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

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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.

The Intersection of Culture and Achievement Motivation

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Trumbull, Elise; Rothstein-Fisch, Carrie

2011-01-01

Achievement motivation is something that all members of the school community want to support in students, however few may recognize that it is influenced by culture. The very meaning of "achievement" is culturally variable, and the motives that students have for achieving may be quite different, depending upon their cultural background.…

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

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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 motivation had a positive impact on academic performance (β = .38; p motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p students' achievement motivation.

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

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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.

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.

CLEAR INDICATORS AND POINTERS FOR MEASUREMENTS OF THE ACHIEVMENTS IN THE STATE SERVICE BASIS FOR MOTIVATED ADMINISTRATION

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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.

Impression management and achievement motivation: Investigating substantive links

NARCIS (Netherlands)

Elliot, A.J.; Aldhobaiban, N.; Murayama, K.; Kobeisy, A.; Gocłowska, M.A.; Khyat, A.

In this research, we investigate impression management (IM) as a substantive personality variable by linking it to differentiated achievement motivation constructs, namely achievement motives (workmastery, competitiveness, fear of failure) and achievement goals (mastery-approach, mastery-avoidance,

Regional gray matter density is associated with achievement motivation: evidence from voxel-based morphometry.

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Takeuchi, Hikaru; Taki, Yasuyuki; Nouchi, Rui; Sekiguchi, Atsushi; Kotozaki, Yuka; Miyauchi, Carlos Makoto; Yokoyama, Ryoichi; Iizuka, Kunio; Hashizume, Hiroshi; Nakagawa, Seishu; Kunitoki, Keiko; Sassa, Yuko; Kawashima, Ryuta

2014-01-01

Achievement motivation can be defined as a recurrent need to improve one's past performance. Despite previous functional imaging studies on motivation-related functional activation, the relationship between regional gray matter (rGM) morphology and achievement motivation has never been investigated. We used voxel-based morphometry and a questionnaire (achievement motivation scale) to measure individual achievement motivation and investigated the association between rGM density (rGMD) and achievement motivation [self-fulfillment achievement motivation (SFAM) and competitive achievement motivation (CAM) across the brain in healthy young adults (age 21.0 ± 1.8 years, men (n = 94), women (n = 91)]. SFAM and rGMD significantly and negatively correlated in the orbitofrontal cortex (OFC). CAM and rGMD significantly and positively correlated in the right putamen, insula, and precuneus. These results suggest that the brain areas that play central roles in externally modulated motivation (OFC and putamen) also contribute to SFAM and CAM, respectively, but in different ways. Furthermore, the brain areas in which rGMD correlated with CAM are related to cognitive processes associated with distressing emotions and social cognition, and these cognitive processes may characterize CAM.

Unconscious motivation. Part II: Implicit attitudes and L2 achievement

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Ali H. Al-Hoorie

2016-12-01

Full Text Available This paper investigates the attitudinal/motivational predictors of second language (L2 academic achievement. Young adult learners of English as a foreign language (N = 311 completed several self-report measures and the Single-Target Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that attachment to the L1 community and the ought-to L2 self were negatively associated with achievement, while explicit attitudes toward the L2 course and implicit attitudes toward L2 speakers were positively associated with it. The relationship between implicit attitudes and achievement could not be explained either by social desirability or by other cognitive confounds, and remained significant after controlling for explicit self-report measures. Explicit–implicit congruence also revealed a similar pattern, in that congruent learners were more open to the L2 community and obtained higher achievement. The results also showed that neither the ideal L2 self nor intended effort had any association with actual L2 achievement, and that intended effort was particularly prone to social desirability biases. Implications of these findings are discussed.

Sex differences in adults' motivation to achieve

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van der Sluis, S.; Vinkhuyzen, A.A.E.; Boomsma, D.I.; Posthuma, D.

2010-01-01

Achievement motivation is considered a prerequisite for success in academic as well as non-academic settings. We studied sex differences in academic and general achievement motivation in an adult sample of 338 men and 497 women (ages 18-70 years). Multi-group covariance and means structure analysis

Achievement Motivation Revisited: New Longitudinal Data to Demonstrate Its Predictive Power

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Hustinx, Paul W. J.; Kuyper, Hans; van der Werf, Margaretha 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 school students. Two measures of achievement…

Self-Concept and Achievement Motivation of High School Students

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Lawrence, A. S. Arul; Vimala, A.

2013-01-01

The present study "Self-concept and Achievement Motivation of High School Students" was investigated to find the relationship between Self-concept and Achievement Motivation of High School Students. Data for the study were collected using Self-concept Questionnaire developed by Raj Kumar Saraswath (1984) and Achievement Motive Test (ACMT)…

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

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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. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.

Achievement Motivation: From the Perspective of Learned Hopelessness.

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Au, Chung-park

1995-01-01

Introduces the concept of learned hopelessness, with special attention on its development from the helplessness theory of depression, and its application to studies of achievement motivation. Highlights conceptual and assessment issues that arise in researching learned hopelessness and achievement motivation. (DSK)

Achievement Motivation and EEG Spectral Power

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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.

Perceptions around teacher's social support with student achievement motivation

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Maria Oktasari

2017-11-01

Full Text Available Several indications that indicate student in low achievement motivation, among others: (1 lack of enthusiasm to follow the lesson, (2 less attention to the teacher, (3 the students have not targeted yet, (4 students tend to ignore the task, (5 (6 students are less harmonious with teachers, (7 students are lazy to learn, and (8 some students feel scared with the teacher. Students 'perceptions of teacher's social support are factors that allegedly influence students' achievement motivation. This study aims to determine the relationship of students' perceptions of the social support of teachers with achievement motivation. The method used throughout this research is quantitative with regression technique. Samples numbered to 206 students of SMA Negeri 1 V Koto Timur Padang Pariaman, and selected by proportional random sampling. The instrument used is the student's perception scale of teacher's social support and achievement motivation. The research findings indicate that there is a significant correlation between around teacher's social support with student achievement motivation.

Impression management and achievement motivation: Investigating substantive links.

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Elliot, Andrew J; Aldhobaiban, Nawal; Murayama, Kou; Kobeisy, Ahmed; Gocłowska, Małgorzata A; Khyat, Aber

2018-02-01

In this research, we investigate impression management (IM) as a substantive personality variable by linking it to differentiated achievement motivation constructs, namely achievement motives (workmastery, competitiveness, fear of failure) and achievement goals (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance). Study 1 revealed that IM was a positive predictor of workmastery and a negative predictor of competitiveness (with and without self-deceptive enhancement (SDE) controlled). Studies 2a and 2b revealed that IM was a positive predictor of mastery-approach goals and mastery-avoidance goals (without and, in Study 2b, with SDE controlled). These findings highlight the value of conceptualising and utilising IM as a personality variable in its own right and shed light on the nature of the achievement motive and achievement goal constructs. © 2016 International Union of Psychological Science.

Achievement Motivation: A Rational Approach to Psychological Education

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Smith, Robert L.; Troth, William A.

1975-01-01

Investigated the achievement motivation training component of psychological education. The subjects were 54 late-adolescent pupils. The experimental training program had as its objectives an increase in academic achievement motivation, internal feelings of control, and school performance, and a reduction of test anxiety. Results indicated…

Differences in motivations and academic achievement

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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.

Resilience and Emotional Intelligence: which role in achievement motivation

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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.

Extending hierarchical achievement motivation models: the role of motivational needs for achievement goals and academic performance

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Bipp, T.; Dam, van K.

2014-01-01

In the current study, we investigated the role of three basic motivational needs (need for power, affiliation, achievement) as antecedents of goals within the 2 × 2 achievement goal framework, and examined their combined predictive validity with regard to academic performance in a sample of 120

Impression management and achievement motivation:Investigating substantive links

OpenAIRE

Elliot, Andrew J.; Aldhobaiban, Nawal; Murayama, Kou; Kobeisy, Ahmed; Gocłowska, Małgorzata A.; Khyat, Aber

2018-01-01

In the present research we investigate impression management (IM) as a substantive personality variable by linking it to differentiated achievement motivation constructs, namely achievement motives (workmastery, competitiveness, fear of failure) and achievement goals (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance). Study 1 revealed that IM was a positive predictor of workmastery and a negative predictor of competitiveness (with and without self-deceptive enh...

A Study of Motivational Influences on Academic Achievement

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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,…

Achievement Motivation and Academic Motivation among Students of Kermanshah University of Medical Sciences in 2013

OpenAIRE

Firoozeh Khamoushi; Arash Parsa Moghaddam; Mahtab Sadeghi; Ali Akbar Parvizifard; Akram Ahmadzadeh

2016-01-01

Introduction: Students are often similar in terms of learning ability and talent. However, there are remarkable differences in their academic performance during their schooling, which can be due to the differences in their academic motivation and achievement motivation. The current study was carried out to compare achievement motivation and academic achievement among the students of Kermanshah University of Medical Sciences (KUMS) in 2013. Methods: In this descriptive Analytical cross-sec...

Achievement Motivation: A Cross-Cultural Comparison Of Structure ...

African Journals Online (AJOL)

The objective of this study is to analyze the structure of the achievement motive domain for samples from five states in Nigeria. It was hypothesized that data collected from the various samples will reflect the basic facets suggested by the definitional framework of achievement motivation. It was also hypothesized that the ...

Motivation and Achievement of Middle School Mathematics Students

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Herges, Rebecca M.; Duffield, Stacy; Martin, William; Wageman, Justin

2017-01-01

Mathematics achievement among K-12 students has been a long-standing concern in schools across the United States. A possible solution to this mathematics achievement problem is student motivation. A survey was administered to 65 mathematics students at a Midwestern middle school to determine their beliefs and attitudes related to motivation and…

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

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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.

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

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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.…

The relationship between autonomous motivation and autonomy support in medical students’ academic achievement

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Soemantri, Diantha; Jusuf, Anwar

2016-01-01

Objectives This study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. Methods 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).  Results 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, R2 = 0.042). Conclusions 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.               PMID:28035054

The Effect of Extrinsic Motivational Factors Towards Iba Student Achievement

OpenAIRE

Pangemanan, Sifrid S.; Saerang, David Paul Elia; Rondonuwu, Mariska

2014-01-01

The reason students can facing the world of competition because they have a motivation. A thing that help students to get their motivation when they are not get a motivation by themself is through extrinsic motivational factors. There are two objectives of this research are to analyze the effect of extrinsic motivational factors towards student achievement and to identify the most influental factors on student achievement. The method is multiple linear regression analysis to examine the effec...

