suggested by Kontsevich that the Grothendieck-Teichmueller group GT should act on the Duflo isomorphism of su(2) but the corresponding realization of GT turned out to be trivial. We show that a solvable quotient of the motivic Galois group - which is supposed to agree with GT - is closely related to the quantum coadjoint action on U_q(sl_2) for q a root of unity, i.e. in the quantum group case one has a nontrivial realization of a quotient of the motivic Galois group. From a discussion of the algebraic properties of this realization we conclude that in more general cases than U_q(sl_2) it should be related to a quantum version of the motivic Galois group. Finally, we discuss the relation of our construction to quantum field and string theory and explain what we believe to be the "physical reason" behind this relation between the motivic Galois group and the quantum coadjoint action. This might be a starting point for the generalization of our construction to more involved examples.

  11. Perceptions of competence, implicit theory of ability, perception of motivational climate, and achievement goals: a test of the trichotomous conceptualization of endorsement of achievement motivation in the physical education setting.

    Science.gov (United States)

    Cury, F; Da Fonséca, D; Rufo, M; Sarrazin, P

    2002-08-01

    To test and extend the conceptualization of the endorsement of achievement goals in the physical education setting Mastery, Performance-approach, and Performance-approach goals, Perception of the physical education competence, Implicit theory about sport ability, and Perception of the motivational climate were assessed among 682 boys attending five French schools. Analysis indicated that (1) Performance-approach goals were positively associated with perception of physical education Competence, Entity beliefs about sport ability, the Performance dimension of the motivational climate, and negatively associated with Incremental beliefs about sport ability. (2) Mastery goals were positively associated with perception of physical education Competence, Incremental beliefs about sport ability, the Mastery dimension of the motivational climate, and negatively associated with the Performance dimension of the motivational climate. Also, (3) Performance-avoidance goals were positively associated with Entity beliefs about sport ability and the Performance dimension of the motivational climate; these goals were negatively associated with Incremental beliefs about sport ability and perception of physical education Competence. These results clearly attested to the validity of the trichotomous model in the physical education setting.

  12. The effects of formative assessment on student self-regulation, motivational beliefs, and achievement in elementary science

    Science.gov (United States)

    King, Melissa Digennaro

    Goals 2000 set forth a bold vision for U.S. students: they would be "first in the world in science and mathematics" by the year 2000. Performance indicators such as the TIMSS-R (1999) and NAEP (2000) reports suggest that U.S. students have not yet reached that goal. This study intended to learn how specific assessment strategies might contribute to improved student performance in science. This quasi-experimental study investigated the effects of formative assessment with reflection on students' motivational beliefs, self-regulatory skills, and achievement in elementary science. The study aimed to find out whether and how classroom applications of formative assessment during science instruction might influence fifth-grade students' attitudes and self-perceptions about science learning, self-regulatory learning behaviors, and achievement. To explore the effects of the assessment intervention, the study utilized a mixed methods approach involving quantitative and qualitative investigations of treatment and control groups during a four-week intervention period. Quantitative measures included student self-report surveys administered pre- and post-treatment and an end-of-unit science test. Qualitative measures included classroom observations, student interviews (post-treatment), and a teacher interview (post-treatment). Findings indicated that the fifth-grade students in this study had positive attitudes toward science and high levels of self-efficacy for science. Results suggested that these elementary students employed a wide variety of cognitive and metacognitive strategies to support science learning. Findings revealed that these fifth graders believed formative assessment with reflection was beneficial for science learning outcomes. Research results did not show that the formative assessment intervention contributed to significant differences between treatment and control groups. However, the data revealed different levels of academic achievement and self

  13. Motivational typologies of drinkers: do enhancement and coping drinkers form two distinct groups?

    Science.gov (United States)

    Littlefield, Andrew K; Vergés, Alvaro; Rosinski, Jenny M; Steinley, Douglas; Sher, Kenneth J

    2013-03-01

    This study used a person-centered approach to test whether drinking motive typologies could be identified. Longitudinal study of college students within the intensive multivariate prospective alcohol college-transitions (IMPACTS) data set. University campus in the United States. University students (baseline n reporting alcohol motives = 2158; baseline age = 18.60 years old). The drinking motives questionnaire-revised (DMQ-R). Using Steinley & Brusco's cluster analysis approach [based on the theoretical ratio expected between the within sum of squares and the total sum of squares when the data are divided into two clusters when no cluster structure is present; the cut-off for the ratio is 0.25 for uniform (multivariate uniform) distributions and 0.36 for normal (multivariate normal) distributions], we examined whether there was evidence for distinct clusters of individuals that differed on their overall level of motives to drink. We tested the fit of a one-group (cluster) solution compared to multi-cluster solutions. Both cross-sectionally and prospectively, the data could not be partitioned into two or more clusters [regardless of whether the cut-off assuming a multivariate uniform distribution (i.e. 0.25) or the more liberal multivariate normal distribution (i.e., 0.36) was used]. These findings showed that enhancement and coping drinkers do not form two distinct groups but, rather, these motives exist on a continuum such that individuals who are high in one internal motive tend to be high in the other motive. Coping and enhancement drinkers do not form two distinct groups. Variable-centered approaches to drinking motives may be a better alternative to classifying all drinkers as either enhancement or coping drinkers for both clinical and research endeavors. © 2012 The Authors, Addiction © 2012 Society for the Study of Addiction.

  14. Motivational interviewing group at inpatient detoxification, its influence in maintaining abstinence and treatment retention after discharge.

    Science.gov (United States)

    Bachiller, Diana; Grau-López, Lara; Barral, Carmen; Daigre, Constanza; Alberich, Cristina; Rodríguez-Cintas, Laia; Valero, Sergi; Casas, Miquel; Roncero, Carlos

    2015-06-17

    The relapse rate after discharge from inpatient detoxification is high. The objective of this pilot study is to assess the sociodemographic, clinical and therapeutic factors associated with maintaining abstinence in patients who participated in a brief motivational interviewing group during admission for detoxification. A total of 46 patients, diagnosed substance dependent according to DSM -IV, and admitted to the Hospital Detoxification Unit, participated in a brief motivational interviewing group. Sociodemographic, clinical, motivation to change (University of Rhode Island Change Assessment, URICA) and satisfaction with the treatment group (Treatment Perceptions Questionnaire, CPT) data were collected. Abstinence and treatment retention two months after discharge were assessed by weekly telephone calls. A survival analysis was performed. Being male, having more cognitions of the maintenance stage of change at discharge, being satisfied with group therapy and therapist during hospitalization are associated with longer abstinence after discharge. The brief motivational interviewing group approach with patients admitted for detoxification is related to greater likelihood of maintaining abstinence and subsequent treatment retention.

  15. Competence, achievement goals, motivational climate, and pleasant psychobiosocial states in youth sport.

    Science.gov (United States)

    Bortoli, Laura; Bertollo, Maurizio; Comani, Silvia; Robazza, Claudio

    2011-01-01

    We examined the three-way interactions among competence (actual and perceived), individuals' dispositional goal orientation (task/ego), and perceived sport motivational climate (mastery/performance) in the prediction of pleasant psychobiosocial states (i.e. emotion, cognition, motivation, bodily reaction, movement, performance, and communication) as conceptualized by the Individual Zones of Optimal Functioning model. The sample consisted of 320 Italian youths (160 girls and 160 boys) aged 13-14 years who were involved in individual or team sports. The assessment included a perceived competence scale, a goal orientation questionnaire, a motivational climate inventory, and pleasant psychobiosocial descriptors. An actual competence scale was also administered to coaches asking them to assess their youngsters. Moderated hierarchical regression analysis showed that perceived competence, actual competence, and task orientation were the strongest predictors of pleasant psychobiosocial states. Moreover, actual competence and perceived competence interacted in different ways with dispositional goal orientations and motivational climate perceptions in the prediction of psychobiosocial states. It is therefore recommended that both constructs be included in motivational research.

  16. Learning in the Laboratory: How Group Assignments Affect Motivation and Performance

    Science.gov (United States)

    Belanger, John R.

    2016-01-01

    Team projects can optimize educational resources in a laboratory, but also create the potential for social loafing. Allowing students to choose their own groups could increase their motivation to learn and improve academic performance. To test this hypothesis, final grades and feedback from students were compared for the same course in two…

  17. Efficacy of Group Motivational Interviewing (GMI) for Psychiatric Inpatients with Chemical Dependence

    Science.gov (United States)

    Santa Ana, Elizabeth J.; Wulfert, Edelgard; Nietert, Paul J.

    2007-01-01

    Dually diagnosed patients with chemical dependency and a comorbid psychiatric disorder typically show poor compliance with aftercare treatment, which may result in costly and pervasive individual and societal problems. In this study, the authors investigated the effect of adding motivational interviewing in a group format to standard treatment for…

  18. Group Cohesion, Collective Efficacy, and Motivational Climate As Predictors of Conductor Support in Music Ensembles

    Science.gov (United States)

    Matthews, Wendy K.; Kitsantas, Anastasia

    2007-01-01

    In the present study, we examined whether collective efficacy, group cohesion (task and social), and perceived motivational climate (task-involving and ego-involving orientations) in a music ensemble predict instrumentalists' perceived conductor support. Ninety-one (N = 91) skilled high school instrumentalists participated in the study. To assess…

  19. The Effects of Music on Age Group Swimmers' Motivation and Practice Behavior.

    Science.gov (United States)

    Stoeckel, Bryan D.

    This study examined the effects of music on the motivation of 22 female and 5 male swimmers ages 10-13 years. These age-group swimmers practiced 2.0-2.5 hours per day and had six training sessions per week. Using observation logs, surveys, and open-ended questions, the study analyzed swimmers' perceptions of, and behavior when, listening to music…

  20. Discrepancies between implicit and explicit self-concepts of intelligence: Relations to modesty, narcissism, and achievement motivation

    Directory of Open Access Journals (Sweden)

    Friederike eGerstenberg

    2014-02-01

    Full Text Available Previous research has shown that different configurations of the implicit self-concept of intelligence (iSCI and the explicit self-concept of intelligence (eSCI are consistently related to individuals’ performance on different intelligence tests (Dislich, Imhoff, Banse, Altstötter-Gleich, Zinkernagel, & Schmitt, 2012. The results indicated that any discrepant configuration between the iSCI and the eSCI impairs performance. In the present study, how correspondence between the iSCI and the eSCI is related to intelligence test performance as well as personality traits of modesty (low eSCI, high iSCI, narcissism (high eSCI, low iSCI, and achievement motivation was investigated. Furthermore, a moderated mediation analysis showed that the relation between the iSCI-eSCI configurations and intelligence test performance was mediated by achievement motivation for modest individuals.

  1. Associations among teacher-student interpersonal relationships and students’ intrinsic and extrinsic motivation and academic achievement: A cross cultural study

    OpenAIRE

    Chan, Dawn

    2016-01-01

    This cross-cultural study explored associations among teacher-student relationship, students’ intrinsic and extrinsic motivation, and students’ academic achievement in grade 5 and 6 students from Vancouver, Canada (n = 102) and Hong Kong, China (n = 207). Hong Kong students perceived their teachers to be more dissatisfied, strict, admonishing, and uncertain, while Vancouver students perceived their teachers to be more helpful and friendly. Students’ levels of intrinsic and extrinsic motivatio...

  2. Associations among teacher-student interpersonal relationships and students’ intrinsic and extrinsic motivation and academic achievement: A cross cultural study

    OpenAIRE

    Chan, Dawn

    2016-01-01

    This cross-cultural study explored associations among teacher-student relationship, students’ intrinsic and extrinsic motivation, and students’ academic achievement in grade 5 and 6 students from Vancouver, Canada (n = 102) and Hong Kong, China (n = 207). Hong Kong students perceived their teachers to be more dissatisfied, strict, admonishing, and uncertain, while Vancouver students perceived their teachers to be more helpful and friendly. Students’ levels of intrinsic and extrinsic motivatio...

  3. The Impact of Teacher-Student Relationships and Achievement Motivation on Students' Intentions to Dropout According to Socio-Economic Status

    Science.gov (United States)

    Bergeron, Julie; Chouinard, Roch; Janosz, Michel

    2011-01-01

    The main goal was to test if teacher-student relationships and achievement motivation are predicting dropout intention equally for low and high socio-economic status students. A questionnaire measuring teacher-student relationships and achievement motivation was administered to 2,360 French Canadian secondary students between 12 and 15 years old…

  4. The Predictive Effects of Motivation toward Learning Science on TIMSS Grade 8 Students' Science Achievement: A Comparative Study between Malaysia and Singapore

    Science.gov (United States)

    Lay, Yoon Fah; Chandrasegaran, A. L.

    2016-01-01

    TIMSS routinely presents very powerful evidence showing that students with more positive motivation toward learning science have substantially higher achievement. The results from TIMSS 2011 are consistent with previous assessments. This study explored the predictive effects of motivation toward learning science on science achievement among…

  5. The Predictive Effects of Motivation toward Learning Science on TIMSS Grade 8 Students' Science Achievement: A Comparative Study between Malaysia and Singapore

    Science.gov (United States)

    Lay, Yoon Fah; Chandrasegaran, A. L.