The neural basis of academic achievement motivation.

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Mizuno, Kei; Tanaka, Masaaki; Ishii, Akira; Tanabe, Hiroki C; Onoe, Hirotaka; Sadato, Norihiro; Watanabe, Yasuyoshi

2008-08-01

We have used functional magnetic resonance imaging to study the neural correlates of motivation, concentrating on the motivation to learn and gain monetary rewards. We compared the activation in the brain obtained during reported high states of motivation for learning, with the ones observed when the motivation was based on monetary reward. Our results show that motivation to learn correlates with bilateral activity in the putamen, and that the higher the reported motivation, as derived from a questionnaire that each subject filled prior to scanning, the greater the change in the BOLD signals within the putamen. Monetary motivation also activated the putamen bilaterally, though the intensity of activity was not related to the monetary reward. We conclude that the putamen is critical for motivation in different domains and the extent of activity of the putamen may be pivotal to the motivation that drives academic achievement and thus academic successes.

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...

Achievement Motivation and the Adolescent Musician: A Synthesis of the Literature

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Schatt, Matthew D.

2011-01-01

Motivation plays a role in nearly all human decision-making processes. Regardless of the situation, little may be achieved without the appropriate harnessing of motivation. The same is true in the music classroom. Research appears to indicate that motivation plays a crucial role in human development and achievement. The achievement motivation…

RELATIONSHIP BETWEEN MEASURES OF ACADEMIC MOTIVATION AND ACHIEVEMENT IN COLLEGE. FINAL TECHNICAL REPORT.

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CORTES, JUAN B.; AND OTHERS

THE VARIABLE, ACADEMIC MOTIVATION (N AC), WAS MEASURED BY A PROJECTIVE TEST. A SCORING MANUAL WITH HIGH INTER-SCORER RELIABILITY WAS ALSO PREPARED. THE 1964 FRESHMAN CLASS OF GEORGETOWN UNIVERSITY (N EQUALS 957) PARTICIPATED IN THE STUDY. ACADEMIC MOTIVATION CORRELATED POSITIVELY AND SIGNIFICANTLY FOR BOTH MALE AND FEMALE STUDENTS WITH GRADE POINT…

Learning motivation and student achievement : description analysis and relationships both

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Ari Riswanto

2017-03-01

Full Text Available Education is very important for humans, through the education throughout the world will increasingly flourish. However, if faced with the activities within the learning process, not a few men (students who have less motivation in learning activities. This resulted in fewer maximal learning processes and in turn will affect student achievement. This study focuses to discuss matters relating to the motivation to learn and student achievement, with the aim of strengthening the importance of motivation in the learning process so that a clear relationship with student achievement. The method used is descriptive analysis and simple correlation to the 97 students taking the course introduction to Microeconomics and Indonesian. The conclusion from this research is the students have a good record if it has a well and motivated as well, and this study concludes their tie's difference between learning motivation and achievement of students on two different courses.

Study of Styles of Creativity and Achievement Motivation among Iranian EFL and Non- EFL Learners

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Hengameh Haniefi

2018-05-01

Full Text Available The present study was an attempt to investigate the relationship between styles of creativity and achievement motivation in EFL and Non- EFL learners. There were few studies conducted on the relationship between styles of creativity and achievement motivation among nursing, midwifery and foreign language learners. To this end, an ex-post facto study was done. Ninety EFL and Non- EFL learners took part in the study. It was a correlational descriptive study and sampling method was convenient. The values of these variables were measured through- Creativity Questionnaire (Duckworth, 2007; Runco, 2001 and Motivation Questionnaire (Vallerand, 1992. Cronbach's alpha coefficient for achievement motivation was 0.713, and for styles of creativity was 0.818. Based on the results, it can be said that there was a significant correlation between the RIBS and achievement motivation among Non- EFL learners. However, another creativity styles and achievement motivation were not statistically significant. The results also revealed that there were significant differences between learner's creativity in two groups on RIBS scale, avoiding novelty scale and academic selfefficacy scale. The results of the test have also shown that there were significant differences between learners' creativity in two groups in RIBS Scale. Therefore, the creativity of individuals changes the direction of achievement motivation. As implications, educators and teachers can apply efficient strategies and techniques in language classes in order to promote positive motivation and increase creativity among the students to learn language and raise the proficiency of their learners.

THE RELATIONSHIP OF MEASURES OF ATTAINMENT VALUE AND ACHIEVEMENT EXPECTANCY TO THE READING ACHIEVEMENT OF FIRST-GRADE CHILDREN FROM LOW-INCOME FAMILIES.

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WOOD, FRANK H.

THIS INVESTIGATION FOCUSED ON THE USEFULNESS OF A PROCEDURE FOR OBTAINING MEASURES OF THE MOTIVATION OF FIRST-GRADE CHILDREN FROM LOW-INCOME FAMILIES TO ACHIEVE IN READING WHICH DID NOT REQUIRE WRITTEN OR ORAL VERBAL RESPONSES FROM THE SUBJECTS. MEASURES OF ACHIEVEMENT MOTIVATION WERE CORRELATED WITH TEACHER RATINGS OF EFFORTS TO ACHIEVE IN…

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

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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…

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 ...

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

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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.

The important to growing self-efficacy to improve achievement motivation

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Benawa, Arcadius

2018-03-01

The long-term goal of this research is to accommodate the students’ perceptions of the influence of the lecturer’s leadership in teaching and learning activities and the students’ self-efficacy to the students’ achievement motivation. This research used questionnaires which distributed to the respondents and the data obtained were processed quantitatively with path analysis. The results showed that the significance influence of leadership on the lecturer only accounted for 1.4%, while the effect of self-efficacy of the student is very significant on the students’ achievement motivation, which amounted to 84.5%. The conclusions are that the lecturer leadership has no significant effect on the students’ achievement motivation, but self-efficacy has a great effect. The implication of this conclusion is that important to growing self-efficacy’s students to improve the students’ achievement motivation.

The Relationship between The Level of Intelligence, Achievement Motivation, Mathematics Learning Habits and Learning Achievement

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Farkhatu Sikhah

2017-03-01

Full Text Available Tujuan penelitian ini adalah (1 Untuk mengetahui hubungan antara tingkat kecerdasan dengan prestasi belajar matematika (2 Untuk mengetahui hubungan antara motivasi berprestasi dengan prestasi belajar matematika (3 Untuk mengetahui hubungan antara kebiasaan belajar dengan prestasi belajar matematika (4 Untuk mengetahui hubungan antara tingkat kecerdasan, motivasi berprestasi, dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa semester 1 kelas XI IPA SMAN 1 Bojong. Jumlah sampel dalam penelitian ini sebanyak 40 orang siswa. Penelitian ini merupakan penelitian deskriptif korelatif sehingga data dianalisa untuk mendeskripsikan hubungan antara tingkat kecerdasan, motivasi berprestasi, dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa. Instrumen pengambilan data menggunakan dokumentasi dan angket, dan dianalisa menggunakan regresi dan korelasi linier sederhana, serta regresi dan korelasi linier berganda. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara : (1 tingkat kecerdasan dengan prestasi belajar matematika siswa, (2 motivasi berprestasi dengan prestasi belajar matematika siswa, (3 kebiasaan belajar dengan prestasi belajar matematika siswa (4 tingkat kecerdasan, motivasi berprestasi dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa.   The purpose of this study is (1 To determine the relationship between the level of intelligence and academic achievement of mathematics (2 To determine the relationship between achievement motivation and learning achievement in mathematics (3 To determine the relationship between study habits and academic achievement of mathematics (4 To determine the relationship between level of intelligence, achievement motivation and study habits mathematics learning achievement of student mathematics 1st semester of grade XI IPA SMAN 1 Bojong. The number of samples in this study were 40 students.This research was descriptive

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

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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.

An Attributional Theory of Achievement Motivation and Emotion.

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Weiner, Bernard

1985-01-01

This article advances an attributional theory of motivation and emotion, with achievement strivings as the theoretical focus. Causes of success and failure share three common properties: locus, stability, and controllability. Stability of causes influences changes in expectancy of success. Expectancy and affect guide motivated behavior.…

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

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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…

Examining brain structures associated with the motive to achieve success and the motive to avoid failure: A voxel-based morphometry study.

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Ming, Dan; Chen, Qunlin; Yang, Wenjing; Chen, Rui; Wei, Dongtao; Li, Wenfu; Qiu, Jiang; Xu, Zhan; Zhang, Qinglin

2016-01-01

The motive to achieve success (MAS) and motive to avoid failure (MAF) are two different but classical kinds of achievement motivation. Though many functional magnetic resonance imaging studies have explored functional activation in motivation-related conditions, research has been silent as to the brain structures associated with individual differences in achievement motivation, especially with respect to MAS and MAF. In this study, the voxel-based morphometry method was used to uncover focal differences in brain structures related to MAS and MAF measured by the Mehrabian Achieving Tendency Scale in 353 healthy young Chinese adults. The results showed that the brain structures associated with individual differences in MAS and MAF were distinct. MAS was negatively correlated with regional gray matter volume (rGMV) in the medial prefrontal cortex (mPFC)/orbitofrontal cortex while MAF was negatively correlated with rGMV in the mPFC/subgenual cingulate gyrus. After controlling for mutual influences of MAS and MAF scores, MAS scores were found to be related to rGMV in the mPFC/orbitofrontal cortex and another cluster containing the parahippocampal gyrus and precuneus. These results may predict that compared with MAF, the generation process of MAS may be more complex and rational, thus in the real world, perhaps MAS is more beneficial to personal growth and guaranteeing the quality of task performance.

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

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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.

Academic self-concept, autonomous academic motivation, and academic achievement : mediating and additive effects

OpenAIRE

Guay, Frédéric; Ratelle, Catherine; Roy, Amélie; 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 autonomous academic motivation and achievement, or 3) both motivational constructs have an additive effect on academic achievement. A total of 925 hig...

Potential Reciprocal Relationship between Motivation and Achievement: A Longitudinal Study

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Liu, Yuan; Hou, Shumeng

2018-01-01

Among the non-cognitive factors that influence academic achievement, intrinsic motivation has been found to be a potential reciprocal factor. The present study aims to determine the causal relationship between other types of motivation and academic achievement. For this purpose, a large-scale data survey, the National Education Longitudinal Study…

Achievement goal orientation and situational motivation for a low-stakes test of content knowledge.

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Waskiewicz, Rhonda A

2012-05-10

To determine the extent of the relationship between students' inherent motivation to achieve in a doctor of pharmacy program and their motivation to achieve on a single low-stakes test of content knowledge. The Attitude Toward Learning Questionnaire (ATL) was administered to 66 third-year pharmacy students at the beginning of the spring 2011 semester, and the Student Opinion Scale (SOS) was administered to the same group immediately following completion of the Pharmacy Curricular Outcomes Assessment (PCOA). Significant differences were found in performance approach and work avoidance based on situational motivation scores. Situational motivation was also found to be directly correlated with performance and mastery approaches and inversely correlated with work avoidance. Criteria were met for predicting importance and effort from performance and mastery approaches and work avoidance scores of pharmacy students. The ability to predict pharmacy students' motivation to perform on a low-stakes standardized test of content knowledge increases the test's usefulness as a measure of curricular effectiveness.

The association between educational achievements, career aspirations, achievement motives and oral hygiene behavior among dental students of Udaipur, India.

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Asawa, Kailash; Chaturvedi, Pulkit; Tak, Mridula; Nagarajappa, Ramesh; Bhat, Nagesh; Bapat, Salil; Gupta, Vivek; Jalihal, Sagar

2014-10-01

There are several factors which influence oral hygiene behavior of an individual. Educational achievements, career aspirations and achievement motives of individuals are some of those factors. The objective of this study was to investigate whether educational achievements, career aspirations and achievement motives have associations with oral hygiene behavior among dental students of Udaipur, India. A descriptive cross-sectional study was conducted among all (n=200) 1st year dental students from all dental colleges of Udaipur City, India. Self-administered structured questions were used to assess their educational achievements, career aspirations and oral hygiene behavior (OHB). Achievement motives were assessed using Achievement Motive Scale developed by Lang and Fries (2006). Chi-square test and multivariate logistic regression tests were used in data analysis. Confidence level and level of significance were set at 95% and 5% respectively. Students with better educational achievements undergone regular dental check-up (30.48%) (p=0.03) and used other oral hygiene aids (90.24%) (p=0.01). Tooth brushing frequency, time and replacement time of tooth brush were found to be significantly associated with career aspiration (p=0.007; p=0.002; p=0.00 respectively). Achievement motives did not have statistically significant association with oral hygiene behavior. Educational achievements and career aspirations appear to be associated with oral hygiene behavior of young dental students. Students with higher career aspirations practiced better oral hygiene behavior. There was no significant relationship between achievement motives and oral hygiene behavior.

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

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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.

PREDICTING ACADEMIC ACHIEVEMENT: THE ROLE OF MOTIVATION AND LEARNING STRATEGIES

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Juliana Beatriz Stover

2014-04-01

Full Text Available The aim of this study consists in testing a predictive model of academic achievement including motivation and learning strategies as predictors. Motivation is defined as the energy and the direction of behaviors; it is categorized in three types of motivation –intrinsic, extrinsic and amotivation (Deci & Ryan, 1985. Learning strategies are deliberate operations oriented towards information processing in academic activities (Valle, Barca, González & Núñez, 1999. Several studies analysed the relationship between motivation and learning strategies in high school and college environments. Students with higher academic achievement were intrinsically motivated and used a wider variety of learning strategies more frequently. A non-experimental predictive design was developed. The sample was composed by 459 students (55.2% high-schoolers; 44.8% college students. Data were gathered by means of sociodemographic and academic surveys, and also by the local versions of the Academic Motivation Scale –EMA, Echelle de Motivation en Éducation (Stover, de la Iglesia, Rial Boubeta & Fernández Liporace, 2012; Vallerand, Blais, Briere & Pelletier, 1989 and the Learning and Study Strategies Inventory –LASSI (Stover, Uriel & Fernández Liporace, 2012; Weinstein, Schulte & Palmer, 1987. Several path analyses were carried out to test a hypothetical model to predict academic achievement (Kline, 1998. Results indicated that self-determined motivation explained academic achievement through the use of learning strategies. The final model obtained an excellent fit (χ2=16.523, df= 6, p=0.011; GFI=0.987; AGFI=0.955; SRMR=0.0320; NFI=0.913; IFI=0.943; CFI=0.940. Results are discussed considering Self Determination Theory and previous research.

Cost Perception and the Expectancy-Value Model of Achievement Motivation.

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Anderson, Patricia N.

The expectancy-value model of achievement motivation, first described by J. Atkinson (1957) and refined by J. Eccles and her colleagues (1983, 1992, 1994) predicts achievement motivation based on expectancy for success and perceived task value. Cost has been explored very little. To explore the possibility that cost is different from expectancy…

Second-year medical students' motivational beliefs, emotions, and achievement.

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Artino, Anthony R; La Rochelle, Jeffery S; Durning, Steven J

2010-12-01

A challenge for medical educators is to better understand the personal factors that lead to individual success in medical school and beyond. Recently, educational researchers in fields outside medicine have acknowledged the importance of motivation and emotion in students' learning and performance. These affective factors have received less emphasis in the medical education literature. This longitudinal study examined the relations between medical students' motivational beliefs (task value and self-efficacy), achievement emotions (enjoyment, anxiety and boredom) and academic achievement. Second-year medical students (n=136) completed motivational beliefs and achievement emotions surveys following their first and second trimesters, respectively. Academic achievement was operationalised as students' average course examination grades and national board shelf examination scores. The results largely confirmed the hypothesised relations between beliefs, emotions and achievement. Structural equation modelling revealed that task value beliefs were positively associated with course-related enjoyment (standardised regression coefficient [β] = 0.59) and were negatively related to boredom (β= -0.25), whereas self-efficacy beliefs were negatively associated with course-related anxiety only (β = -0.47). Furthermore, student enjoyment was positively associated with national board shelf examination score (β = 0.31), whereas anxiety and boredom were both negatively related to course examination grade (β= -0.36 and -0.27, respectively). The overall structural model accounted for considerable variance in each of the achievement outcomes: R(2) = 0.20 and 0.14 for the course examination grade and national board shelf examination score, respectively. This study suggests that medical students' motivational beliefs and achievement emotions are important contributors to their academic achievement. These results have implications for medical educators striving to understand the

Measuring achievement goal motivation, mindsets and cognitive load: validation of three instruments' scores.

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Cook, David A; Castillo, Richmond M; Gas, Becca; Artino, Anthony R

2017-10-01

Measurement of motivation and cognitive load has potential value in health professions education. Our objective was to evaluate the validity of scores from Dweck's Implicit Theories of Intelligence Scale (ITIS), Elliot's Achievement Goal Questionnaire-Revised (AGQ-R) and Leppink's cognitive load index (CLI). This was a validity study evaluating internal structure using reliability and factor analysis, and relationships with other variables using the multitrait-multimethod matrix. Two hundred and thirty-two secondary school students participated in a medical simulation-based training activity at an academic medical center. Pre-activity ITIS (implicit theory [mindset] domains: incremental, entity) and AGQ-R (achievement goal domains: mastery-approach, mastery-avoidance, performance-approach, performance-avoidance), post-activity CLI (cognitive load domains: intrinsic, extrinsic, germane) and task persistence (self-directed repetitions on a laparoscopic surgery task) were measured. Internal consistency reliability (Cronbach's alpha) was > 0.70 for all domain scores except AGQ-R performance-avoidance (alpha 0.68) and CLI extrinsic load (alpha 0.64). Confirmatory factor analysis of ITIS and CLI scores demonstrated acceptable model fit. Confirmatory factor analysis of AGQ-R scores demonstrated borderline fit, and exploratory factor analysis suggested a three-domain model for achievement goals (mastery-approach, performance and avoidance). Correlations among scores from conceptually-related domains generally aligned with expectations, as follows: ITIS incremental and entity, r = -0.52; AGQ-R mastery-avoidance and performance-avoidance, r = 0.71; mastery-approach and performance-approach, r = 0.55; performance-approach and performance-avoidance, r = 0.43; mastery-approach and mastery-avoidance, r = 0.36; CLI germane and extrinsic, r = -0.35; ITIS incremental and AGQ-R mastery-approach, r = 0.34; ITIS incremental and CLI germane, r = 0.44; AGQ-R mastery

Influence of the motivational class climate on adolescents’ school engagement and their academic achievement

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Melchor GUTIÉRREZ

2017-06-01

Full Text Available The scientific literature provides empirical evidence on the relationship between school engagement and numerous important variables of the adolescents’ educational context. The school engagement has been related, among other important constructs, with burnout of both teachers and students, school performance, satisfaction with the school, behavioral disruption, goal orientation and motivational climate in the classroom. Because of it, the aim of this study was to analyze the relationship between perceived motivational class climate and students’ academic achievement, with school engagement acting as a mediator. A sample of 2028 teenagers completed various instruments to measure the perception of motivational climate, perceived basic psychological needs satisfaction, perceived autonomy support provided by the teacher, and academic achievement. The data were analyzed using a structural equation model with observed variables (path analysis. The results have shown a significant relationship between motivational climate and school engagement, and of this with academic achievement. It should also be highlighted the direct relationship of perceived competence and perceived autonomy support with perception of academic success. Of the three variables to be predicted (Portuguese and Mathematics marks and Academic success, the largest percentage of variance explained was the one of academic success. The results are discussed within the framework of achievement goal theory, the self-determined motivation, and in terms of contributing practical issues to adolescents’ teaching-learning process.

Corellation Between Achievement Motivation and Entrepreneurial Leadership Quality: Meta Analysis

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Arman Hakim Nasution

2010-11-01

Full Text Available This article presents a meta analysis of the experimental and survey literature that has examined the effect of achievement motivation, as a part of the big five personality factors, and entrepreneurial leadership quality. This quantitative study review 20 studies based on independent samples (N = 6209. Summary analysis is provided to support the hypothesis in which the achievement motivation has a correlation with entrepreneurial leadership quality on a fairness procedural. Result indicates that the achievement motivation influences the quality of entrepreneurial leadership in a significant value (rc = 0.26. This finding is relevant to all stakeholders (educators, governments, and parents to make a better decision on the development of entrepreneurial leadership policies.

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

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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…

Confronting the effects of unemployment on achievement motivation ...