    2016-01-01

    TIMSS routinely presents very powerful evidence showing that students with more positive motivation toward learning science have substantially higher achievement. The results from TIMSS 2011 are consistent with previous assessments. This study explored the predictive effects of motivation toward learning science on science achievement among…

  6. Implications of Teacher Motivation and Renewal Indicators in Arkansas toward Professional Growth and Achievement

    Science.gov (United States)

    Whitten, Lary D.

    2014-01-01

    This qualitative study was designed to determine if the teaching population in the state of Arkansas had a more favorable attitude toward specific motivational theories and practices; and to determine if that attitude significantly affected the teacher retention rate and the quality of work produced. The literature reviewed included the role of…

  7. Implications of Teacher Motivation and Renewal Indicators in Arkansas toward Professional Growth and Achievement

    Science.gov (United States)

    Whitten, Lary D.

    2014-01-01

    This qualitative study was designed to determine if the teaching population in the state of Arkansas had a more favorable attitude toward specific motivational theories and practices; and to determine if that attitude significantly affected the teacher retention rate and the quality of work produced. The literature reviewed included the role of…

  8. The Blended Learning Environment on the Foreign Language Learning Process: A Balance for Motivation and Achievement

    Science.gov (United States)

    Isiguzel, Bahar

    2014-01-01

    The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative…

  9. Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School

    Science.gov (United States)

    Froiland, John Mark; Worrell, Frank C.

    2016-01-01

    Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high…

  10. Employment and First-Year College Achievement: The Role of Self-Regulation and Motivation

    Science.gov (United States)

    Huie, Faye C.; Winsler, Adam; Kitsantas, Anastasia

    2014-01-01

    Students often work in order to meet monetary requirements for college. However, employment reduces the time students can devote to their studies, which can hinder performance. This study examined whether motivation (self-efficacy goal orientation) and self-regulated learning (help-seeking, metacognitive self-regulation, time management and effort…

  11. College Students' Motivation and Learning Strategies Profiles and Academic Achievement: A Self-Determination Theory Approach

    Science.gov (United States)

    Liu, Woon Chia; Wang, Chee Keng John; Kee, Ying Hwa; Koh, Caroline; Lim, Boon San Coral; Chua, Lilian

    2014-01-01

    The development of effective self-regulated learning strategies is of interest to educationalists. In this paper, we examine inherent individual difference in self-regulated learning based on Motivated Learning for Learning Questionnaire (MLSQ) using the cluster analytic approach and examine cluster difference in terms of self-determination theory…

  12. Role of the Big Five Personality Traits in Predicting College Students' Academic Motivation and Achievement

    Science.gov (United States)

    Komarraju, Meera; Karau, Steven J.; Schmeck, Ronald R.

    2009-01-01

    College students (308 undergraduates) completed the Five Factor Inventory and the Academic Motivations Scale, and reported their college grade point average (GPA). A correlation analysis revealed an interesting pattern of significant relationships. Further, regression analyses indicated that conscientiousness and openness explained 17% of the…

  13. The L2 Motivational Self System and L2 Achievement: A Study of Saudi EFL Learners

    Science.gov (United States)

    Moskovsky, Christo; Assulaimani, Turki; Racheva, Silvia; Harkins, Jean

    2016-01-01

    The research reported in this article explores the relationship between Dörnyei's (2005, 2009) Second Language Motivational Self System (L2MSS) and the L2 proficiency level of Saudi learners of English as a foreign language (EFL). Male and female participants (N = 360) responded to a questionnaire relating to the main components of L2MSS, the…

  14. An Interview with Allan Wigfield: A Giant on Research on Expectancy Value, Motivation, and Reading Achievement

    Science.gov (United States)

    Bembenutty, Hefer

    2012-01-01

    This article presents an interview with Allan Wigfield, professor and chair of the Department of Human Development and distinguished scholar-teacher at the University of Maryland. He has authored more than 100 peer-reviewed journal articles and book chapters on children's motivation and other topics. He is a fellow of Division 15 (Educational…

  15. The Impact of Generic Language about Ability on Children's Achievement Motivation

    Science.gov (United States)

    Cimpian, Andrei

    2010-01-01

    Nuances in how adults talk about ability may have important consequences for children's sustained involvement and success in an activity. In this study, I tested the hypothesis that children would be less motivated while performing a novel activity if they were told that boys or girls in general are good at this activity (generic language) than if…

  16. Effects of Digital Story on Academic Achievement, Learning Motivation and Retention among University Students

    Science.gov (United States)

    Aktas, Elif; Yurt, Serap Uzuner

    2017-01-01

    The aim of this study was to determine the effect of the learning environment where digital stories are used as a learning material on the motivation, academic success, retention, and students' opinions. The study was carried out with mixed method which is a combination of quantitative and qualitative research approach. The study was implemented…

  17. Science Literacy in School and Home Contexts: Kindergarteners' Science Achievement and Motivation

    Science.gov (United States)

    Mantzicopoulos, Panayota; Patrick, Helen; Samarapungavan, Ala

    2013-01-01

    We examined science learning and motivation outcomes as a function of children's participation in the classroom and classroom-plus-home components of the Scientific Literacy Project (SLP). The sample was comprised of kindergarten children in 4 low income, neighboring schools. Children in Schools 1 and 2 (n = 120) participated in the SLP science…

  18. Dutch Cyberbullying Victims’ Experiences, Perceptions, Attitudes and Motivations Related to (Coping with) Cyberbullying: Focus Group Interviews

    OpenAIRE

    Niels C.L. Jacobs; Linda Goossens; Francine Dehue; Trijntje Völlink; Lilian Lechner

    2015-01-01

    Because of the negative effects of cyberbullying; and because of its unique characteristics; interventions to stop cyberbullying are needed. For this purpose, more insightful information is needed about cyberbullying victims’ ( i.e., the target group) experiences, perceptions, attitudes and motivations related to (coping with) cyberbullying. Five schools with 66 low-educated Dutch adolescents between 12 and 15 (53% female) participated in 10 focus group interviews. Results show that victims d...

  19. The effects of training group exercise class instructors to adopt a motivationally adaptive communication style.

    Science.gov (United States)

    Ntoumanis, N; Thøgersen-Ntoumani, C; Quested, E; Hancox, J

    2016-06-10

    Drawing from self-determination theory (Deci & Ryan, 2002), we developed and tested an intervention to train fitness instructors to adopt a motivationally adaptive communication style when interacting with exercisers. This was a parallel group, two-arm quasi-experimental design. Participants in the intervention arm were 29 indoor cycling instructors (n = 10 for the control arm) and 246 class members (n = 75 for the control arm). The intervention consisted of face-to-face workshops, education/information video clips, group discussions and activities, brainstorming, individual planning, and practical tasks in the cycling studio. Instructors and exercisers responded to validated questionnaires about instructors' use of motivational strategies and other motivation-related variables before the first workshop and at the end of the third and final workshop (4 months later). Time × arm interactions revealed no significant effects, possibly due to the large attrition of instructors and exercisers in the control arm. Within-group analyses in the intervention arm showed that exercisers' perceptions of instructor motivationally adaptive strategies, psychological need satisfaction, and intentions to remain in the class increased over time. Similarly, instructors in the intervention arm reported being less controlling and experiencing more need satisfaction over time. These results offer initial promising evidence for the positive impact of the training.

  20. Classification of upper motives of algebraic groups of inner type A_n

    CERN Document Server

    De Clercq, Charles

    2011-01-01

    Let A, A' be two central simple algebras over a field F and \\mathbb{F} be a finite field of characteristic p. We prove that the upper indecomposable direct summands of the motives of two anisotropic varieties of flags of right ideals X(d_1,...,d_k;A) and X(d'_1,...,d'_s;A') with coefficients in \\mathbb{F} are isomorphic if and only if the p-adic valuations of gcd(d_1,...,d_k) and gcd(d'_1,..,d'_s) are equal and the classes of the p-primary components A_p and A'_p of A and A' generate the same group in the Brauer group of F. This result leads to a surprising dichotomy between upper motives of absolutely simple adjoint algebraic groups of inner type A_n

  1. Is it promoted or endorsed achievement goals and underlying reasons that predict students’ intrinsic motivation?

    OpenAIRE

    Karakaş, Özge N.

    2016-01-01

    Cataloged from PDF version of article. Thesis (M.S.): Bilkent University, The Program of Curriculum and Instruction, İhsan Doğramacı Bilkent University, 2016. Includes bibliographical references (leaves 55-60). The aim of this research was to investigate (a) the effects of mastery-approach (MAp) and performance-approach (PAp) goals induced in an autonomous or a controlling condition to students’ intrinsic motivation through an experiment (Study 1), and (b) the relation of an endorsed...

  2. PENGARUH PENDIDIKAN KEWIRAUSAHAAN DI LINGKUNGAN KELUARGA, PEMBELAJARAN KEWIRAUSAHAAN DI SEKOLAH, SERTA ACHIEVEMENT MOTIVE TERHADAP MINAT KEWIRAUSAHAAN SISWA SMA

    Directory of Open Access Journals (Sweden)

    Eny Eko Sulistyowati

    2016-11-01

    Full Text Available The study aims to determine the influence of family environment in entrepreneurship education, entrepreneurship learning in school, as well as the achievement motive against the interest of entrepreneurship of senior high school students throughout Malang. The study uses a quantitative approach. The study population was high school state students throughout Malang. The process of sampling using proportional random sampling technique, resulting in a sample of 347 high school students. Data were analyzed using analysis of quantitative description. The findings show that: (1 the family environment of entrepreneurship education in entrepreneurship affect the interest of students, (2 entrepreneurial learning in schools using learning media has an influence on students 'interest in entrepreneurship, (3 Achievement motive significant effect on students' interest in entrepreneurship. Based on the findings, it can be suggested (1 to the parents to continue to teach children as early as possible to have the properties of an entrepreneur as well as supporting the child when choosing to become entrepreneurs rather than being an employee, (2 to the school, is expected in perform entrepreneurial learning, can follow changes in the business world, using a variety of learning media and increase students' motivation to try to become entrepreneurs by using media appropriate learning in school. Penelitian ini bertujuan guna mengetahui pengaruh pendidikan kewirausahaan  di lingkungan keluarga, pembelajaran kewirausahaan di sekolah, serta achievement motive terhadap minat kewirausahaan siswa SMA Negeri se-Kabupaten Malang. Penelitian ini menggunakan pendekatan kuantitatif. Populasi penelitian adalah siswa Sekolah Menengah Atas Negeri se-Kabupaten Malang. Proses penarikan sampel menggunakan teknik proportional random sampling, sehingga menghasilkan sampel sejumlah 347 siswa SMA. Teknik analisis data menggunakan analisis deskripsi kuantitatif. Temuan penelitian

  3. Achievement motivation, competitiveness and sports performance in a team of sportsmen soccer players between 14 and 24 years old

    Directory of Open Access Journals (Sweden)

    Alejo García-Naveira

    2011-05-01

    Full Text Available In order to identify to what extent competitiveness trait is related to sport performance in soccer, and to what extent the age and sport category can influence these variables, a descriptive cross-sectional study has been developed. The variables age, sport category, sport performance, achievement motivation (Me, motivation to avoid the failure (Mef and competitiveness trait have been assessed in 151 men soccer players (between 14 and 24 y.o. of a Spanish sport club. The results indicated that the sport performance ascends with age. Consequently, a direct relationship between the sport category and the performance has been observed. Me, Mef and competitiveness trait have been associated with the performance and has varied based on the sport category. No correlation between Me, Mef, competitiveness and age of the sportsmen has been found

  4. Heterosexual Women's Anal Sex Attitudes and Motivations: A Focus Group Study.

    Science.gov (United States)

    McBride, Kimberly R

    2017-08-10

    Focus group methods were used to explore heterosexual women's receptive anal sex attitudes and motivations. Behaviors under investigation included penile-anal intercourse (PAI), manual-anal stimulation, oral-anal contact, and the use of sex toys. A total of 33 self-identified heterosexual women ages 18 to 30 recruited from two metropolitan areas in the Midwestern United States participated in one of six focus groups. The findings suggest that women viewed heterosexual anal sex as an emerging norm. Attitudes and motivations were complex and varied by behavior. Dominant themes included curiosity, pain, pleasure, and stigma. Relational factors, including acquiescence, coercion, and consent, were also salient among participants. Factors that influence anal sexual behaviors may not be entirely distinct from those that influence other sexual behaviors; however, factors that influence anal intercourse may be distinct from those that influence nonintercourse anal sex. Improved understanding will allow scientists to better understand the integration of anal sex behaviors into the broader sexual repertoire.