African Journals Online (AJOL)

significantly after the intervention (team player, competitiveness, self-confidence and achiever). Other changes following the intervention included an overall increase in the scores in the subscale 'work habits' (planning/organisation, initiative, team player). Apart from revealing an increase in achievement motivation, the ...

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

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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…

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

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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.

Fear of Failure, 2x2 Achievement Goal and Self-Handicapping: An Examination of the Hierarchical Model of Achievement Motivation in Physical Education

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Chen, Lung Hung; Wu, Chia-Huei; Kee, Ying Hwa; Lin, Meng-Shyan; Shui, Shang-Hsueh

2009-01-01

In this study, the hierarchical model of achievement motivation [Elliot, A. J. (1997). Integrating the "classic" and "contemporary" approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In P. Pintrich & M. Maehr (Eds.), "Advances in motivation and achievement"…

Are training and transfer effects of working memory updating training modulated by achievement motivation?

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Zhao, Xin; Xu, Yiwenjie; Fu, Junjun; Maes, Joseph H R

2018-04-01

Previous studies examining effects of working memory (WM) updating training revealed mixed results. One factor that might modulate training gains, and possibly also transfer of those gains to non-trained cognitive tasks, is achievement motivation. In the present Studies 1 and 2, students with either a high (HAM) or low (LAM) achievement motivation completed a 14-day visuospatial WM updating training program. In Study 2, the students also performed a set of tasks measuring other executive functions and fluid intelligence prior to and after training. In both studies, the HAM students displayed a larger training gain than the LAM students. Study 2 revealed that after training, both groups showed better performance on the near-transfer but not far-transfer tasks. Importantly, the differential training gain was not associated with better post-training performance for the HAM compared to the LAM students on any of the transfer tasks. These results are taken to support a modulatory role of achievement motivation on WM training benefits, but not on transfer of those benefits to other tasks. Possible reasons for the general improvement on the near-transfer tasks and the absence of a modulatory role of achievement motivation on transfer-task performance are discussed.

EXAMINATION OF ACHIEVEMENT RELATIONS AND MOTIVATION OF 7th GRADE STUDENTS FOR INVOLVEMENT IN PHYSICAL EDUCATION CLASSES

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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.

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.

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

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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…

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

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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.

The Effect of Learned Optimism on Achievement Motivation and Academic Resilience in Female Adolescents

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M Khademi

2015-08-01

Full Text Available The aim of this study was to investigate the effect of learned optimism on achievement motivation and academic resilience in female adolescents. This study was a quasi design, pre- and post-test control group and the subjects were selected among adolescents who were members of the Center for Intellectual Development of Children and Adolescents in Isfahan. These subjects selected by randomly style and divided into two experimental and control groups. They were 20 female adolescents aged between 13 to 15 years. The experimental group received optimism training in 7 sessions. Measuring tools were Hermance Achievement motivation questionnaire and Samuel’s academic resilience questionnaire. Data were analyzed by multivariate analysis of covariance (MANCOVA. The results showed that learned optimism had a significant effect on achievement motivation and it’s subscales (confidence and perseverance but it had no effect on other subscales (foresight and hard working. As well as learned optimism had no effect on academic resilience and it’s subscales (communication skills, orientation for the future, orientation for the problem-based. Based on these results focus on emotional and optimism in educational system leads to increase motivation in students and prevent failure and school drop.

Achievement motivation and memory: achievement goals differentially influence immediate and delayed remember-know recognition memory.

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Murayama, Kou; Elliot, Andrew J

2011-10-01

Little research has been conducted on achievement motivation and memory and, more specifically, on achievement goals and memory. In the present research, the authors conducted two experiments designed to examine the influence of mastery-approach and performance-approach goals on immediate and delayed remember-know recognition memory. The experiments revealed differential effects for achievement goals over time: Performance-approach goals showed higher correct remember responding on an immediate recognition test, whereas mastery-approach goals showed higher correct remember responding on a delayed recognition test. Achievement goals had no influence on overall recognition memory and no consistent influence on know responding across experiments. These findings indicate that it is important to consider quality, not just quantity, in both motivation and memory, when studying relations between these constructs.

The Impact of Teacher-Student Relationships and Achievement Motivation on Students' Intentions to Dropout According to Socio-Economic Status

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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…

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

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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…

Achievement motivation features of female servants of government and local self-government bodies

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T.U. Kulakovsk

2018-03-01

Full Text Available The article makes the theoretical analysis of the features of professional performance of civil servants and officials of local self-government bodies. The significant level of staff turnover among civil servants and the significant level of registered unemployed among the persons who had previously worked in these structures was revealed. The article carries out the theoretical analysis of psychological researches, which testify to the existence of direct correlation between the level of achievement motivation and success in an entrepreneurial activity. The purpose has been set to study the peculiar properties of achievement motivation of civil servants and officials of local self-government bodies. The researches have shown that the level of motivation for the achievement has a straightforward connection with the success of entrepreneurship. The purpose is to study the peculiarities of the motivation of achievement of civil servants and officials of local self-government bodies. There is the possibility for engagement of fired civil servants to entrepreneurial activities. The empirical study of achievement motivation peculiarities of female employees has been conducted. A statistically significant inverse correlation between the level of achievement motivation and the length of civil service has been established. The paper substantiates the need in further research aimed at uncovering the factors responsible for the inverse correlation between the level of achievement motivation and the term of service in the civil service.

Extending Antecedents of Achievement Goals: The Double-Edged Sword Effect of Social-Oriented Achievement Motive and Gender Differences

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Nie, Youyan; Liem, Gregory Arief D.

2013-01-01

Underpinned by the hierarchical model of approach and avoidance motivation, the study examined the differential relations of individual-oriented and social-oriented achievement motives to approach and avoidance achievement goals (mastery-approach, performance-approach, mastery-avoidance, performance-avoidance). A total of 570 Chinese high school…

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

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

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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.

Peace of Mind, Academic Motivation, and Academic Achievement in Filipino High School Students.

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Datu, Jesus Alfonso D

2017-04-09

Recent literature has recognized the advantageous role of low-arousal positive affect such as feelings of peacefulness and internal harmony in collectivist cultures. However, limited research has explored the benefits of low-arousal affective states in the educational setting. The current study examined the link of peace of mind (PoM) to academic motivation (i.e., amotivation, controlled motivation, and autonomous motivation) and academic achievement among 525 Filipino high school students. Findings revealed that PoM was positively associated with academic achievement β = .16, p amotivation β = -.19, p < .05, and autonomous motivation was positively associated with academic achievement β = .52, p < .01. Furthermore, the results of bias-corrected bootstrap analyses at 95% confidence interval based on 5,000 bootstrapped resamples demonstrated that peace of mind had an indirect influence on academic achievement through the mediating effects of autonomous motivation. In terms of the effect sizes, the findings showed that PoM explained about 1% to 18% of the variance in academic achievement and motivation. The theoretical and practical implications of the results are elucidated.

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

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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

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

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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.

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.

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

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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

Career Self Efficacy, Achievement Motivation and Organizational ...

African Journals Online (AJOL)

Career self efficacy, achievement motivation and organizational commitments are considered as predictors of lecturers‟ conflict preventive behaviours in tertiary institutions in Oyo town. 300 lecturers (149 male and 151 female) of the four tertiary institutions were randomly sampled. What is the relative contributions of each ...

The correlation between achievement goals, learning strategies, and motivation in medical students.

Science.gov (United States)

Kim, Sun; Hur, Yera; Park, Joo Hyun

2014-03-01

The purpose of this study is to investigate the pursuit of achievement goals in medical students and to assess the relationship between achievement goals, learning strategy, and motivation. Two hundred seventy freshman and sophomore premedical students and sophomore medical school students participated in this study, which used the Achievement Goals Scale and the Self-Regulated Learning Strategy Questionnaire. The achievement goals of medical students were oriented toward moderate performance approach levels, slightly high performance avoidance levels, and high mastery goals. About 40% of the students were high or low in all three achievement goals. The most successful adaptive learners in the areas of learning strategies, motivation, and school achievement were students from group 6, who scored high in both performance approach and mastery goals but low in performance avoidance goals. And goal achievement are related to the academic self-efficacy, learning strategies, and motivation in medical students. In the context of academic achievement, mastery goals and performance approach goals are adaptive goals.

The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: mediating and moderating effects.

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Khalaila, Rabia

2015-03-01

The impact of cognitive factors on academic achievement is well documented. However, little is known about the mediating and moderating effects of non-cognitive, motivational and situational factors on academic achievement among nursing students. The aim of this study is to explore the direct and/or indirect effects of academic self-concept on academic achievement, and examine whether intrinsic motivation moderates the negative effect of test anxiety on academic achievement. This descriptive-correlational study was carried out on a convenience sample of 170 undergraduate nursing students, in an academic college in northern Israel. Academic motivation, academic self-concept and test anxiety scales were used as measuring instruments. Bootstrapping with resampling strategies was used for testing multiple mediators' model and examining the moderator effect. A higher self-concept was found to be directly related to greater academic achievement. Test anxiety and intrinsic motivation were found to be significant mediators in the relationship between self-concept and academic achievement. In addition, intrinsic motivation significantly moderated the negative effect of test anxiety on academic achievement. The results suggested that institutions should pay more attention to the enhancement of motivational factors (e.g., self-concept and motivation) and alleviate the negative impact of situational factors (e.g., test anxiety) when offering psycho-educational interventions designed to improve nursing students' academic achievements. Copyright © 2014 Elsevier Ltd. All rights reserved.

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

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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.

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

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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 motivation (p students are associated with differences in academic motivation and achievement over time.

Resilience and Emotional Intelligence: which role in achievement motivation

OpenAIRE

Paola Magnano; Giuseppe Craparo; Anna Paolillo

2016-01-01

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 advancemen...

Resilience and emotional intelligence: which role in achievement motivation

OpenAIRE

Magnano, Paola; Facoltà di Scienze dell'Uomo e della Società, Università degli studi Kore, Enna, Italia.; Craparo, Giuseppe; Facoltà di Scienze dell'Uomo e della Società, Università degli studi Kore, Enna, Italia.; Paolillo, Anna; Dipartimento Filosofia, Pedagogia e Psicologia, Università degli Studi di Verona, Verona, Italia.

2016-01-01

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 advancemen...