  5. Predicting Students' Academic Achievement: Contributions of Perceptions of Classroom Assessment Tasks and Motivated Learning Strategies

    Science.gov (United States)

    Alkharusi, Hussain

    2016-01-01

    Introduction: Students are daily exposed to a variety of assessment tasks in the classroom. It has long been recognized that students' perceptions of the assessment tasks may influence student academic achievement. The present study aimed at predicting academic achievement in mathematics from perceptions of the assessment tasks after controlling…

  6. Predicting Students' Academic Achievement: Contributions of Perceptions of Classroom Assessment Tasks and Motivated Learning Strategies

    Science.gov (United States)

    Alkharusi, Hussain

    2016-01-01

    Introduction: Students are daily exposed to a variety of assessment tasks in the classroom. It has long been recognized that students' perceptions of the assessment tasks may influence student academic achievement. The present study aimed at predicting academic achievement in mathematics from perceptions of the assessment tasks after controlling…

  7. Achievement Goals during Middle Childhood: Individual Differences in Motivation and Social Adjustment

    Science.gov (United States)

    Wilson, Travis M.; Zheng, Chanjin; Lemoine, Katherine A.; Martin, Caroline P.; Tang, Yue

    2016-01-01

    Person-centered analyses of achievement goals have been scarce in studies of elementary school children. In this investigation, the authors examined the natural combinations of achievement goals (mastery, performance-approach, performance-avoidance) among 3rd grade students (N = 195) and how clusters differed in self-, teacher-, and peer-reported…

  8. Achievement Goals, Motivation to Learn, and Mathematics Anxiety among Pre-Service Teachers

    Science.gov (United States)

    Vásquez-Colina, María D.; Gonzalez-DeHass, Alyssa R.; Furner, Joseph M.

    2014-01-01

    This paper reports findings of a pilot study examining the feasibility of a research design to investigate how achievement goals relate to the construct of math anxiety. In addition, we also consider how other important achievement-related behaviors, like self-efficacy, help-seeking, and self-regulation, might also relate to students' math…

  9. A 21st Century Navy Vision: Motivating Sailors to Achieve Maximum Warfighting Readiness

    Science.gov (United States)

    2001-06-01

    Alternate Deployment Schedule ...………………………………………….…… 137 27. Time to Deploy as a Function of Months Since Previous Deployment ….……... 138 28...fundamental human resource concepts. Social changes, however, have a big impact on the way employers motivate their workers. Rebecca Rimel , Executive...personal electrical safety program.171 Similar steps are being made towards reduced manning and generally, doing daily functions more efficiently. The

  10. Case study: Comparison of motivation for achieving higher performance between self-directed and manager-directed aerospace engineering teams

    Science.gov (United States)

    Erlick, Katherine

    "The stereotype of engineers is that they are not people oriented; the stereotype implies that engineers would not work well in teams---that their task emphasis is a solo venture and does not encourage social aspects of collaboration" (Miner & Beyerlein, 1999, p. 16). The problem is determining the best method of providing a motivating environment where design engineers may contribute within a team in order to achieve higher performance in the organization. Theoretically, self-directed work teams perform at higher levels. But, allowing a design engineer to contribute to the team while still maintaining his or her anonymity is the key to success. Therefore, a motivating environment must be established to encourage greater self-actualization in design engineers. The purpose of this study is to determine the favorable motivational environment for design engineers and describe the comparison between two aerospace design-engineering teams: one self-directed and the other manager directed. Following the comparison, this study identified whether self-direction or manager-direction provides the favorable motivational environment for operating as a team in pursuit of achieving higher performance. The methodology used in this research was the case study focusing on the team's levels of job satisfaction and potential for higher performance. The collection of data came from three sources, (a) surveys, (b) researcher observer journal and (c) collection of artifacts. The surveys provided information regarding personal behavior characteristics, potentiality for higher performance and motivational attributes. The researcher journal provided information regarding team dynamics, individual interaction, conflict and conflict resolution. The milestone for performance was based on the collection of artifacts from the two teams. The findings from this study illustrated that whether the team was manager-directed or self-directed does not appear to influence the needs and wants of the

  11. Integrating social networks and human social motives to achieve social influence at scale

    Science.gov (United States)

    Contractor, Noshir S.; DeChurch, Leslie A.

    2014-01-01

    The innovations of science often point to ideas and behaviors that must spread and take root in communities to have impact. Ideas, practices, and behaviors need to go from accepted truths on the part of a few scientists to commonplace beliefs and norms in the minds of the many. Moving from scientific discoveries to public good requires social influence. We introduce a structured influence process (SIP) framework to explain how social networks (i.e., the structure of social influence) and human social motives (i.e., the process of social influence wherein one person’s attitudes and behaviors affect another’s) are used collectively to enact social influence within a community. The SIP framework advances the science of scientific communication by positing social influence events that consider both the “who” and the “how” of social influence. This framework synthesizes core ideas from two bodies of research on social influence. The first is network research on social influence structures, which identifies who are the opinion leaders and who among their network of peers shapes their attitudes and behaviors. The second is research on social influence processes in psychology, which explores how human social motives such as the need for accuracy or the need for affiliation stimulate behavior change. We illustrate the practical implications of the SIP framework by applying it to the case of reducing neonatal mortality in India. PMID:25225373

  12. Effect of motivational group interviewing-based safety education on Workers' safety behaviors in glass manufacturing.

    Science.gov (United States)

    Navidian, Ali; Rostami, Zahra; Rozbehani, Nasrin

    2015-09-19

    Worker safety education using models that identify and reinforce factors affecting behavior is essential. The present study aimed to determine the effect of safety education based on motivational interviewing on awareness of, attitudes toward, and engagement in worker safety in the glass production industry in Hamedan, Iran, in 2014. This was a quasi-experimental interventional study including a total of 70 production line workers at glass production facilities in Hamedan. The workers were randomly assigned to either an intervention or a control group, with 35 workers in each group. Participants in the control group received four one-hour safety education sessions, in the form of traditional lectures. Those in the intervention group received four educational sessions based on motivational group interviewing, which were conducted in four groups of eight to ten participants each. The instruments used included a researcher-developed questionnaire with checklists addressing safety awareness, and attitude and performance, which were completed before and 12 weeks after the intervention. The data were analyzed using descriptive statistics, independent and paired t-tests, and chi-squared tests. Having obtained the differences in scores before and after the intervention, we determined mean changes in the scores of awareness, attitude, and use of personal protective equipment among workers who underwent motivational group interviewing (3.74 ± 2.16, 1.71 ± 3.16, and 3.2 ± 1.92, respectively, p safety education programs had the positive effect of enhancing workers' knowledge, attitude, and, particularly, implementation of safe behaviors. The application of this advisory approach is recommended to increase workplace safety and minimize occupational hazards in the work environment.

  13. Motivação para aprender: validação dum programa de estratégias para adolescentes com insucesso escolar/Learning motivation: validation of a motivation learning strategies program for adolescences with low achievement

    Directory of Open Access Journals (Sweden)

    Margarida Pocinho

    2009-10-01

    Full Text Available Este artigo apresenta a concepção e validação dum Programa de estratégias de motivação para a aprendizagem para adolescentes com insucesso escolar. Trata-se duma pesquisa quasi-experimental, com pré e pós-teste, grupos de controle (GC e experimental (GE, na faixa etária dos 14-15 anos a frequentar o 9º ano de escolaridade. Avaliou-se o efeito do programa na auto-estima, atribuições causais de sucesso, hábitos de estudo, rendimento escolar e opiniões dos professores. O programa inclui também perfis de interesses profissionais dos alunos. Inclui ainda perfis dos professores que melhor podem motivar os alunos para aprender, tendo em conta as variáveis acima descritas. O GE (n=110 melhorou significativamente comparativamente ao GC (n=99 indicando que o Programa traz benefícios em termos de motivação para aprender escolares e, consequentemente, benefícios em termos de sucesso académico e pessoal, nomeadamente, aos estudantes portugueses com insucesso escolar. This article presents a motivation learning strategies program for promoting the academic success of adolescents with low achievement. This is a quasi-experimental research, with pre and post-test, and with an experimental group (n=110 and control group (n=99 carried out with 9th grade, 14-15 years old students. The program effects were evaluated on self-esteem, study methods, causal attributions, school achievement and opinion of the teachers. This Program also includes adolescent’s vocational interests and teacher profiles to motivate students to learn better. The EG improved significantly when compared to the CG indicating that the Program can bring benefits for learning motivation and, consequently, for academic and personal success of Portuguese students facing academic insuccess.

  14. Student's social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement

    Science.gov (United States)

    Ellwood, Robin; Abrams, Eleanor

    2017-02-01

    This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes. This qualitative case study consisted of two cases, Off-Campus and On-Campus, and used ethnographic techniques of participant observation. Research participants included eight eighth grade girls, aged 13-14 years old. Data sources included formal and informal participant interviews, participant journal reflections, curriculum artifacts including quizzes, worksheets, and student-generated research posters, digital video and audio recordings, photographs, and researcher field notes. Data were transcribed verbatim and coded, then collapsed into emergent themes using NVIVO 9. The results of this research illustrate how setting conditions that promote focused concentration and communicative interactions can be positively related to student motivation and achievement outcomes in inquiry-based science. Participants in the Off-Campus case experienced more frequent states of focused concentration and out performed their peers in the On-Campus case on 46 % of classroom assignments. Off-Campus participants also designed and implemented a more cognitively complex research project, provided more in-depth analyses of their research results, and expanded their perceptions of what it means to act like a scientist to a greater extent than participants in the On-Campus case. These results can be understood in relation to Flow Theory. Student interactions that promoted the criteria necessary for initiating flow, which included having clearly defined goals, receiving immediate feedback, and maintaining a balance between challenges and skills, fostered enhanced student motivation and achievement outcomes. Implications for science teaching and future research include shifting the current focus in inquiry-based science from a continuum that progresses from teacher-directed to open inquiry experiences to a

  15. Little-known truths, quirky anecdotes, seething scandals, and even some science in the history of (primarily achievement) motivation.

    Science.gov (United States)

    Weiner, Bernard

    2013-08-01

    This article presents a history of the study of motivation from approximately 1900-1975, focusing on achievement strivings and containing little-known and often surprising facts about the main contributors to this field. Four theorists are highlighted: David McClelland, Kurt Lewin, John Atkinson, and Fritz Heider, each associated with a different theoretical approach (respectively and in order of historical emergence: trait, Gestalt, expectancy/value, and attribution theory). A fifth conception, drive theory, is also represented. In addition, a number of individuals who influenced these theorists and others who followed them are discussed. The article emphasizes the interrelations between the theorists and the interaction between personal and scientific life.

  16. Learning Mathematics with Technology: The Influence of Virtual Manipulatives on Different Achievement Groups

    Science.gov (United States)

    Moyer-Packenham, Patricia; Suh, Jennifer

    2012-01-01

    This study examined the influence of virtual manipulatives on different achievement groups during a teaching experiment in four fifth-grade classrooms. During a two-week unit focusing on two rational number concepts (fraction equivalence and fraction addition with unlike denominators) one low achieving, two average achieving, and one high…

  17. Relationships among student attitudes, motivation, learning styles, learning strategies, patterns of learning, and achievement: A formative evaluation of distance education via Web-based courses

    Science.gov (United States)

    Shih, Ching-Chun

    The World Wide Web (WWW) is the latest in a long line of educational technologies, and the list of courses on it is growing daily. Formative evaluations would help educators enhance teaching and learning in Web-based courses. This study analyzed the relationships between student achievement and the following variables: attitudes, motivation, learning strategies, patterns of learning, learning styles, and selected demographics. It was a population study that included 99 students taking two non-major introductory biology courses offered over the WWW by Iowa State University in the fall of 1997. Seventy-four (75%) students completed a learning style test, an on-line questionnaire, and received a grade by the end of the semester. The learning style test was the Group Embedded Figures Test (GEFT), which classified students as either field-dependent or field-independent. The on-line questionnaire consisted of four scales (attitude, motivation, learning strategies, and patterns of learning), whose pilot-test reliabilities ranged from .71 to .91. The selected demographic variables were gender, class level, previous experience in subject area, hours per week studying and working, computer access, and types of students as off-campus, on-campus, or adult students. Over two-thirds of the students taking the Web-based courses were field-independent learners; however, there were no significant differences (.05 level) in achievement by learning style. Also, different backgrounds of students with different learning styles learned equally well in Web-based courses. The students enjoyed the convenience and self-controlled learning pace and were motivated by competition and high expectations in Web-based learning. They used most the learning strategies of finding important ideas from lectures and memorizing key words of important concepts and least the learning strategy of making charts or tables to organize the material. They seemed more interested in checking their grades than in

  18. The Effects of Achievement Goal Orientation on Middle School Students' Achievement Motivation%成就目标定向对中学生成就动机的影响

    Institute of Scientific and Technical Information of China (English)

    沈丽丽

    2009-01-01

    The theory of achievement goal is one of the most important motivation theories, and it gradually becomes a hot research issue in motivation field. In recent years, the studies about the effects which achievement goal has on achievement motivation gradually become prolific, and these studies have important revelation in education area. All of these three effects: whether the students have defined their achievement goal, the type of their achievement goal and the evaluation middle school students have on their achievement goal will have important influences on their achievement motivation. The revelation achievement goal theory has in education area mainly means that the teacher should help the student to set individual achievement goals, and this will stimulate middle schools student's achievement motivation more effectively.%中学生成就目标的确立与否、确立的成就目标的类型以及对所设定目标的评价性反应这三个因素都会对中学生的成就动机产生影响.成就目标定向对教育的启示,主要表现为教师应该帮助学生设定个性化的成就目标,以更好地激发中学生的成就动机.