Relationships Between Achievement Emotions, Motivation and Language Learning Strategies of High, Mid and Low English Language Achievers

Institute of Scientific and Technical Information of China (English)

TAN; Jun-ming

2017-01-01

Overseas research has shown that achievement emotions have direct relationships with ＂achievement outcome＂ and＂achievement activities＂. The purpose of the present study aimed to compare the relationships betweenachievement emotions, motivation, and language learning strategies of high, mid and low achievers in Englishlanguage learning at an international university in a southern province in China. Quantitative data were collectedthrough a questionnaire survey of 74 （16 males, 58 females） TESL major students. Results indicated that studentsin general experienced more positive than negative achievement emotions; more intrinsically rather thanextrinsically motivated to learn English; and quite frequently used a variety of learning strategies to overcome theirlearning difficulties. However, Year Four low-achievers experienced more negative achievement emotions. Theyseldom used metacognitive, affective and social learning strategies, and they had lower degrees of intrinsicmotivation. Implications for institutional support for at risk students are discussed.

Explaining Math Achievement: Personality, Motivation, and Trust

Science.gov (United States)

Kilic-Bebek, Ebru

2009-01-01

This study investigated the statistical significance of student trust next to the well-tested constructs of personality and motivation to determine whether trust is a significant predictor of course achievement in college math courses. Participants were 175 students who were taking undergraduate math courses in an urban public university. The…

Measuring motivation in schizophrenia: Is a general state of motivation necessary for task-specific motivation?

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Choi, Jimmy; Choi, Kee-Hong; Reddy, Felice; Fiszdon, Joanna M.

2014-01-01

Despite the important role of motivation in rehabilitation and functional outcomes in schizophrenia, to date, there has been little emphasis on how motivation is assessed. This is important, since different measures may tap potentially discrete motivational constructs, which in turn may have very different associations to important outcomes. In the current study, we used baseline data from 71 schizophrenia spectrum outpatients enrolled in a rehabilitation program to examine the relationship between task-specific motivation, as measured by the Intrinsic Motivation Inventory (IMI), and a more general state of volition/initiation, as measured by the three item Quality of Life (QLS) motivation index. We also examined the relationship of these motivation measures to demographic, clinical and functional variables relevant to rehabilitation outcomes. The two motivation measures were not correlated, and participants with low general state motivation exhibited a full range of task-specific motivation. Only the QLS motivation index correlated with variables relevant to rehabilitation outcomes. The lack of associations between QLS motivation index and IMI subscales suggests that constructs tapped by these measures may be divergent in schizophrenia, and specifically that task-specific intrinsic motivation is not contingent on a general state of motivation. That is, even in individuals with a general low motivational state (i.e. amotivation), interventions aimed at increasing task-specific motivation may still be effective. Moreover, the pattern of interrelationships between the QLS motivation index and variables relevant to psychosocial rehabilitation supports its use in treatment outcome studies. PMID:24529609

Motivation Factors as Indicators of Academic Achievement: A Comparative Study of Student-Athletes and Non-Athletes Academic and Social Motivation

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Pedescleaux, Jonell

2010-01-01

The purpose of this study was to investigate non-cognitive motivational factors as indicators of academic achievement of male athletes and male non-athletes as measured by a secondary data analysis of the College Student Inventory (CSI) from Fall 2003 to Fall 2005. Deci and Ryan's (2000) self-determination theory provided the conceptual framework…

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

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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. © 2010 The Author. Journal of Personality © 2010, Wiley Periodicals, Inc.

College students' motivation to achieve and maintain a healthy weight.

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

2009-01-01

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. A cross-sectional survey of 300 university students aged 18-24 years. Factor analysis yielded 6 factors-Intrinsic (Cronbach's alpha=0.73): affective motivation, self-efficacy/interest; Extrinsic (Cronbach's alpha=0.68): social reward, peer pressure, lack of choice, and authority influence. Males and normal-weight students showed higher affective motivation and overall intrinsic motivation compared to females and overweight students, (PIntrinsic motivational factors and gender differences should be considered in developing obesity prevention interventions in this age-group.

The Mediating Role of Socio-Motivational Support in the Association between Individual School Self-Concept and Achievement Motivation amongst Adolescent Students

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Bakadorova, Olga; Raufelder, Diana

2014-01-01

It is now well known that adolescence is frequently marked by a decline in students' achievement motivation, which in turn is often associated with a decline in individual school self-concept. Less is known about the mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation.…

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.

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

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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…

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

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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…

The Measurement of Motivation with Science Students

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Mubeen, Sarwat; Reid, Norman

2014-01-01

Motivation is an inner force that activates and provides direction to our thought, feelings and actions. Two main characteristics of motivation are goal directed behavior and persistence. Motivated people persistently work for the goal until it is achieved. This paper explores the nature of motivation in the context of learning and seeks to relate…

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

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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.

Do Socio-Motivational Relationships Predict Achievement Motivation in Adolescents with High and Low School Self-Concepts?

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Bakadorova, Olga; Raufelder, Diana

2016-01-01

Considering the essential role that socio-motivational relationships at school play with respect to achievement motivation, this study examined the differences between students with a low school self-concept and students with a high school self-concept in a large sample of 7th and 8th grade students (N= 1088; M[subscript Age]= 13.7) in secondary…

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

NARCIS (Netherlands)

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

2018-01-01

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

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

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

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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…

The Effects of Different Motivational Climates on Students' Achievement Goals, Motivational Strategies and Attitudes toward Physical Education

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Ilker, Gokce Erturan; Demirhan, Giyasettin

2013-01-01

The aim of this study was to analyse whether conducting physical education lessons according to different motivational climates leads to a significant difference between students' achievement goals, motivational strategies and attitudes towards physical education. Participants (81-ninth grade students) were allocated to one of three experimental…

Achievement Motivation Training's Effects on Psychosocial Self-Perceptions.

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Martin, Larry G.

1983-01-01

A study identified the psychosocial needs of low-literate adults by using an instrument based on Erikson's ego-stage development model. It also tested the effectiveness of Achievement Motivation Training in counterbalancing the negative impact of school experiences on students' psychosocial development. (Author/SK)

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

Relationship Among Achievement Motivation, Self-Esteem, Locus of ...

African Journals Online (AJOL)

The thrust of the study was to examine the relationship among achievement motivation, self-esteem, locus of control and academic performance of university students in a Nigerian University. The purpose was to determine the extent university student\\'s academic performance was influenced by these criterion variables.

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.

Relationship among achievement goal orientations and multidimensional situational motivation in physical education.

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Standage, Martyn; Treasure, Darren C

2002-03-01

Contemporary research suggests that task and ego achievement goal orientations affect students' intrinsic motivation in physical education. This research has assessed intrinsic motivation as a unidimensional contruct, however, which is inconsistent with the more contemporary postulates of self-determination theory (Deci & Ryan, 1985, 1991) which states that intrinsic motivation is only one type of motivation. To date, research has not addressed whether different types of motivation at the situational level are influenced by the proneness to adopt task or ego involvement. To examine the relationship between achievement goal orientations and multidimensional situational motivation in PE. Middle school children (182 male, 136 female; M age = 13.2 years). Responded to questionnaires assessing their dispositional goal orientation (POSQ; Roberts, Treasure, & Balague, 1998) and situational motivation (SIMS; Guay, Vallerand, & Blanchard, 2000) in PE. Task orientation was found to be positively associated with more self-determined types of situational motivation. Ego orientation was weakly related to less self-determined motivation. An extreme group split was conducted to create four goal groups and goal profile analyses conducted. A significant MANOVA was followed by univariate analyses, post hoc comparisons, and calculated effect sizes, which revealed that groups high in task orientation reported more motivationally adaptive responses than groups low in task orientation. The results suggest that a high level of task orientation singularly or in combination with ego orientation fosters self-determined situational motivation in the context of PE.

ENHANCING THE LISTENING MOTIVATION AND ACHIEVEMENT OF THE ELEVENTH GRADERS BY USING DRAMA MOVIES VIEWING TECHNIQUES

Directory of Open Access Journals (Sweden)

Suramto Suramto

2016-09-01

Full Text Available The present study aimed to investigate whether or not there was a significant differencein students’ listening motivation and achievement after they were taught by dramamovies viewing technique. The objects of the study were 60 eleventh graders. A quasiexperimental design was used in this study.Data were collected by using motivationquestionnaire and listening achievement tests. The results showed that the students whowere treated by drama movies viewing technique achieved higher mean score inlistening motivation (80.57 and listening achievement (81.46. Drama movies viewingtechnique also gave contribution in listening motivation (31.9% and listeningachievement (61.8%.Keywords: drama movies viewing techniques, listening motivation, and listeningAchievement.

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

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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…

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

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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.

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

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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.

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

A Correlation Study among Achievement Motivation, Goal-Setting and L2 Learning Strategy in EFL Context

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Han, Jing; Lu, Qingsheng

2018-01-01

Achievement motivation as one of the most important parts in learning motivation indicates a concern with success in competition with some standard of excellence. Learners who are highly motivated to learn a language are likely to use a variety of strategies. Besides achievement motivation, goal setting, a very important cognitive mediator between…

The Effects of Brain Based Learning Approach on Motivation and Students Achievement in Mathematics Learning

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Mekarina, M.; Ningsih, Y. P.

2017-09-01

This classroom action research is based by the facts that the students motivation and achievement mathematics learning is less. One of the factors causing is learning that does not provide flexibility to students to empower the potential of the brain optimally. The aim of this research was to improve the student motivation and achievement in mathematics learning by implementing brain based learning approach. The subject of this research was student of grade XI in senior high school. The research consisted of two cycles. Data of student achievement from test, and the student motivation through questionnaire. Furthermore, the finding of this research showed the result of the analysis was the implementation of brain based learning approach can improve student’s achievement and motivation in mathematics learning.

Adolescents' Motivation for Reading: Group Differences and Relation to Standardized Achievement

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Wolters, Christopher A.; Denton, Carolyn A.; York, Mary J.; Francis, David J.

2014-01-01

The purpose of this study was to extend the research on adolescents' motivation for reading by examining important group differences and the relation of motivation to standardized achievement. Adolescents (N = 406) ranging from grade 7 to grade 12 completed a self-report survey that assessed 13 different aspects of their reading motivation…

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

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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,…

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.