  19. Working memory moderates the effect of the integrative process of implicit and explicit autonomous motivation on academic achievement.

    Science.gov (United States)

    Gareau, Alexandre; Gaudreau, Patrick

    2017-03-10

    In previous research, autonomous motivation (AM) has been found to be associated with school achievement, but the relation has been largely heterogeneous across studies. AM has typically been assessed with explicit measures such as self-report questionnaires. Recent self-determination theory (SDT) research has suggested that converging implicit and explicit measures can be taken to characterize the integrative process in SDT. Drawing from dual-process theories, we contended that explicit AM is likely to promote school achievement when it is part of an integrated cognitive system that combines easily accessible mental representations (i.e., implicit AM) and efficient executive functioning. A sample of 272 university students completed a questionnaire and a lexical decision task to assess their explicit and implicit AM, respectively, and they also completed working memory capacity measures. Grades were obtained at the end of the semester to examine the short-term prospective effect of implicit and explicit AM, working memory, and their interaction. Results of moderation analyses have provided support for a synergistic interaction in which the association between explicit AM and academic achievement was positive and significant only for individuals with high level of implicit AM. Moreover, working memory was moderating the synergistic effect of explicit and implicit AM. Explicit AM was positively associated with academic achievement for students with average-to-high levels of working memory capacity, but only if their motivation operated synergistically with high implicit AM. The integrative process thus seems to hold better proprieties for achievement than the sole effect of explicit AM. Implications for SDT are outlined.

  20. Chemistry to music: Discovering how Music-based Teaching affects academic achievement and student motivation in an 8th grade science class

    Science.gov (United States)

    McCammon, William Gavin Lodge, Jr.

    Teachers should have access to new and innovative tools in order to engage and motivate their students in the classroom. This is especially important as many students view school as an antiquated and dull environment - which they must seemingly suffer through to advance. School need not be a dreaded environment. The use of music as a tool for learning can be employed by any teacher to create an engaging and exciting atmosphere where students actively participate and learn to value their classroom experience. Through this study, a product and process was developed that is now available for any 8th grade science teacher interested in using music to enhance their content. In this study 8th grade students (n=41) in a public school classroom actively interacted with modern songs created to enhance the teaching of chemistry. Data were collected and analyzed in order to determine the effects that the music treatment had on student achievement and motivation, compared to a control group (n=35). Current literature provides a foundation for the benefits for music listening and training, but academic research in the area of using music as a tool for teaching content was noticeably absent. This study identifies a new area of research called "Music-based Teaching" which results in increases in motivation for 8th grade students learning chemistry. The unintended results of the study are additionally significant as the teacher conducting the treatment experienced newfound enthusiasm, passion, and excitement for her profession.

  1. 学习动机与测试成绩分析%Different Motivations and Test Achievements

    Institute of Scientific and Technical Information of China (English)

    张彩红

    2003-01-01

    The relationship between motivation and achievement is dealed with. The English majors students who learn Japanese as their second foreign language are the subjects of the paper. The author compares their motivations of learning Japanese with their learning results and analyzes them through considerable materials and examination data in an effort to show that the proper and active motivation is very important to learn Japanese or other languages.%本文主要分析了学习动机与学习成绩之间的关系. 选择日语为第二外语的本系英语专业学生是本文的受试对象, 作者通过大量的材料及考试成绩记录对他们学习日语的动机和学习成绩进行了比较和分析, 试图证明适当的、积极的学习动机对学习日语或其它语言都是非常重要的.

  2. Ability Grouping and Student Achievement in Elementary Schools: A Best-Evidence Synthesis.

    Science.gov (United States)

    Slavin, Robert E.

    1987-01-01

    Review of research of between-class and within-class ability grouping on the achievement of elementary students. Ability grouping appears most effective for specific subjects with students remaining in heterogeneous classes most of the day. Cross-grade assignment for selected subjects can increase achievement. (SLD)

  3. The Effectiveness of Group Motivational Interviewing Sessions on Enhancing of Addicted Women’s Self-Esteem and Self Efficacy

    Directory of Open Access Journals (Sweden)

    Samireh Dehghani F

    2013-07-01

    Full Text Available Objective: The aim of present research was to study of the effectiveness of motivational interviewing on enhancing of self-esteem and self-efficacy in addicted women who were under therapy. Method: The research method was semi experimental research design namely: pretest-posttest with witness group. The population consisted of all addicted women who were referred to Ayandeh Roshan recovery addiction camp of Isfahan city during summer in 1391. By available sampling, 30 women selected and divided randomly to two experimental and witness groups (N= 15, per group. Experimental group received eight sessions of 90 minutes based on group counseling sessions following motivational interviewing style. For gathering data, Cooper Smith’s self-esteem and general self-efficacy questionnaires administered among two groups. Results: The results indicated the effectiveness of motivational interviewing. Conclusion: It can be concluded that motivational interviewing has had enhancing effect on self-esteem and self-efficacy among experimental group.

  4. Using Learner Controlled Progress-Based Rewards to Promote Motivation and Achievement of At-Risk Students in Managed Online Learning Environments

    Science.gov (United States)

    Cunningham, Carlton A.

    2011-01-01

    Technology enhancements of the past two decades have not successfully overcome the problem of low motivation in Kindergarten through Grade 12 (K-12). Motivation and math achievement have been identified as major factors contributing to the high school dropout problem (30-50% in traditional/online programs). The impact of extrinsic rewards on…

  5. The role of individualist and collectivist orientations on self-determined motivation: integrating self-determination theory and group processes

    OpenAIRE

    Rentzelas, Panagiotis

    2009-01-01

    The main aim of this thesis was to examine the role of individualism and collectivism as situational group norms on intrinsic motivation. A further aim was to examine the effect of individual differences in individualist and collectivist orientations on the effect of autonomous motivation on intention and behaviour. This research integrated the concept of self-determined and intrinsic motivation as postulated in Self-Determination Theory (Deci & Ryan, 1985a, 2000,2002), individualism and coll...

  6. A Comparison of Written Chinese Achievement among Heritage Learners in Homogeneous and Heterogeneous Groups.

    Science.gov (United States)

    Shen, Helen H.

    2003-01-01

    Examines effects of grouping practice on written Chinese achievement among heritage learners in college Chinese classes. Subjects were two groups of heritage students, a homogeneous group and a heterogeneous group. Results suggest in college level Chinese language classes, tracking based on linguistic background can improve heritage students'…

  7. Developing Intrinsic Motivation: Student Perceived Autonomy, Relatedness and Competence and the Relationship to Achievement

    Science.gov (United States)

    Heck, DeAnn M.

    2013-01-01

    This mixed methods action study examines the relationship of students' three psychological needs of autonomy, relatedness and competence as presented in the Self-Determination Theory (Deci & Ryan, 1985) to the level of achievement of high school seniors at Litchfield High School. In the quantitative phase of the study, the quantitative…

  8. Learning Motivation Mediates Gene-by-Socioeconomic Status Interaction on Mathematics Achievement in Early Childhood

    Science.gov (United States)

    Tucker-Drob, Elliot M.; Harden, K. Paige

    2012-01-01

    There is accumulating evidence that genetic influences on achievement are more pronounced among children living in higher socioeconomic status homes, and that these gene-by-environment interactions occur prior to children's entry into formal schooling. We hypothesized that one pathway through which socioeconomic status promotes genetic influences…

  9. Mathematically Gifted Students and High Achievement: The Role of Motivation and Classroom Structure

    Science.gov (United States)

    Lüftenegger, Marko; Kollmayer, Marlene; Bergsmann, Evelyn; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara

    2015-01-01

    One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don't. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current…

  10. Modeling Student Test-Taking Motivation in the Context of an Adaptive Achievement Test

    Science.gov (United States)

    Wise, Steven L.; Kingsbury, G. Gage

    2016-01-01

    This study examined the utility of response time-based analyses in understanding the behavior of unmotivated test takers. For the data from an adaptive achievement test, patterns of observed rapid-guessing behavior and item response accuracy were compared to the behavior expected under several types of models that have been proposed to represent…

  11. The Impact of New York's School Libraries on Student Achievement and Motivation: Phase I

    Science.gov (United States)

    Small, Ruth V.; Snyder, Jaime; Parker, Katie

    2009-01-01

    In recent years, a number of statewide research studies have been conducted to determine the impact of school library media centers and their school library media specialists (SLMSs) on student achievement. Research studies in eighteen states have clearly established the relationship between well-staffed, well-funded school libraries on student…

  12. Study Procrastination, Achievement, and Academic Motivation in Web-Based and Blended Distance Learning

    Science.gov (United States)

    Romano, Jeanine; Wallace, Tary L.; Helmick, Ina J.; Carey, Lou M.; Adkins, Lisa

    2005-01-01

    Growth in distance education is increasing the need to examine students' learning strategies in distance and blended learning environments. Students' cramming or spaced-review behaviors were measured and compared across delivery formats as well as examined related to course achievement and attitudes across a term. Although theory would predict…

  13. Achievement Motivation: Conceptions of Ability, Subjective Experience, Task Choice, and Performance.

    Science.gov (United States)

    Nicholls, John G.

    1984-01-01

    Achievement behavior is defined as behavior directed at demonstrating high ability. Ability is conceived as relative to one's own past performance, or relative to that of others. Conditions under which these conceptions of ability function as individual's goals and the nature of subjective experience in each case are specified. (Author/BW)

  14. On Money and Motivation: A Quasi-Experimental Analysis of Financial Incentives for College Achievement

    Science.gov (United States)

    Scott-Clayton, Judith

    2011-01-01

    Programs linking college aid to academic achievement could work either by lowering the cost of college or by inducing additional student effort. I examine the PROMISE program in West Virginia, which offers free tuition to students who maintain a minimum GPA and course load. Using administrative data, I exploit discontinuities in the eligibility…

  15. Testing Multiple Goals Theory in an Asian Context: Filipino University Students' Motivation and Academic Achievement

    Science.gov (United States)

    Dela Rosa, Elmer D.; Bernardo, Allan B. I.

    2013-01-01

    Achievement goals research has focused on the importance of mastery relative to performance goals, but the multiple goals perspective asserts that performance goals also lead to positive outcomes and that learners adopt multiple goals in adaptive ways. However, this multiple-goals perspective has not been extensively studied in Asian students. The…

  16. The effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course

    Science.gov (United States)

    Dixon, Keshia L.

    This study investigated the effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course. In this quantitative study, the sample population was comprised of North Star High School 12th grade students enrolled in human anatomy and physiology. A quasi-experimental, pretest-posttest non-equivalent group design was conducted. After receipt of Liberty University Institutional Review Board approval and the school district's Department of Research and Evaluation for School Improvement, students completed a pretest comprised of the Science Motivation Questionnaire II (SMQ-II) and the Human Anatomy and Physiology Unit Test. Participants in the experimental group engaged in the treatment, the flipped classroom, using instructional materials on the educational website, Edmodo(TM), and applied content material taught using hands-on activities inclusive of assigned laboratory experiments. Participants in the control group received instruction using traditional face-to-face lecture-homework format while also engaging in assigned laboratory experiments. After the completion of the treatment all participants completed a posttest. Data from both the pretest and posttest was statistically analyzed individually using two separate one-way ANOVA/ANCOVA analyses; and researcher reported the results of the statistical analyses. After completion of the analyses, and interpretation of the results, recommendations for future research were given.

  17. CLEAR INDICATORS AND POINTERS FOR MEASUREMENTS OF THE ACHIEVMENTS IN THE STATE SERVICE BASIS FOR MOTIVATED ADMINISTRATION

    Directory of Open Access Journals (Sweden)

    Jadranka Denkova

    2013-07-01

    Full Text Available With ambiguous authorizations and responsibilities there are no precise and measurable pointers for the efficiency and effectiveness of the public administration. The authorizations and responsibilities of the administration are measureable if there isprecise information supported with measurable indicators. The final result of such setting will influence the motivation of the public administration that is to say, increasing of its effectiveness and efficiency. The aim of this paper is to analyze the states regarding the measuring and the evaluation of the work of the civil servants, the procedures for evaluation and if there are clear indicators though which the achievements of the workers can be measured and their influence to the motivation of the employees in public sector. The main direction in the process of reformation of the administration in Macedonia is creation of professional depoliticized, effective and efficiently civil oriented administration in accordance to theprinciple parliament democracy and responsibility.Suchdetermination means strengthening of the principle of the law ruling and working according to the law. Beside that it is necessary to strengthen the formal rules and the formal working and management to press the informal public and administrative section, culture and habits, then establishment of more flexible type of management in public administration oriented to results and aims, larger autonomy as larger responsibility in order to increase the effectiveness and the efficiency of the public administration. The significant basis for achievements of these aims is the establishment of public authorizations and responsibilities and precise indicators for measurement of the work that will influence to effectiveness and motivation of the state administration.