Connecting Achievement Motivation to Performance in General Chemistry

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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…

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

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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…

Achievement Motivation and Fear of Failure in Family and School

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Hermans, Hubert J. M.; And Others

1972-01-01

Results indicate that the achievement motivation and the debilitating anxiety of the child manifest themselves in the social interaction patterns both within the family and within the classroom. (Authors)

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

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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. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

EXAMINATION OF ACHIEVEMENT RELATIONS AND MOTIVATION OF 7th GRADE STUDENTS FOR INVOLVEMENT IN PHYSICAL EDUCATION CLASSES

OpenAIRE

Dragoljub Višnjić; Dragan Martinović; Jelena Ilić; Živorad Marković

2010-01-01

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 measurem...

Student-generated questions during chemistry lectures: Patterns, self-appraisals, and relations with motivational beliefs and achievement

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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.

Intrinsic motivation, extrinsic motivation, and learning English as a foreign language.

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Shaikholeslami, Razieh; Khayyer, Mohammad

2006-12-01

The objective of this study was to examine the relationships of amotivation, extrinsic motivation, and intrinsic motivation with learning the English language. The 230 Iranian students at Shiraz University were tested using the Language Learning Orientations Scales to measure Amotivation, Extrinsic Motivation, and Intrinsic Motivation as explanatory variables. Grade point average in English exams was selected as a measure of English learning Achievement. Multiple regression analysis revealed that learning Achievement scores were predicted by scores on the Amotivation subscale, Introjected Regulation subscale, Knowledge subscale, and Stimulation subscale, whereas, the External and Identified Regulation and Accomplishment subscales did not have a significant relationship with Achievement. The results are discussed in terms of differences in Iranian context and culture.

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

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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…

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

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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…

Exploring the Link between Achievement Goals, Motivation, and Parental Expectations among University Students in Kosovo

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Albulene Grajcevci

2017-12-01

Full Text Available This paper sheds light on the link between achievement goals, motivation, and parental expectations in a sample of 600 students attending higher education institutions in Kosovo. Aside from exploring the stipulated link between the constructs, the research aims to discover whether cultural differences mediate expected results. The results proved that the mastery of goals positively correlates to intrinsic motivation in addition to which curiosity as a subscale of intrinsic motivation positively predicted preferences for the mastery of goals. As expected, performance-approach and performance-avoidance goals, correlated to extrinsic motivation with extrinsic motivation, successfully predict preferences for both types of performance goals. The data proved that among students in Kosovo, all types of goals correlated to intrinsic motivation. Achievement goals were differentiated in extrinsic motivation with mastery goals correlating rather weakly to only one subscale of extrinsic motivation.

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

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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.

The relationship between competitive anxiety, achievement goals, and motivational climates.

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Ntoumanis, N; Biddle, S

1998-06-01

The purpose of this study was to examine the relationships of achievement goal orientations and perceived motivational climate to perceptions of the intensity and direction of competitive state anxiety in a sample of university athletes representing various team sports. Although some studies have demonstrated that task orientation and mastery climate are associated with adaptive emotional patterns and ego orientation and performance climate are linked to less adaptive emotions, others have not verified these findings. In the present study, structural equation modeling was used to test these links. The results showed that perceptions of a performance climate were associated with ego orientation, whereas perceptions of a mastery climate were linked to task orientation. Furthermore, no significant links were found between task orientation and direction of competitive anxiety, while it was shown that the impact of ego orientation on the intensity and direction of cognitive and somatic anxiety was exerted through self-confidence. No significant direct links were found between motivational climates and competitive anxiety, thus implying that motivational climates may have an indirect impact on affective responses through the different goal orientations. The findings of the present study are discussed along with suggestions for examining situational and individual difference variables that may explain the relationships between intensity and direction of competitive anxiety and achievement goals and motivational climates.

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

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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…

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

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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.

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.

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

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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.

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

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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.

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

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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.

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

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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.

Personality, Motivation, and Math Achievement Among Turkish Students.

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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.

Measuring Tourism motivation: Do Scales matter?

OpenAIRE

Huang, Songshan (Sam)

2009-01-01

Measuring tourist motivation has always been a challenging task for tourism researchers. This paper aimed to increase the understanding of tourist motivation measurement by comparing two frequently adopted motivation measurement approaches: self-perception (SP) and importance-rating (IR) approaches. Results indicated that both SP and IR scales were highly reliable in terms of internal consistency. However, respondents tended to rate more positively in the SP scale than in the IR scale. Factor...

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

OpenAIRE

Derakhshanrad, Seyed Alireza; Piven, Emily

2016-01-01

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 establi...

Improving Outcome Measures Other Than Achievement

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Kristin Anderson Moore

2015-05-01

Full Text Available Research indicates that educational, economic, and life success reflect children’s nonacademic as well as academic competencies. Therefore, longitudinal surveys that assess educational progress and success need to incorporate nonacademic measures to avoid omitted variable bias, inform development of new intervention strategies, and support mediating and moderating analyses. Based on a life course model and a whole child perspective, this article suggests constructs in the domains of child health, emotional/psychological development, educational achievement/attainment, social behavior, and social relationships. Four critical constructs are highlighted: self-regulation, agency/motivation, persistence/diligence, and executive functioning. Other constructs that are currently measured need to be retained, including social skills, positive relationships, activities, positive behaviors, academic self-efficacy, educational engagement, and internalizing/emotional well-being. Examples of measures that are substantively and psychometrically robust are provided.

Personality and achievement motivation : relationship among Big Five domain and facet scales, achievement goals, and intelligence

NARCIS (Netherlands)

Bipp, T.; Steinmayr, R.; Spinath, B.

2008-01-01

In the present study we examined the nomological network of achievement motivation and personality by inspecting the relationships between four goal orientations (learning, performance-approach, performance-avoidance, work avoidance), the Big Five personality traits, and intelligence. Within a

The achievement flow motive as an element of the autotelic personality : Predicting educational attainment in three cultures

NARCIS (Netherlands)

Busch, H.; Hofer, J.; Chasiotis, A.; Campos, D.

2013-01-01

Human behavior is directed by an implicit and an explicit motivational system. The intrinsic form of the implicit achievement motive has been demonstrated to predict the experience of flow. Thus, this achievement flow motive can be considered an integral component of the autotelic personality,

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…

The Relation between Lifelong Learning Tendency and Achievement Motivation

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Yilmaz, Emrullah; Kaygin, Hüseyin

2018-01-01

The aim of this study is to reveal the relation between lifelong learning tendency and achievement motivation. The sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at two universities in Turkey in 2016. Relational screening model was used in the study and the data were collected through…

Seeding science success: Relations of secondary students' science self-concepts and motivation with aspirations and achievement

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Chandrasena, Wanasinghe Durayalage

This research comprises three inter-related synergistic studies. Study 1 aims to develop a psychometrically sound tool to measure secondary students' science self-concepts, motivation, and aspirations in biology, chemistry, earth and environmental methodology to explicate students' and teachers' views, practices, and personal experiences, to identify the barriers to undertaking science for secondary students and to provide rich insights into the relations of secondary students' science self-concepts and motivation with their aspirations and achievement. Study 3 will detect additional issues that may not necessarily be identifiable from the quantitative findings of Study 2. The psychometric properties of the newly developed instrument demonstrated that students' science self-concepts were domain specific, while science motivation and science aspirations were not. Students' self-concepts in general science, chemistry, and physics were stronger for males than females. Students' self-concepts in general science and biology became stronger for students in higher years of secondary schooling. Students' science motivation did not vary across gender and year levels. Though students' science aspirations did not vary across gender, they became stronger with age. In general, students' science self-concepts and science motivation were positively related to science aspirations and science achievement. Specifically, students' year level, biology self-concept, and physics self concept predicted their science and career aspirations. Biology self-concept predicted teacher ratings of students' achievement, and students' general science self-concepts predicted their achievement according to students' ratings. Students' year level and intrinsic motivation in science were predictors of their science aspirations, and intrinsic motivation was a greater significant predictor of students' achievement, according to student ratings. Based upon students' and teachers' perceptions, the

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

OpenAIRE

O'Rourke, Daniel J.; Smith, Ronald E.; Smoll, Frank L.; Cumming, Sean P.

2012-01-01

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 scor...

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.

Gamification in science education: The relationship of educational games to motivation and achievement

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Rouse, Kelly Elizabeth

Community colleges have become increasingly more important in America's higher education system. Part of this emphasis has been directly due to President Obama's 2010 directive to produce a competitive workforce in the United States by increasing the community college graduation rate by five million over the next decade (Madhani, 2010). Community colleges allow open admission for students which permits marginally prepared students to enter. These students may lack motivation, which contributes to student attrition (Williams, 2010). The focus of this study is to examine methods that may improve student learning and motivation, which could ultimately lead to higher graduation rates. This study investigates the relationship of gamification to motivation and achievement in a community college microbiology class. Gamification is defined as "the process of adding game mechanics to processes, programs, and platforms that would not traditionally use such concepts" (Swan, 2012). The goal of game-based learning is to increase student motivation and learning. The results of this investigation indicate that educational games increase motivation and achievement of students in a community college microbiology class.

The Relationship between Students' Attitudes towards School, Values of Education, Achievement Motivation and Academic Achievement in Gondar Secondary Schools, Ethiopia

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Dagnew, Asrat

2017-01-01

The current study investigated the relationship between students' attitudes towards school, values of education, achievement motivation and academic achievement. Accordingly, the study adopted a correlation research design. To achieve the objectives of the study, 362 students using systematic sampling technique were taken from grade 9 students of…

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

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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…

THE CONTRIBUTION OF TEACHERS’ PERSONAL RELATIONSHIP AND THEIR PERCEPTION OF SUPERVISION IMPLEMENTATION TOWARD WORK ACHIEVEMENT MOTIVATION

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Fitriadi Lubis

2018-04-01

Full Text Available The purpose of this research is to examine the relationship between teachers’ interpersonal relationship and their perception about supervision implementation and their contribution toward their work achievement motivation. The data were obtained from 55 teachers as the sample by stratified proportional random sampling. The data were analyzed by means of correlation and multiple regression technique. The results of this study show that the contribution of interpersonal relationship variable was 28% to work achievement. Meanwhile, the teachers’ perception of supervision implementation variable contributes 17% to work achievement motivation variable. The contribution of the two dependent variables was 41% to work achievement motivation variable.

Perceived emotional intelligence, achievement motivation and school performance in conservatory students

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Laura López Bernad

2013-01-01

The present research inspects the relationship between Perceived Emotional Intelligence (PEI) and achievement motivation in a sample of students (N=57) belonging to the string department at the Conservatorio Profesional de Música and specializing in violin, viola, violoncello and bass violoncello. The evaluation methods were: the Trait Meta-Mood Scale (TMMS-24), to test Perceived Emotional Intelligence, and the Escala Atribucional de Motivación de Logro (EAML, Attributive Motivation Scale) to...