  18. Metacognitive, affective-motivational processes in self-regulated learning and students' achievement in native language

    Directory of Open Access Journals (Sweden)

    Cirila Peklaj

    2001-09-01

    Full Text Available Recent theoretical and empirical research has focused on metacognitive and affective processes in learning and performance in diverse domains of inquiry. The purpose of the study was to examine the relationship between these processes and achievement in native language (Slovene. 369 pupils in fifth grade of primary school participated in the study. A 41-item questionnaire was constructed to measure pupils' metacognitive and affective processes in learning native language. Factor analysis of the items revealed four different factors that accounted for 38.4% of the explained variance: two metacognitive (strategies of learning and solving tasks in Slovenian, searching for meaning and understanding in Slovenian and two affective (experiencing fear of Slovenian, feelings of success and interest in Slovenian. Further analysis showed negative correlations between achievement and these factors: searching for meaning and understanding in Slovenian, experiencing fear of Slovenian. Positive correlation was found between achievement and the factor feelings of success and interest in Slovenian. In conclusion, implications for educational practice are discussed.

  19. Is psychological membership in the classroom a function of standing out while fitting in? Implications for achievement motivation and emotions.

    Science.gov (United States)

    Gray, DeLeon L

    2017-04-01

    Education researchers have consistently linked students' perceptions of "fitting in" at school with patterns of motivation and positive emotions. This study proposes that "standing out" is also helpful for producing these outcomes, and that standing out works in concert with perceptions of fitting in. In a sample of 702 high school students nested within 33 classrooms, principal components analysis and confirmatory factor analysis were each conducted on half of the sample. Results support the proposed structure of measures of standing out and fitting in. Multilevel latent profile analysis was then used to classify students into four profiles of standing out while fitting in (SOFI): Unfulfilled, Somewhat Fulfilled, Nearly Fulfilled, and Fulfilled. A multinomial logistic regression revealed that students of color and those on who paid free/reduced prices lunch were overrepresented in the Unfulfilled and Somewhat Fulfilled profiles. A multilevel path analysis was then performed to assess the direct and indirect associations of profile membership with measures of task value and achievement emotions. Relative to the other profiles, students in the Fulfilled SOFI Profile express greater psychological membership in their classrooms and, in turn, express higher valuing of academic material (i.e., intrinsic value, utility value, and attainment value) and more positive achievement emotions (i.e., more enjoyment and pride; less boredom, hopelessness, and shame). This investigation provides critical insights on the potential benefits of structuring academic learning environments to foster feelings of distinctiveness among adolescents; and has implications for cultivating identities and achievement motivation in academic settings. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  20. The Achieving Success Everyday Group Counseling Model: Fostering Resiliency in Middle School Students

    Science.gov (United States)

    Rose, Joy; Steen, Sam

    2015-01-01

    This article discusses a group counseling intervention used to develop and foster resiliency in middle school students by implementing the Achieving Success Everyday (ASE) group counseling model. The authors aimed to discover what impact this group counseling intervention, which focused on resiliency characteristics, would have on students'…

  1. The Effects of Individual Versus Cooperative Testing in a Flipped Classroom on the Academic Achievement, Motivation Toward Science, and Study Time for 9th Grade Biology Students

    Science.gov (United States)

    McCall, Megan O'Neill

    This study examined the effects of cooperative testing versus traditional or individual testing and the impacts on academic achievement, motivation toward science, and study time for 9th grade biology students. Research questions centered on weekly quizzes given in a flipped classroom format for a period of 13 weeks. The study used a mixed methods research design, which combined quantitative and qualitative data collection techniques. The study examined 66 students enrolled in three sections of a 9 th grade biology course at a private K-12 school. Students were randomly assigned to groups of three or four students. Weekly quizzes on regularly assigned curriculum material were provided from the flipped classroom videos. Six quizzes were randomly selected for each class to be in the cooperative testing format and six quizzes were randomly selected to be given individually or traditional-style testing format. Week 7 was reserved for administration of the mid-study questionnaire and no quiz was administered. Quantitative data collected included student grades on the 12 weekly quizzes. Qualitative data were also collected from pre-study, mid-study, and post-study questionnaires as well as semi-structured individual interviews and one focus group. Cooperative testing groups scored higher on the quizzes than when students took quizzes as individuals for five of the nine quizzes analyzed. Students did not score significantly higher than the best scorer in groups taking quizzes individually. For one quiz, the best scorer did better than the cooperative groups. Overall, cooperatively tested groups in some cases scored higher than the average of groups taking the quizzes individually, but the impact was not consistent across all quiz weeks. Difficulty level of the material, contextual factors, and ceiling effects are among potential explanations of the inconsistent outcomes. Across the study, motivation toward science stayed the same or increased depending on the aspect of

  2. Female peers in small work groups enhance women's motivation, verbal participation, and career aspirations in engineering.

    Science.gov (United States)

    Dasgupta, Nilanjana; Scircle, Melissa McManus; Hunsinger, Matthew

    2015-04-21

    For years, public discourse in science education, technology, and policy-making has focused on the "leaky pipeline" problem: the observation that fewer women than men enter science, technology, engineering, and mathematics fields and more women than men leave. Less attention has focused on experimentally testing solutions to this problem. We report an experiment investigating one solution: we created "microenvironments" (small groups) in engineering with varying proportions of women to identify which environment increases motivation and participation, and whether outcomes depend on students' academic stage. Female engineering students were randomly assigned to one of three engineering groups of varying sex composition: 75% women, 50% women, or 25% women. For first-years, group composition had a large effect: women in female-majority and sex-parity groups felt less anxious than women in female-minority groups. However, among advanced students, sex composition had no effect on anxiety. Importantly, group composition significantly affected verbal participation, regardless of women's academic seniority: women participated more in female-majority groups than sex-parity or female-minority groups. Additionally, when assigned to female-minority groups, women who harbored implicit masculine stereotypes about engineering reported less confidence and engineering career aspirations. However, in sex-parity and female-majority groups, confidence and career aspirations remained high regardless of implicit stereotypes. These data suggest that creating small groups with high proportions of women in otherwise male-dominated fields is one way to keep women engaged and aspiring toward engineering careers. Although sex parity works sometimes, it is insufficient to boost women's verbal participation in group work, which often affects learning and mastery.

  3. Female peers in small work groups enhance women's motivation, verbal participation, and career aspirations in engineering

    Science.gov (United States)

    Dasgupta, Nilanjana; Scircle, Melissa McManus; Hunsinger, Matthew

    2015-01-01

    For years, public discourse in science education, technology, and policy-making has focused on the “leaky pipeline” problem: the observation that fewer women than men enter science, technology, engineering, and mathematics fields and more women than men leave. Less attention has focused on experimentally testing solutions to this problem. We report an experiment investigating one solution: we created “microenvironments” (small groups) in engineering with varying proportions of women to identify which environment increases motivation and participation, and whether outcomes depend on students’ academic stage. Female engineering students were randomly assigned to one of three engineering groups of varying sex composition: 75% women, 50% women, or 25% women. For first-years, group composition had a large effect: women in female-majority and sex-parity groups felt less anxious than women in female-minority groups. However, among advanced students, sex composition had no effect on anxiety. Importantly, group composition significantly affected verbal participation, regardless of women’s academic seniority: women participated more in female-majority groups than sex-parity or female-minority groups. Additionally, when assigned to female-minority groups, women who harbored implicit masculine stereotypes about engineering reported less confidence and engineering career aspirations. However, in sex-parity and female-majority groups, confidence and career aspirations remained high regardless of implicit stereotypes. These data suggest that creating small groups with high proportions of women in otherwise male-dominated fields is one way to keep women engaged and aspiring toward engineering careers. Although sex parity works sometimes, it is insufficient to boost women’s verbal participation in group work, which often affects learning and mastery. PMID:25848061

  4. Effects of a Structured Group Intervention on the Achievement of Academically At-Risk Undergraduates.

    Science.gov (United States)

    Coleman, Hardin L. K.; Freedman, Albert M.

    1996-01-01

    Examines the effects of a multi-component, structured group intervention on the academic achievement of 78 male and 71 female students on academic probation. Students participating in the intervention were removed from probation status at significantly higher rates and achieved significantly higher grade point averages and credit completion ratios…

  5. Achievement goals in the classroom and their possible influence on motivational patterns for chemistry learning in two Brazilian high schools

    Directory of Open Access Journals (Sweden)

    Denilson Mendes de Oliveira

    2017-07-01

    Full Text Available Classroom structures constitute motivational aspects to learn, which can be easily manipulated by teachers during mediation of scientific knowledge to ensure students’ engagement. Organization of learning activities, evaluation and autonomy are some examples of such structures. Two types of goals may be developed in classrooms due to different instructional strategies: performance goals and mastery goals. This work’s objectives were to compare instructional strategies of two high school chemistry teachers (Teacher A and Teacher B from two public schools located in Viçosa (Brazil and infer possible motivational patterns found among students. The comparison was based on the achievement goal theory and organized within the three classroom structures. Data were gathered through field notes from participant observation in two Chemistry classes and semi-structured interviews with both of the teachers. It was verified that Teacher A utilized strategies aligned with mastery goals, while Teacher B utilized instructional strategies that were consistent with the two types of goals. It is concluded that this can influence student engagement during Chemistry classes, considering that teachers have an important role in the orchestration of classroom structures, articulating instructional strategies that favor learning and mediation of the scientific knowledge.

  6. Cross-domain generality of achievement motivation across sport and the classroom: the case of Spanish adolescents.

    Science.gov (United States)

    Castillo, Isabel; Duda, Joan L; Balaguer, Isabel; Tomás, Inés

    2009-01-01

    Drawing from contemporary social cognitive theories of achievement motivation, the relationship of personal theories of achievement (ego and task theory) with perceived ability and reported satisfaction with school and sport was examined. The cross-domain generality of these relationships in these contexts, in the case of a representative sample of adolescents between 11 and 15 years of age (N = 967, M age = 13.5, SD = 1.80; 492 girls and 475 boys) from the Valencian Community (Spain) also was examined. According to previous research in the United States (Duda & Nicholls, 1992), the findings of this study indicate a cross-domain consistency with regard to how adolescents tend to define success and their views of how achievement activities operate across sport and the classroom. However, little cross-domain generality was found for perceptions of ability and reported satisfaction. In the sport and classroom domains, a task theory was related to greater satisfaction, while an ego theory was related to greater reported boredom and low interest in the activity.

  7. Sport-related achievement motivation and alcohol outcomes: an athlete-specific risk factor among intercollegiate athletes.

    Science.gov (United States)

    Weaver, Cameron C; Martens, Matthew P; Cadigan, Jennifer M; Takamatsu, Stephanie K; Treloar, Hayley R; Pedersen, Eric R

    2013-12-01

    Intercollegiate athletes report greater alcohol consumption and more alcohol-related problems than their non-athlete peers. Although college athletes share many of the same problems faced by non-athletes, there are some consequences that are unique to athletes. Studies have demonstrated that alcohol negatively affects athletic performance including increased dehydration, impeded muscle recovery, and increased risk for injury. Beyond risk factors for alcohol misuse that may affect college students in general, research has begun to examine risk factors that are unique to collegiate athletes. For example, research has found that off-season status, the leadership role, and athlete-specific drinking motives are associated with increased alcohol use. Given these findings, it is possible that other athlete-specific variables influence alcohol misuse. One such variable may be sport achievement orientation. The purpose of the current study was to examine the relationship between sport achievement orientation and alcohol outcomes. Given previous research regarding seasonal status and gender, these variables were examined as moderators. Varsity athletes (n=263) completed the Sport Orientation Questionnaire, which assesses sport-related achievement orientation on three scales (Competitiveness, Win Orientation, and Goal Orientation). In addition, participants completed measures of alcohol use and alcohol-related problems. Results indicated that Competitiveness, Win Orientation, and Goal Orientation were all significantly associated with alcohol use, but not alcohol-related problems. Moreover, these relationships were moderated by seasonal status and gender. These interactions, clinical implications, and limitations are discussed.

  8. Developing a Group Motivational Interviewing Intervention for Adolescents At-Risk for Developing an Alcohol or Drug use Disorder

    OpenAIRE

    D’Amico, Elizabeth J.; Osilla, Karen Chan; Hunter, Sarah B.

    2010-01-01

    This study examined how teens who had committed a first-time alcohol or other drug (AOD) offense responded to a motivational interviewing (MI) group intervention. Participants were 101 first-time AOD adolescent offenders (M=15.88; 63% male, 54% Hispanic). We developed and tested a six-session curriculum called Free Talk and solicited feedback from different teens after each session. Groups were recorded and transcribed. Feedback was categorized using the Motivational Interviewing Treatment In...