Modeling motive activation in the Operant Motives Test

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Runge, J. Malte; Lang, Jonas W. B.; Engeser, Stefan

2016-01-01

The Operant Motive Test (OMT) is a picture-based procedure that asks respondents to generate imaginative verbal behavior that is later coded for the presence of affiliation, power, and achievement-related motive content by trained coders. The OMT uses a larger number of pictures and asks...... on the dynamic model were .52, .62, and .73 for the affiliation, achievement, and power motive in the OMT, respectively. The second contribution of this article is a tutorial and R code that allows researchers to directly apply the dynamic Thurstonian IRT model to their data. The future use of the OMT...... respondents to provide more brief answers than earlier and more traditional picture-based implicit motive measures and has therefore become a frequently used measurement instrument in both research and practice. This article focuses on the psychometric response mechanism in the OMT and builds on recent...

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

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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.

MOTIVATION AND MOTIVES - DRIVER AND REASON OF CONSUMER'S BUYING BEHAVIOR

OpenAIRE

TICHINDELEAN Mihai; VINEREAN Simona

2013-01-01

The purpose of the paper is to understand and measure consumer's motives as part of the complex mental structure which has as result a certain buying behavior. To achieve this goal, the authors structured the paper in two parts: the first part contains a literature review regarding the concepts of motivation and motives, while the second part tries to measure and explain several dimensions of buying motives by using a statistical analysis tool - exploratory factor analysis.

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

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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

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

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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.

The Relationships among Middle School Students' Motivational Orientations, Learning Strategies, and Academic Achievement

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McClintic-Gilbert, Megan S.; Corpus, Jennifer Henderlong; Wormington, Stephanie V.; Haimovitz, Kyla

2013-01-01

The present study examined the extent to which middle school students' (N = 90) learning strategies mediated the relationship between their motivational orientations and academic achievement. Survey data revealed that higher degrees of intrinsic motivation predicted the use of both deep and surface learning strategies, whereas higher degrees of…

Rural Adolescents' Reading Motivation, Achievement and Behavior across Transition to High School

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Cantrell, Susan Chambers; Rintamaa, Margaret; Anderman, Eric M.; Anderman, Lynley H.

2018-01-01

The authors examined 1,781 rural students' reading motivation and behavior across the transition from middle to high school. Using expectancy-value theory, they investigated how motivational variables predicted changes in reading behavior and achievement across the transition in terms of their expectancies, values, and out-of-school reading…

The honeymoon effect in job performance - Temporal increases in the predictive power of achievement motivation

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Helmreich, Robert L.; Sawin, Linda L.; Carsrud, Alan L.

1986-01-01

Correlations between a job performance criterion and personality measures reflecting achievement motivation and an interpersonal orientation were examined at three points in time after completion of job training for a sample of airline reservations agents. Although correlations between the personality predictors and performance were small and nonsignificant for the 3-month period after beginning the job, by the end of six and eight months a number of significant relationships had emerged. Implications for the utility of personality measures in selection and performance prediction are discussed.

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

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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…

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

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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

Raising the stakes: How students' motivation for mathematics associates with high- and low-stakes test achievement.

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Simzar, Rahila M; Martinez, Marcela; Rutherford, Teomara; Domina, Thurston; Conley, AnneMarie M

2015-04-01

This study uses data from an urban school district to examine the relation between students' motivational beliefs about mathematics and high- versus low-stakes math test performance. We use ordinary least squares and quantile regression analyses and find that the association between students' motivation and test performance differs based on the stakes of the exam. Students' math self-efficacy and performance avoidance goal orientation were the strongest predictors for both exams; however, students' math self-efficacy was more strongly related to achievement on the low-stakes exam. Students' motivational beliefs had a stronger association at the low-stakes exam proficiency cutoff than they did at the high-stakes passing cutoff. Lastly, the negative association between performance avoidance goals and high-stakes performance showed a decreasing trend across the achievement distribution, suggesting that performance avoidance goals are more detrimental for lower achieving students. These findings help parse out the ways motivation influences achievement under different stakes.

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

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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…

The relationship between family atmosphere and motivation for achievement in year 12 high school students in Yazd 2006-2007

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G.A Heidary

2012-02-01

Results: Six factors were analyzed as predictors of achievement motivation including (rational, cultural based, ethical, religious circuit, control and organization. None of them were significant predictors. The relationship between gender and achievement motivation were significant. A correlation between gender, family atmosphere and achievement motivation was not observed in this study. Conclusion: The family atmosphere with various aspects of motivation may effect on development of students and educational success in Yazd high school students.

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

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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…

The Dominant Factor of Teacher's Role as a Motivator of Students' Interest and Motivation in Mathematics Achievement

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Tambunan, Hardi

2018-01-01

This study aims to identify the most dominant factor of the teacher's role as a motivator that influences students' interest and motivation to perform in mathematics achievement. It is conducted in eighth grade of senior high school with 209 students, consisted of five state schools and two private schools from seven regencies in North Sumatera.…

Modeling relationships of achievement motivation and physical fitness with academic performance in Japanese schoolchildren: Moderation by gender.

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Ishihara, Toru; Morita, Noriteru; Nakajima, Toshihiro; Okita, Koichi; Sagawa, Masato; Yamatsu, Koji

2018-04-25

The aim of this study was to determine, using structural equation modeling, the comprehensive relationships of achievement motivation (self-fulfillment achievement motivation [SFAM] and competitive achievement motivation [CAM]), daily behaviors (exercise habits, screen time, and learning duration), body mass index [BMI], and cardiorespiratory fitness [CRF]) with academic performance among schoolchildren. Three hundred twenty-five schoolchildren (172 males and 153 females; 12-13 years old) were recruited. Academic performance was assessed using the total grade points in 8 academic subjects (GP8); CRF using the 20-m shuttle run; and achievement motivation, daily behaviors, and socioeconomic status using questionnaires. Socioeconomic status was included as a control variable. In males, two cascade associations of achievement motivation to GP8 were detected: (1) SFAM → screen time/learning duration → GP8, and (2) CAM → exercise habit → CRF → GP8 (χ 2  = 8.72, p = .19, AGFI = .92). In females, two cascade associations were also detected: (1) SFAM → screen time/learning habit → GP8, and (2) exercise habit → BMI 2  → GP8 (χ 2  = 6.17, p = .41, AGFI = .93). Our results suggest that greater achievement motivation is associated with academic success via various physiological/behavioral factors, and that these associations differ by gender. Copyright © 2018. Published by Elsevier Inc.

College Students' Motivation to Achieve and Maintain a Healthy Weight

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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…

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

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

2017-08-01

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.

Client Motivation for Therapy Scale: a measure of intrinsic motivation, extrinsic motivation, and amotivation for therapy.

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Pelletier, L G; Tuson, K M; Haddad, N K

1997-04-01

The purpose of this study was to examine the psychometric properties of a new measure of client motivation for therapy, the Client Motivation for Therapy Scale. This scale is designed to measure client's Intrinsic Motivation, four forms of regulation for Extrinsic Motivation (integrated, identified, introjected, and external regulation), and Amotivation for therapy. These subscales correspond to different forms of motivation identified by Deci and Ryan (1985) and fall along a self-determination continuum. An experimental version of the scale, along with related scales, was distributed to a total sample of 138 clients involved in therapy. The results supported the factor structure of the scale and revealed a satisfactory level of internal consistency. Correlations among the subscales revealed a simplex pattern that, in general, provides support for the self-determination continuum and the construct validity of the scale. Implications for research on client motivation for therapy are discussed.

Working memory moderates the effect of the integrative process of implicit and explicit autonomous motivation on academic achievement.

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Gareau, Alexandre; Gaudreau, Patrick

2017-11-01

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. © 2017 The British Psychological Society.

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

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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.

[Psychopathology and achievement motivation in adolescents with pathological internet use].

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Wartberg, Lutz; Sack, Peter-Michael; Petersen, Kay-Uwe; Thomasius, Rainer

2011-01-01

In Germany, the internet is used by 69.4% of the population or 49 million people, and 100% of adolescents (between 14 to 19 years of age) spend time in the internet at least occasionally. An excessive use of the internet may lead to negative psychosocial consequences and changes in behaviour. This phenomenon is named "pathological internet use". Until now, there are only few studies published that investigate mental well being in German adolescents with pathological internet use. 16 participants of an outpatient treatment program for pathological internet use and 16 healthy adolescents were compared on self-reported levels of psychopathology (SPS-J), achievement motivation (FLM 7-13) and personal experience of attention deficit (FEDA). There were no differences in age, gender, intelligence or education between the two groups. Pathological internet users exhibited significantly elevated scores on self-esteem problems and the summary score of the SPS-J and significantly lower scores on FLM 7-13-dimensions "achievement ambition" and "perseverance/diligence" compared to controls. The results revealed that adolescents with pathological internet use report a higher level of psychopathology and lower levels of achievement motivation and drive. These findings should be taken into account when conceptualizing treatments for pathological internet users.

The Spatial Power Motivation Scale: a semi-implicit measure of situational power motivation.

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Schoel, Christiane; Zimmer, Katharina; Stahlberg, Dagmar

2015-01-01

We introduce a new nonverbal and unobtrusive measure to assess power motive activation, the Spatial Power Motivation Scale (SPMS). The unique features of this instrument are that it is (a) very simple and economical, (b) reliable and valid, and (c) sensitive to situational changes. Study 1 demonstrates the instrument's convergent and discriminant validity with explicit measures. Study 2 demonstrates the instrument's responsiveness to situational power motive salience: anticipating and winning competition versus losing competition and watching television. Studies 3 and 4 demonstrate that thoughts of competition result in higher power motivation specifically for individuals with a high dispositional power motive.

The Importance of Motivation as a Predictor of School Achievement

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Steinmayr, Ricarda; Spinath, Birgit

2009-01-01

The present study examined to which extent different motivational concepts contribute to the prediction of school achievement among adolescent students independently from intelligence. A sample of 342 11th and 12th graders (age M = 16.94; SD = .71) was investigated. Students gave self-reports on domain-specific values, ability self-perceptions,…

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

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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…

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

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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

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

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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…

The Mediating Role of School Motivation in Linking Student Victimization and Academic Achievement

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Fan, Weihua; Dempsey, Allison G.