  9. Perfiles motivacionales del alumnado de educacion secundaria y rendimiento academico/Motivational profiles of secondary education students and academic achievement

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    Alfonso Barca Lozano

    2009-10-01

    Full Text Available En este artículo se señalan las principales variables y perfiles motivacionales que describen al alumnado de educación secundaria en Galicia (España. Para ello partimos de dos criterios básicos: por una parte, se analiza la percepción de los alumnos sobre las relaciones familiares padres/hijos en cuanto a la valoración que hacen los padres de la capacidad y del trabajo escolar de los hijos y, por otra parte, se busca obtener esa misma percepción del alumnado a partir de la valoración de su propio rendimiento académico alto y bajo. Finalmente, se pretende establecer una línea secuencial, por orden de prioridad, de aquellos indicadores motivacionales que tienen una mayor capacidad descriptiva del alumnado y poseen un efecto significativo sobre el rendimiento y aprendizaje del alumnado de educación secundaria. In this study, the main motivational variables and profiles which describe Galician (Spain Secondary School pupils are shown. In order to do so, we start from two basic criteria: on one hand, the way in which these pupils perceive the parent-children relationship with regard to how parents value their children’s capacity and their school work is analysed, and on the other hand, starting from the way in which pupils value their own high or low academic achievement, we aim to obtain the same perception as above on the part of the pupils. Finally, the aim is to establish a sequential line, by order of priority, of those motivational indicators which best describe the pupils and which have a significant effect on Secondary School pupil’s achievement and learning.

  10. Socio-motivational moderators – Two sides of the same coin?Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students

    Directory of Open Access Journals (Sweden)

    Frances eHoferichter

    2015-10-01

    Full Text Available The current cross-national study investigates the potential buffering role of socio-motivational relationships for the association of achievement drive and test anxiety in secondary school students from Canada and Germany. One thousand eighty-eight students (54% girls, Mage = 13.71, SD = .53, age span 12–15 years from the state of Brandenburg and 389 students from Quebéc (55.9% girls, Mage = 13.43, SD = .82, age span 12–16 years were asked about their socio-motivational relationships with their teachers and peers, their drive for achievement, and test anxiety. Multigroup latent moderated structural equations (MGLMS were conducted to test for the moderator role of socio-motivational relationships that would buffer feelings of test anxiety related to the drive for achievement. The analyses revealed the two-sided role socio-motivational relationships can have for students with different levels of achievement drive; intensifying or mitigating feelings of test anxiety. Thereby, the results of this study extend the buffering hypothesis by Cohen and Wills (1985. Cross-national differences between Canada and Germany were found concerning the studied moderators on the association of achievement drive and test anxiety: While for German students teacher-student relationships acted as moderator, for Canadian students student-student relationships and teachers acting as positive motivators displayed a moderator role.

  11. Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics

    Science.gov (United States)

    Gambari, Amosa Isiaka; Yusuf, Mudasiru Olalere; Thomas, David Akpa

    2015-01-01

    This study examined the effectiveness of computer-assisted instruction on Student Team Achievement Division (STAD) and Learning Together (LT) cooperative learning strategies on Nigerian secondary students' achievement and motivation in physics. The effectiveness of computer assisted instructional package (CAI) for teaching physics concepts in…

  12. Task- and Self-Related Pathways to Deep Learning: The Mediating Role of Achievement Goals, Classroom Attentiveness, and Group Participation

    Science.gov (United States)

    Lau, Shun; Liem, Arief Darmanegara; Nie, Youyan

    2008-01-01

    Background: The expectancy-value and achievement goal theories are arguably the two most dominant theories of achievement motivation in the contemporary literature. However, very few studies have examined how the constructs derived from both theories are related to deep learning. Moreover, although there is evidence demonstrating the links between…

  13. Task- and Self-Related Pathways to Deep Learning: The Mediating Role of Achievement Goals, Classroom Attentiveness, and Group Participation

    Science.gov (United States)

    Lau, Shun; Liem, Arief Darmanegara; Nie, Youyan

    2008-01-01

    Background: The expectancy-value and achievement goal theories are arguably the two most dominant theories of achievement motivation in the contemporary literature. However, very few studies have examined how the constructs derived from both theories are related to deep learning. Moreover, although there is evidence demonstrating the links between…

  14. Older adolescents' motivations for social network site use: the influence of gender, group identity, and collective self-esteem.

    Science.gov (United States)

    Barker, Valerie

    2009-04-01

    This study assessed motives for social network site (SNS) use, group belonging, collective self-esteem, and gender effects among older adolescents. Communication with peer group members was the most important motivation for SNS use. Participants high in positive collective self-esteem were strongly motivated to communicate with peer group via SNS. Females were more likely to report high positive collective self-esteem, greater overall use, and SNS use to communicate with peers. Females also posted higher means for group-in-self, passing time, and entertainment. Negative collective self-esteem correlated with social compensation, suggesting that those who felt negatively about their social group used SNS as an alternative to communicating with other group members. Males were more likely than females to report negative collective self-esteem and SNS use for social compensation and social identity gratifications.

  15. Effects of Ability Grouping on Math Achievement of Third Grade Students

    Science.gov (United States)

    Thomas, Emily; Feng, Jay

    2014-01-01

    The purpose of this study was to examine the effects of heterogeneous and homogeneous grouping on the mathematical achievement of students in third grade. Participants were 16 third graders in a self-contained classroom, assigned to either small homogeneous or heterogeneous group for math instruction for 7 weeks. Pretest-posttest scores and growth…

  16. Academic Self-Concepts in Adolescence: Relations with Achievement and Ability Grouping in Schools

    Science.gov (United States)

    Ireson, Judith; Hallam, Susan

    2009-01-01

    The effects of ability grouping in schools on students' self-concept were examined in a sample of 23 secondary schools with a range of structured ability groupings. Measures of general self-concept, academic self-concept, and achievement were collected from over 1600 students aged 14-15 years and again two years later. Students' academic…

  17. Relevant Prior Knowledge Moderates the Effect of Elaboration during Small Group Discussion on Academic Achievement

    Science.gov (United States)

    Van Blankenstein, Floris M.; Dolmans, Diana H. J. M.; Van der Vleuten, Cees P. M.; Schmidt, Henk G.

    2013-01-01

    This study set out to test whether relevant prior knowledge would moderate a positive effect on academic achievement of elaboration during small-group discussion. In a 2 × 2 experimental design, 66 undergraduate students observed a video showing a small-group problem-based discussion about thunder and lightning. In the video, a teacher asked…

  18. Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement

    NARCIS (Netherlands)

    F.M. van Blankenstein (Floris); D.H.J.M. Dolmans (Diana); C.P.M. van der Vleuten (Cees); H.G. Schmidt (Henk)

    2013-01-01

    textabstractThis study set out to test whether relevant prior knowledge would moderate a positive effect on academic achievement of elaboration during small-group discussion. In a 2 × 2 experimental design, 66 undergraduate students observed a video showing a small-group problem-based discussion

  19. African American and European American Students' Peer Groups during Early Adolescence: Structure, Status, and Academic Achievement

    Science.gov (United States)

    Wilson, Travis; Karimpour, Ramin; Rodkin, Philip C.

    2011-01-01

    Focusing on a sample of 382 African American (206 female) and 264 European American (132 female) students in diverse fourth and fifth grade classrooms, this study investigated three questions concerning the connections between peer groups and academic achievement during early adolescence: (a) How is group structure (i.e., hierarchy and cohesion)…

  20. The Politicized Motivations of Volunteers in the Refugee Crisis: Intergroup Helping as the Means to Achieve Social Change

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    Anna Kende

    2017-05-01

    Full Text Available The refugee crisis in the summer of 2015 mobilized thousands of volunteers in Hungary to help refugees on their journey through Europe despite the government’s hostile stance. We conducted a survey (N = 1459 among people who were active in supporting refugees and providing services to them to test the hypothesis of whether volunteers in the context of this humanitarian crisis had social change motivations similar to those engaged in direct political activism. Hierarchical regression analysis and mediation analysis revealed the importance of opinion-based identity and moral convictions as predictors of volunteerism, while efficacy beliefs and anger only predicted political activism. Our findings suggest that volunteers engaged in helping refugees based on motivations previously described as drivers of mobilization for political activism, but chose volunteerism to alleviate the problems embedded in the intergroup situation. Although the context of the refugee crisis in Hungary may have been somewhat unique, these findings have implications for other asymmetrical politicized intergroup relations in which advantaged group members can choose to offer humanitarian aid, engage in political actions to change the situation, or do both.

  1. Measurement Properties of the Motivation for Youth Treatment Scale with a Residential Group Home Population

    Science.gov (United States)

    Lambert, Matthew C.; Hurley, Kristin Duppong; Tomlinson, M. Michele Athay; Stevens, Amy L.

    2013-01-01

    Background: A client's motivation to receive services is significantly related to seeking services, remaining in services, and improved outcomes. The Motivation for Youth Treatment Scale (MYTS) is one of the few brief measures used to assess motivation for mental health treatment. Objective: To investigate if the psychometric properties of the…

  2. The effect of the 4MAT learning model on the achievement and motivation of 7th grade students on the subject of particulate nature of matter and an examination of student opinions on the model

    Science.gov (United States)

    Aktas, İdris; Bılgın, İbrahim

    2015-01-01

    Background:Many researchers agree that students, especially primary students, have learning difficulties on the 'Particulate Nature of Matter' unit. One reason for this difficulty is not considering individual differences for teaching science. In 4MAT model learning, environment is arranged according to individual differences. Purpose:The purpose of this study is to examine (1) the effects of the 4MAT learning model on the7th grade students' academic achievement and motivation on the 'Particulate Nature of Matter' unit and (2) identify student opinions on the 4MAT model. Sample:The sample consists of 235 students (115 experimental, 120 control) in Turkey. Design and methods:Experimental groups were instructed with the 4MAT model while control groups were instructed with a traditional method. Achievement Test (AchToM) and Motivation Scale (MotScl) were administered to students as pre- and post-tests. Moreover, the opinions of students in the experimental groups on the 4MAT model were ascertained through open-ended questions after the application. Results:According to independent t-test results, statistical difference in favour of the experimental groups was detected between the post-AchToM (ES = 1.43; p motivation and participation in the lesson, lessons are more amusing and enjoyable, and the self-confidence of the students increases. Besides these positive opinions, however, a few students stated that the method took too much time, they were not motivated and it did not help them in understanding the subject. Conclusions:The 4MAT model is more effective than traditional method in terms of increasing achievement and motivation. The model takes all learners into account. Thus, the teacher or educator should use the 4MAT model to ensure all students' learning in their classroom.

  3. How group factors affect adolescent change talk and substance use outcomes: implications for motivational interviewing training.

    Science.gov (United States)

    Osilla, Karen Chan; Ortiz, J Alexis; Miles, Jeremy N V; Pedersen, Eric R; Houck, Jon M; D'Amico, Elizabeth J

    2015-01-01

    Clients who verbalize statements arguing for change (change talk [CT]) in psychotherapy are more likely to decrease alcohol and other drug use (AOD) compared with clients who voice statements in opposition of change (sustain talk [ST]). Little is known about how CT and ST are expressed in groups in which adolescents may vary in their AOD use severity and readiness to change. First, we examined how session content was associated with CT/ST, and then we looked at whether different subtypes of CT/ST were associated with subsequent AOD outcomes 3 months later. Audio recordings (N = 129 sessions) of a 6-session group motivational interviewing (MI) intervention, Free Talk, were coded. Session content was not associated with CT; however, some session content was associated with higher percentages of ST (e.g., normative feedback). Subtypes of CT (Commitment and Reason) were associated with improved AOD outcomes, whereas Ability subtype remarks were related to increased marijuana use, intentions, and consequences. Findings offer helpful guidance for clinical training and narrow in on the type of CT to try to elicit in Group MI sessions. Regardless of session content, adolescents can benefit from hearing CT during the group.

  4. Grouped to Achieve: Are There Benefits to Assigning Students to Heterogeneous Cooperative Learning Groups Based on Pre-Test Scores?

    Science.gov (United States)

    Werth, Arman Karl

    Cooperative learning has been one of the most widely used instructional practices around the world since the early 1980's. Small learning groups have been in existence since the beginning of the human race. These groups have grown in their variance and complexity overtime. Classrooms are getting more diverse every year and instructors need a way to take advantage of this diversity to improve learning. The purpose of this study was to see if heterogeneous cooperative learning groups based on student achievement can be used as a differentiated instructional strategy to increase students' ability to demonstrate knowledge of science concepts and ability to do engineering design. This study includes two different groups made up of two different middle school science classrooms of 25-30 students. These students were given an engineering design problem to solve within cooperative learning groups. One class was put into heterogeneous cooperative learning groups based on student's pre-test scores. The other class was grouped based on random assignment. The study measured the difference between each class's pre-post gains, student's responses to a group interaction form and interview questions addressing their perceptions of the makeup of their groups. The findings of the study were that there was no significant difference between learning gains for the treatment and comparison groups. There was a significant difference between the treatment and comparison groups in student perceptions of their group's ability to stay on task and manage their time efficiently. Both the comparison and treatment groups had a positive perception of the composition of their cooperative learning groups.

  5. Explaining the link between objective and perceived differences in groups: The role of the belonging and distinctiveness motives.

    Science.gov (United States)

    Ormiston, Margaret E

    2016-02-01

    Group diversity research often focuses on objective diversity, or the actual compositional attributes of the group (e.g., differences in sex or functional background), and its impact on group processes and performance. More recently, diversity researchers have called for consideration of group members' perceptions of diversity, or their subjective understanding of differences within their group, because these perceptions have important effects on group outcomes. In fact, research has indicated only a modest correlation between objective and perceived diversity. Although the subjective nature of group diversity has important implications for group outcomes, we are still unclear about why and when perceived diversity diverges from objective diversity. In this article, I examine the role of identity motives, or motives that guide self-definition, in shaping member's perceptions of themselves and their group's composition. I argue that group members want to balance their needs for belonging and distinctiveness, but high levels of objective differences make them feel too distinct whereas low levels of objective differences makes them feel too deindividuated. Individual differences in the need to belong and be distinct further influence the degree to which these motives are satisfied. In turn, when these motives are unsatisfied, they will affect members' perceptions of differences. The presented theory helps to explain the discrepancy between objective differences and members' perceptions of differences, and ultimately helps integrate opposing findings in the diversity literature.

  6. Effects of gender and role selection in cooperative learning groups on science inquiry achievement

    Science.gov (United States)

    Affhalter, Maria Geralyn

    An action research project using science inquiry labs and cooperative learning groups examined the effects of same-gender and co-educational classrooms on science achievement and teacher-assigned or self-selected group roles on students' role preferences. Fifty-nine seventh grade students from a small rural school district participated in two inquiry labs in co-educational classrooms or in an all-female classroom, as determined by parents at the beginning of the academic year. Students were assigned to the same cooperative groups for the duration of the study. Pretests and posttests were administered for each inquiry-based science lab. Posttest assessments included questions for student reflection on role assignment and role preference. Instruction did not vary and a female science teacher taught all class sections. The same-gender classroom and co-ed classrooms produced similar science achievement scores on posttests. Students' cooperative group roles, whether teacher-assigned or self-selected, produced similar science achievement scores on posttests. Male and female students shared equally in favorable and unfavorable reactions to their group roles during the science inquiry labs. Reflections on the selection of the leader role revealed a need for females in co-ed groups to be "in charge". When reflecting on her favorite role of leader, one female student in a co-ed group stated, "I like to have people actually listen to me".

  7. Predicting Intra-Individual Academic Achievement Trajectories of Adolescents Nested in Class Environment: Influence of motivation, implicit theory of intelligence, self-esteem and parenting

    Directory of Open Access Journals (Sweden)

    Isabelle Roskam

    2007-05-01

    Full Text Available In a longitudinal study conducted on 1130 adolescents (557 male and 573 female in the 1st-6th grades from Belgian secondary schools, we tested the influence of individual factors (motivational constructs, implicit theory of intelligence and self-esteem and environmental determinants (parenting and class environment of academic achievement (grades in mathematics, language arts and GPA at three points in time. Using hierarchical linear models, we observed a decrease of grade over the course of the study, reciprocal relations between motivational constructs, self-esteem and academic achievement, a strong positive impact of supportive parenting and a moderate influence of class environment.

  8. Students of Different Subjects Have Different Levels of Extrinsic and Intrinsic Motivation to Learn English: Two Different Groups of EFL Students in Japan

    Science.gov (United States)

    Green, Kieran; Fujita, Junichi

    2016-01-01

    Here is documented investigation to assess the motivational drivers of a group of Japanese, first-year, dental-university students taking part in compulsory EFL classes and to compare those motivational drivers with an investigation into the motivational drivers of a group of Japanese IT students. There was a clear difference between extrinsic and…

  9. Achieving patient engagement in multiple sclerosis: A perspective from the multiple sclerosis in the 21st Century Steering Group.

    Science.gov (United States)

    Rieckmann, Peter; Boyko, Alexey; Centonze, Diego; Elovaara, Irina; Giovannoni, Gavin; Havrdová, Eva; Hommes, Otto; Kesselring, Jurg; Kobelt, Gisela; Langdon, Dawn; LeLorier, Jacques; Morrow, Sarah A; Oreja-Guevara, Celia; Schippling, Sven; Thalheim, Christoph; Thompson, Heidi; Vermersch, Patrick

    2015-05-01

    While advances in medicine, technology and healthcare services offer promises of longevity and improved quality of life (QoL), there is also increasing reliance on a patient׳s skills and motivation to optimize all the benefits available. Patient engagement in their own healthcare has been described as the 'blockbuster drug of the century'. In multiple sclerosis (MS), patient engagement is vital if outcomes for the patient, society and healthcare systems are to be optimized. The MS in the 21st Century Steering Group devised a set of themes that require action with regard to patient engagement in MS, namely: 1) setting and facilitating engagement by education and confidence-building; 2) increasing the importance placed on QoL and patient concerns through patient-reported outcomes (PROs); 3) providing credible sources of accurate information; 4) encouraging treatment adherence through engagement; and 5) empowering through a sense of responsibility. Group members independently researched and contributed examples of patient engagement strategies from several countries and examined interventions that have worked well in areas of patient engagement in MS, and other chronic illnesses. The group presents their perspective on these programs, discusses the barriers to achieving patient engagement, and suggests practical strategies for overcoming these barriers. With an understanding of the issues that influence patient engagement in MS, we can start to investigate ways to enhance engagement and subsequent health outcomes. Engaging patients involves a broad, multidisciplinary approach.

  10. An analysis of structural relationship among achievement motive on social participation, purpose in life, and role expectations among community dwelling elderly attending day services

    Directory of Open Access Journals (Sweden)

    Nobuyuki Sano

    2016-01-01

    Full Text Available Background. Achievement motive is defined as the intention to achieve one’s goals. Achievement motive is assumed to promote clients to choices and actions toward their valuable goal, so it is an important consideration in rehabilitation. Purpose. The purpose of this study is to demonstrate the structural relationship among achievement motive on purpose in life, social participation, and role expectation of community-dwelling elderly people. Methods. Participants were community-dwelling elderly people in day-service centers. A total of 281 participants (male: 127, female: 154 answered the self-administered questionnaire in cross-sectional research. The questionnaire was comprised of demographic data and scales that evaluated achievement motive, social participation, purpose in life, and role expectation. We studied the structural relationship established by our hypothesized model via a structural equation modeling approach. Results. We checked the standardized path coefficients and the modification indices; the modified model’s statistics were a good fit: CFI = 0.984, TLI = 0.983, RMSEA = 0.050, 90% CI [0.044–0.055]. Achievement motive had a significantly direct effect on purpose in life (direct effect = 0.445, p value < 0.001, a significantly indirect effect on purpose in life via social participation or role expectation (indirect effect = 0.170, p value < 0.001 and a total effect on purpose in life (total effect = 0.615. Discussion. This result suggests that enhancing the intention to achieve one’s goals enables participants to feel a spirit of challenge with a purpose and a sense of fulfillment in their daily lives.

  11. Atoning for Colonial Injustices: Group-Based Shame and Guilt Motivate Support for Reparation

    Directory of Open Access Journals (Sweden)

    Winnifred R. Louis

    2010-05-01

    Full Text Available An investigation of the role of group-based shame and guilt in motivating citizens of ex-colonial countries to support restitution to former colonized groups which were the target of violence and oppression. Study 1 (N = 125 was conducted in Australia during the lead-up to the first official government apology to Aboriginal Australians. Among white Australians, guilt and shame were associated with attitudinal support for intergroup apology and victim compensation. However, only shame was associated with actual political behaviour (signing a petition in support of the apology. Study 2 (N = 181, conducted in Britain, focussed on Britain's violent mistreatment of the Kenyan population during decolonization. It tested a hypothesis that there are two forms of shame-essence shame and image shame-and demonstrated that image shame was associated with support for apology, whereas essence shame was associated with support for more substantial material and financial compensation. The findings are discussed in light of promoting restitution and reconciliation within nations with histories of colonial violence.

  12. Dutch Cyberbullying Victims’ Experiences, Perceptions, Attitudes and Motivations Related to (Coping with Cyberbullying: Focus Group Interviews

    Directory of Open Access Journals (Sweden)

    Niels C.L. Jacobs

    2015-01-01

    Full Text Available Because of the negative effects of cyberbullying; and because of its unique characteristics; interventions to stop cyberbullying are needed. For this purpose, more insightful information is needed about cyberbullying victims’ (i.e., the target group experiences, perceptions, attitudes and motivations related to (coping with cyberbullying. Five schools with 66 low-educated Dutch adolescents between 12 and 15 (53% female participated in 10 focus group interviews. Results show that victims do not perceive all behaviors as cyberbullying and traditional bullying is generally perceived as worse than cyberbullying. Cyberbullies are perceived as sad, cowards and embarrassing themselves. Victims are perceived as easy targets; they wear strange clothes, act in a provocative manner and have a bad appearance. These perceptions often depend on context, the level of anonymity, being in a fight or not, the person sending the message and his/her behavior. Further, victims reacted to cyberbullying by acting nonchalant, by not actually saying anything and seeking help from others (i.e., parents are not often asked for help because they do not want to bother them; fear of restricted Internet privileges. It can be concluded that asking cyberbullying victims about their experiences in an open manner, and allowing them to discuss these experiences, likely results in new and insightful information compared to using self-reports. In this questioning the perception of adolescents is key to see what is perceived as cyberbullying.

  13. Knowledge of partner's ability as a moderator of group motivation gains: an exploration of the Köhler discrepancy effect.

    Science.gov (United States)

    Messé, Lawrence A; Hertel, Guido; Kerr, Norbert L; Lount, Robert B; Park, Ernest S

    2002-06-01

    O. Köhler (1926, 1927) found that less able performers tried harder as team members under conjunctive task demands (Kohler motivation gain effect) and that the greatest gain occurred with moderately discrepant coworker abilities (Köhler discrepancy effect). Recent investigations have reproduced Köhler's overall motivation gain but not the discrepancy effect. The present research examined whether workers' foreknowledge of task abilities--present in Kohler's research, absent in contemporary studies--moderates the discrepancy effect. Participants worked alone or in 2-person teams under conjunctive task demands. Experiment 1 manipulated foreknowledge of ability. Experiment 2 manipulated discrepancy: a (confederate) teammate performed slightly, moderately, or substantially better. Both experiments found (a) overall motivation gains and (b) discrepancy moderation under foreknowledge conditions. Implications for understanding group motivation gains are discussed.

  14. The impact of small group interaction on learners’ grammatical accuracy achievement

    Directory of Open Access Journals (Sweden)

    Baghdadi Assia

    2013-11-01

    Full Text Available In an attempt to investigate the impact of small group interaction on EFL learners’ grammatical accuracy achievement, methodological field experiments had been carried out with a sample of 30 students over a period of ten weeks of regular lectures in the Department of English, in one of the Algerian Universities. The obtained results indicated that learners’ interaction and cooperation had a positive effect on EFL learners’ achievement. And in order to scrutinise the existence and the frequency of the speech functions that might account for this effectiveness, a qualitative and a quantitative study had been conducted through the adoption of the Interaction Analysis Method. The results showed that within a cooperative and interactive learning context, factors such as the group size; the nature of the interaction; the learner’s role within the small group, and the type of the task-based grammatical structure had an influential effect on EFL learners’ grammar performance.

  15. Positive Affect and Negative Affect as Modulators of Cognition and Motivation: The Rediscovery of Affect in Achievement Goal Theory

    Science.gov (United States)

    Bjornebekk, Gunnar

    2008-01-01

    A central hypothesis of classical motivation theory is that affect underlies motivation and its behavioural manifestations. However, this has been largely ignored in the past 30 years because social cognitivism has been the dominant theory. As a result, studies have concentrated on social cognitive processes when analysing those factors that…

  16. Positive Affect and Negative Affect as Modulators of Cognition and Motivation: The Rediscovery of Affect in Achievement Goal Theory

    Science.gov (United States)

    Bjornebekk, Gunnar

    2008-01-01

    A central hypothesis of classical motivation theory is that affect underlies motivation and its behavioural manifestations. However, this has been largely ignored in the past 30 years because social cognitivism has been the dominant theory. As a result, studies have concentrated on social cognitive processes when analysing those factors that…

  17. My Intelligence May Be More Malleable than Yours: The Revised Implicit Theories of Intelligence (Self-Theory) Scale Is a Better Predictor of Achievement, Motivation, and Student Disengagement

    Science.gov (United States)

    De Castella, Krista; Byrne, Donald

    2015-01-01

    The belief that intelligence is malleable has important consequences for achievement and motivation (Blackwell et al. "Child Development," v78, p246-263. 2007; Dweck, 1999; Robins & Pals, "Self and Identity," v1, p313-336, 2002). However, believing that it is possible to improve intelligence does not necessarily mean…

  18. Aloha Teachers: Teacher Autonomy Support Promotes Native Hawaiian and Pacific Islander Students' Motivation, School Belonging, Course-Taking and Math Achievement

    Science.gov (United States)

    Froiland, John Mark; Davison, Mark L.; Worrell, Frank C.

    2016-01-01

    Among 110 Native Hawaiians and Pacific Islanders, teacher autonomy support in 9th grade significantly predicted intrinsic motivation for math in 9th grade as well as math course-taking over the next 2 years, both of which in turn significantly predicted math achievement by 11th grade. In a second model, teacher autonomy support was positively…

  19. The Effects of Motivational Constructs and Engagements on Mathematics Achievements: A Comparative Study Using TIMSS 2011 Data of Chinese Taipei, Singapore, and the USA

    Science.gov (United States)

    Ker, Hsiang-Wei

    2017-01-01

    Motivational constructs and students' engagements have great impacts on students' mathematics achievements, yet they have not been theoretically investigated using international large-scale assessment data. This study utilized the mathematics data of the Trends in International Mathematics and Science Study 2011 to conduct a comparative and…

  20. Relationship between Instructional Leadership of Headmaster and Work Discipline and Work Motivation and Academic Achievement in Primary School at Special Areas of Central Jakarta

    Science.gov (United States)

    Supriadi, Eddi; Yusof, Hj. Abdul Raheem Bin Mohamad

    2015-01-01

    The study aimed to investigate the relationship between the instructional leadership of the headmaster and the work discipline of teachers and the work motivation and the academic achievement of primary school students from Special Province of Central Jakarta. The research method will be done with quantitative research methods. The study uses data…

  1. The Effects of High Scientific Literacy, Self-Efficacy, and Achievement Motivation on Teachers' Ability to Compose Effective Tests: Case Study from Manado, Indonesia

    Science.gov (United States)

    Poluakan, Cosmas

    2012-01-01

    This research was conducted to determine the effects of high scientific literacy, self-efficacy, and achievement motivation on teachers' ability to compose effective tests. It was conducted among junior high school science teachers in Manado, North Sulawesi Province, Indonesia, from April to September 2011, using a cross-sectional survey design.…

  2. Investigation of Academic Procrastination Prevalence and Its Relationship with Academic Self-Regulation and Achievement Motivation among High-School Students in Tehran City

    Science.gov (United States)

    Ebadi, Setareh; Shakoorzadeh, Reza

    2015-01-01

    The present study was carried out with the aim of Investigation of academic procrastination prevalence and its relationship with academic self-regulation and achievement motivation among high-school students in Tehran city. The sample included 624 high school students (312 Boys & 312 Girls) from different areas and regions that selected using…

  3. Does classroom composition make a difference: effects on developments in motivation, sense of classroom belonging, and achievement in upper primary school

    NARCIS (Netherlands)

    Hornstra, L.; van der Veen, I.; Peetsma, T.; Volman, M.

    2015-01-01

    The present study investigated the effects of socioeconomic and ethnic classroom composition on developments in students’ motivation, sense of classroom belonging, and achievement. A sample of 722 primary school students completed questionnaires from 3rd to 6th grade. Latent growth curve analyses re

  4. Does Classroom Composition Make a Difference: Effects on Developments in Motivation, Sense of Classroom Belonging, and Achievement in Upper Primary School

    Science.gov (United States)

    Hornstra, Lisette; van der Veen, Ineke; Peetsma, Thea; Volman, Monique

    2015-01-01

    The present study investigated the effects of socioeconomic and ethnic classroom composition on developments in students' motivation, sense of classroom belonging, and achievement. A sample of 722 primary school students completed questionnaires from 3rd to 6th grade. Latent growth curve analyses revealed that the reading comprehension scores of…

  5. Examining the Impact of Online Labeling on Tutoring Behavior and Its Effect on the English Learning and Motivation of Low-Achieving University Students

    Science.gov (United States)

    Wu, Ejean; Yang, Shu Ching

    2016-01-01

    This study examines the differential impact of tutor labeling vs. non-labeling approaches on the performance; motivation beliefs; and cognitive, social, and teaching presence of low-achieving students. Two interactive tutoring strategy patterns are investigated based on the taxonomical e-moderating model of Salmon. In addition, the tutees' online…

  6. Relationship Between Self-Esteem, Learning Motivation and Academic Achievement%自尊和学习动机与学业成绩的关系

    Institute of Scientific and Technical Information of China (English)

    逄宇; 佟月华; 田录梅

    2011-01-01

    采用Rosenberg自尊量表(Self-Esteem Scale,SES)和学习动机诊断测验进行问卷测量,探讨179名高一学生自尊和学习动机与学业成绩的关系.结果表明:(1)自尊和学习动机与学业成绩之间存在显著的正相关(r=0.160~0.793);(2)成就动机、考试焦虑和自我责任性在自尊与学业成绩之间起着完全中介作用.%The current study was to investigate the relationship between self-esteem, learning motivation and academic achievement. Rosenberg self-esteem scale (SES) and learning motivation inventory were administered to 179 first year high school students.The results are as follows:( 1 )There are significant positive correlations between self-esteem,learning motivation and academic achievement(r = 0. 160 ~ 0.793) ;(2)Achievement motivation, test anxiety and self-responsibility fully mediate the relationship between selfesteem and academic achievement.

  7. Mediational Role of Academic Motivation in the Association between School Self-Concept and School Achievement among Indian Adolescents in Canada and India

    Science.gov (United States)

    Areepattamannil, Shaljan

    2012-01-01

    The present study examined the mediational role of academic motivation in the association between school self-concept and school achievement among 355 Indian immigrant adolescents in Canada and 363 Indian adolescents in India. Surveys were administered among Grades 9-12 students in Canada and India to assess their academic self-concepts, academic…

  8. Mandatory Second Language Learning in Post-Secondary Education: The Role of the Ideal Self and Imagery in Motivation and Achievement

    Science.gov (United States)

    Cox, Sherry J.

    2012-01-01

    The majority of language learning in post-secondary higher education is compulsory. Many students in compulsory L2 courses demonstrate lower than average levels of achievement and persistence. Because L2 learning is an important component of a post-secondary education in modern society, improving the motivation to learn languages can improve both…

  9. The Interplay of Students' Motivational Orientations, Their Chemistry Achievements and Their Perception of Learning within the Hands-On Approach to Visible Spectrometry

    Science.gov (United States)

    Jurisevic, Mojca; Vrtacnik, Margareta; Kwiatkowski, Marek; Gros, Natasa

    2012-01-01

    The purpose of the study was to determine the relationship between students' motivational orientations and their chemistry achievements and perception of learning within the original case of the hands-on approach to visible spectrometry. A total of 295 students from Polish and Slovenian vocational and technical high schools participated in the…

  10. An Augmented Reality-Based Mobile Learning System to Improve Students' Learning Achievements and Motivations in Natural Science Inquiry Activities

    Science.gov (United States)

    Chiang, Tosti H. C.; Yang, Stephen J. H.; Hwang, Gwo-Jen

    2014-01-01

    In this study, an augmented reality-based mobile learning system is proposed for conducting inquiry-based learning activities. An experiment has been conducted to examine the effectiveness of the proposed approach in terms of learning achievements and motivations. The subjects were 57 fourth graders from two classes taught by the same teacher in…

  11. Quantifying Faculty Productivity in Japan: Development and Application of the Achievement-Motivated Key Performance Indicator. Research & Occasional Paper Series: CSHE.8.16

    Science.gov (United States)

    Aida, Misako; Watanabe, Satoshi P.

    2016-01-01

    Universities throughout the world are trending toward more performance based methods to capture their strengths, weaknesses and productivity. Hiroshima University has developed an integrated objective measure for quantifying multifaceted faculty activities, namely the "Achievement-Motivated Key Performance Indicator" (A-KPI), in order to…

  12. Factors Affecting Study-Related Burnout among Finnish University Students: Teaching-Learning Environment, Achievement Motivation and the Meaning of Life

    Science.gov (United States)

    Meriläinen, Matti

    2014-01-01

    This study of a large sample (n = 3035) examined relationships between study-related burnout and components of the teaching-learning environment, achievement motivation and the perceived meaning of life. The overall model, tested with structural equation modelling, revealed that the factor of the teaching-learning environment correlated with both…

  13. Factors Affecting Study-Related Burnout among Finnish University Students: Teaching-Learning Environment, Achievement Motivation and the Meaning of Life

    Science.gov (United States)

    Meriläinen, Matti

    2014-01-01

    This study of a large sample (n = 3035) examined relationships between study-related burnout and components of the teaching-learning environment, achievement motivation and the perceived meaning of life. The overall model, tested with structural equation modelling, revealed that the factor of the teaching-learning environment correlated with both…

  14. The Effect of the Flipped Classroom on Urban High School Students' Motivation and Academic Achievement in a High School Science Course

    Science.gov (United States)

    Dixon, Keshia L.

    2017-01-01

    This study investigated the effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course. In this quantitative study, the sample population was comprised of North Star High School 12th grade students enrolled in human anatomy and physiology. A quasi-experimental,…

  15. Foreign Language Learners' Motivation and Its Effects on Their Achievement: Implications for Effective Teaching of Students Studying Japanese at Universiti Brunei Darussalam

    Science.gov (United States)

    Keaney, Minako; Mundia, Lawrence

    2014-01-01

    An increasing number of students at the University of Brunei Darussalam are studying the Japanese language. However, research on the relationship between learners' motivation and their achievement has not been given sufficient attention in Japanese foreign language education compared to English in Brunei. The present study, which utilized a…

  16. The Interplay of Students' Motivational Orientations, Their Chemistry Achievements and Their Perception of Learning within the Hands-On Approach to Visible Spectrometry

    Science.gov (United States)

    Jurisevic, Mojca; Vrtacnik, Margareta; Kwiatkowski, Marek; Gros, Natasa

    2012-01-01

    The purpose of the study was to determine the relationship between students' motivational orientations and their chemistry achievements and perception of learning within the original case of the hands-on approach to visible spectrometry. A total of 295 students from Polish and Slovenian vocational and technical high schools participated in the…

  17. What my parents make me believe in learning: the role of filial piety in Hong Kong students' motivation and academic achievement.

    Science.gov (United States)

    Chen, Wei-Wen; Wong, Yi-Lee

    2014-08-01

    Chinese students are well-known for their academic excellence. However, studies that explore the underlying mechanism of how cultural factors relate to the motivational process and academic achievement of Chinese students have been limited. This study aimed to examine the role of filial piety in shaping Chinese students' theories of intelligence so as to obtain a clearer understanding of the process by which parent-child connectedness is linked to Chinese students' academic achievement. A sample of 312 university students in Hong Kong were assessed concerning their filial piety beliefs, theories of intelligence and academic achievement. Data were analysed using structural equation modelling. The results indicated that different filial piety beliefs relate to students' academic achievement by shaping different theories of intelligence. Reciprocal filial piety beliefs were found to facilitate an incremental view of intelligence, which in turn contributes to students' academic achievement. Authoritarian filial piety beliefs were shown to be associated with an entity view of intelligence, which consequently deteriorates students' academic achievement. Cultural views of motivational processes can shed light on how motivational beliefs are developed as a product of cultural or socialization processes, which, in turn, contribute to students' academic success. © 2013 International Union of Psychological Science.

  18. Motivating the Private vs. Public Sector Managers.

    Science.gov (United States)

    Khojasteh, Mak

    1993-01-01

    A questionnaire on intrinsic/extrinsic rewards received 362 responses from 380 managers. Pay and security were greater motivators for private than for public sector managers. Recognition had higher motivating potential in the public sector. Both groups were motivated by achievement and advancement. (SK)

  19. Midterm peer feedback in problem-based learning groups: the effect on individual contributions and achievement.

    Science.gov (United States)

    Kamp, Rachelle J A; van Berkel, Henk J M; Popeijus, Herman E; Leppink, Jimmie; Schmidt, Henk G; Dolmans, Diana H J M

    2014-03-01

    Even though peer process feedback is an often used tool to enhance the effectiveness of collaborative learning environments like PBL, the conditions under which it is best facilitated still need to be investigated. Therefore, this study investigated the effects of individual versus shared reflection and goal setting on students' individual contributions to the group and their academic achievement. In addition, the influence of prior knowledge on the effectiveness of peer feedback was studied. In this pretest-intervention-posttest study 242 first year students were divided into three conditions: condition 1 (individual reflection and goal setting), condition 2 (individual and shared reflection and goal setting), and condition 3 (control group). Results indicated that the quality of individual contributions to the tutorial group did not improve after receiving the peer feedback, nor did it differ between the three conditions. With regard to academic achievement, only males in conditions 1 and 2 showed better academic achievement compared with condition 3. However, there was no difference between both ways of reflection and goal setting with regard to achievement, indicating that both ways are equally effective. Nevertheless, it is still too early to conclude that peer feedback combined with reflection and goal setting is not effective in enhancing students' individual contributions. Students only had a limited number of opportunities to improve their contributions. Therefore, future research should investigate whether an increase in number of tutorial group meetings can enhance the effectiveness of peer feedback. In addition, the effect of quality of reflection and goal setting could be taken into consideration in future research.

  20. Effect of motivational group interviewing-based safety education on Workers' safety behaviors in glass manufacturing

    National Research Council Canada - National Science Library

    Navidian, Ali; Rostami, Zahra; Rozbehani, Nasrin

    2015-01-01

    .... The present study aimed to determine the effect of safety education based on motivational interviewing on awareness of, attitudes toward, and engagement in worker safety in the glass production...