2017-01-01

This study examined the mediating role of student school motivation in linking student victimization experiences and academic achievement among a nationally representative sample of students in 10th grade. Structural equation modeling supported that there were significant associations between student victimization and academic achievement for high…

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

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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…

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

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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…

Effects of Webquest on the achievement and motivation on Jordanian university students of (Independent & Dependent cognitive style

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Osamah Mohammad Ameen Aldalalah

2015-08-01

Full Text Available The purpose of this study was to investigate the effects of webquest on the jordanian students’ of different cognitive style. The independent variables were the instruction (conventional & webquest. The dependent variables were the students’ achievement and motivation. The instructionrating variable is cognitive style (independent & dependent. The study sample consisted of 72 undergraduate educational technology students, information and communication technology students and graphic design students. Inferential statistics were conducted to analyze the data. An analysis of covariance (ANCOVA and T-TEST was carried out to examine the main effects of the independent variables on the dependent variables. The findings of this study showed that students using the webquest instruction performed significantly better on achievement and motivation than students using the conventional instruction. Independent cognitive style students performed significantly better on achievement and motivation than dependent cognitive style students. The webquest instruction was found to help students with dependent cognitive style on achievement and motivation

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

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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;…

Introduction of a new instrument to measure motivation for gaming: the electronic gaming motives questionnaire.

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Myrseth, Helga; Notelaers, Guy; Strand, Leif Åge; Borud, Einar Kristian; Olsen, Olav Kjellevold

2017-09-01

To adapt the four-dimensional Gambling Motives Questionnaire-Revised (GMQ-R) to measure the motivation for engaging in electronic gaming, and to validate the internal structure and investigate the criterion validity of the new Electronic Gaming Motives Questionnaire (EGMQ). The GMQ-R was adapted to measure motivation for playing video games and the new instrument was tested on a sample of Norwegian conscripts selected randomly from the pool of conscripts who started their military service between 2013 and 2015. The questionnaire was administered to all those who had played video games during the last 6 months and consisted of 853 gamers (86.8% men, mean age = 19.4 years). All participants completed the EGMQ, as well as other measures of gaming behaviour, gaming problems, boredom, loneliness and depression. The confirmatory factor analyses showed that the proposed EGMQ (measuring enhancement, coping, social and self-gratification motives) displayed satisfactory fit and internal consistency. Hierarchical regression analyses showed that gender emerged as a significant predictor (P motivational dimensions explained an additional 5.8-38.8% of the variance. Coping and self-gratification predicted gaming problems (P motivational dimensions were also predicted differentially by indicators of psychosocial wellbeing, indicating divergent validity of the four motives. The four-dimensional Electronic Gaming Motives Questionnaire is a valid instrument for measuring motives for gaming. © 2017 Society for the Study of Addiction.

Mathematics and Natural Science Students' Motivational Profiles and Their First-Year Academic Achievement

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

2018-01-01

Our study focused on describing first-year university students' motivational profiles and examining differences in academic achievement based on these profiles. Data on academic motivation of 755 students in the field of mathematics and natural sciences were collected before the start of their bachelor's degree program; data on GPA were collected…

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

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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

Implicit motive profile of treatment-seeking opiate users: high affiliation and low achievement.

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Bársonya, Katalin; Martos, Tamás; Ehmann, Bea; Balázs, Hedvig; Demetrovics, Zsolt

2013-01-01

Research on basic human motives (achievement, affiliation, and power) encoded at the emotional level recently returned to the forefront of scientific research. To date, there are only a few studies on the pattern of implicit motives of substance users, so the present study examined opiate users participating in methadone maintenance treatment (N = 80) along these dimensions, comparing them to 40 non-substance users. Participants were asked to create stories on the basis of the pictures of the Thematic Apperception Test. The stories were analyzed using the content analysis method of David Winter (1991). Like other substance user groups, opiate-dependent persons used less achievement and more affiliation notions in creating stories, while there was no significant difference between the two groups concerning power notions. The results proved to be independent of the presence of anxiety and depression symptoms, despite substance users reporting higher levels of these, and suggest that motivational factors are worth considering in treatment planning.

Suicide proneness in college students: relationships with gender, procrastination, and achievement motivation.

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

2011-08-01

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 also examined for each gender. Participants included 475 (336 women, 139 men) undergraduates from a southeastern university. For both genders, procrastination and achievement motivation were significantly correlated at the univarate level with the suicide proneness indices. However, for college women, but not men, procrastination significantly accounted for unique amounts of variance in both suicide indices above and beyond the influence of depression and self-esteem. Implications for suicide intervention efforts directed toward college women and men are offered.

Relationship Between the Perception Curriculum Credit Semester System (Sks) with Academic Achievement Motivation in Students of Sman 78 Jakarta

OpenAIRE

Nurhidayah, Fajriati; Widodo, Prasetyo Budi; Desiningrum, Dinie Ratri

2012-01-01

School education has a major role in improving the quality of eduvation ,00aitems through the students academic achievement motivation. Students academic achievement motivation can be seen by the student perception of the curriculum semester credit system is applied in schools. This research was conducted to determine the relationship between perceptions of curriculum semester credit system with academic achievement motivation in students of SMAN 78 Jakarta. The population was 324 students w...

Influence of Achievement Motivation on Nigerian Undergraduates' Attitude towards Examination

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Adegboyega, Lateef Omotosho

2018-01-01

This paper investigated the influence of achievement motivation on Nigerian undergraduates' attitude towards examination. Descriptive survey of the correlational type was employed for the study. One thousand, five hundred and thirty-six (1,536) undergraduates in Nigeria were drawn using purposive and stratified sampling techniques. Four research…

Measurement of Motivations for and against Sexual Behavior

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Patrick, Megan E.; Maggs, Jennifer L.; Cooper, M. Lynne; Lee, Christine M.

2011-01-01

A multidimensional measure assessing distinct motivations for and against sex was shown to be reliable, valid, and configurally invariant among incoming first-year college students. Three Motivations Against Sex Questionnaire subscales were developed to measure motivations "against" sexual behavior (Values, Health, Not Ready) to complement and…

Differential influences of achievement approach goals and intrinsic/extrinsic motivation on help-seeking in e-learning

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Yan Yang

2013-06-01

Full Text Available Considering the importance yet paucity of help-seeking in e-learning, the present study investigated the motivational antecedents of help-seeking among online college students. We explored and compared the influences of achievement approach goals from the old and new achievement motivation models (Elliot & McGregor, 2001; Elliot, Murayama, & Pekrun, 2011 on online students’ help-seeking through intrinsic/extrinsic motivation. Path analyses were used to test two models of help-seeking among college students from four online educational psychology classes (N = 93 based on the two models of achievement goals. Our results showed that the new 3 × 2 model was a better fit than the old 2 × 2 model, suggesting that the achievement approach goals of the new model differ from those of the old model conceptually as Elliot, Murayama, and Pekrun (2011 posited. Second, our results revealed both unexpected direct and indirect positive influence of performance- and other-approach goals on online students’ help-seeking behaviour through extrinsic motivation. Third, while mastery-approach goals indirectly predicted help-seeking through intrinsic motivation, self- and task-approach predicted help-seeking in a dramatically different manner. Self-approach goals displayed indirect influence on help-seeking through intrinsic motivation similar to mastery-approach, yet task-approach displayed a negative direct influence on help-seeking. These results suggested the potential positive impact of self-approach and the detrimental influence of task-approach goals on help-seeking in e-learning environment. Conceptual issues and pedagogical implications for online instructions are discussed.

Achievement motivation and level of aspiration: adolescent Ethiopian immigrants in the Israeli education system.

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Horowitz, T R; Mosher, N

1997-01-01

This paper focuses on two questions: Are Ethiopian high school children who immigrated to Israel achievement motivated? To what extent does the presence or absence of certain components of the achievement construct in the indigenous value system of Ethiopian students affect progress at school? The study is based on pilot research conducted in Israel in 1987 for which the central research questions were: Are elements of motivation to be found in the indigenous value system of Ethiopian students? If so, what is their effect on progress at school? The research is based on a questionnaire administered to 88 Ethiopian students and 85 veteran Israeli students. The main findings of this research are: There are some elements in the socialization of Ethiopian students that can be looked upon as components of achievement motivation. These include a high level of aspiration, the ability to postpone gratification, and obedience. These elements help the Ethiopian children succeed at school. On the other hand, some elements in the socialization of Ethiopian children hinder their progress: conformity restraints on individual creativity and external locus of control.

Influence of science and technology magnet middle schools on students' motivation and achievement in science

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Allen, David

Some informal discussions among educators regarding motivation of students and academic performance have included the topic of magnet schools. The premise is that a focused theme, such as an aspect of science, positively affects student motivation and academic achievement. However, there is limited research involving magnet schools and their influence on student motivation and academic performance. This study provides empirical data for the discussion about magnet schools influence on motivation and academic ability. This study utilized path analysis in a structural equation modeling framework to simultaneously investigate the relationships between demographic exogenous independent variables, the independent variable of attending a science or technology magnet middle school, and the dependent variables of motivation to learn science and academic achievement in science. Due to the categorical nature of the variables, Bayesian statistical analysis was used to calculate the path coefficients and the standardized effects for each relationship in the model. The coefficients of determination were calculated to determine the amount of variance each path explained. Only five of 21 paths had statistical significance. Only one of the five statistically significant paths (Attended Magnet School to Motivation to Learn Science) explained a noteworthy amount (45.8%) of the variance.

Reciprocal Relations among Motivational Frameworks, Math Anxiety, and Math Achievement in Early Elementary School

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Gunderson, Elizabeth A.; Park, Daeun; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C.

2018-01-01

School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd…

The measurement of employee motivation by using multi-factor statistical analysis

OpenAIRE

Zámečník, Roman

2014-01-01

The proposal and implementation of an effective motivation program is one of the key management tasks of a company. Improperly designed and applied motivation programs can have a negative impact on employees, who are not motivated to achieve maximum performance. The paper will also deal with the problems of employee motivation and the motivation programs in a selected industrial company. The motivation structure analysis will be based on the general knowledge of the theory of motivation, toge...

Reading anxiety, classroom anxiety, language motivation, reader self-perception, and arabic achievement of Arab-American students learning arabic as a second language.

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Alkhateeb, Haitham M

2014-12-01

The present study assessed the relations between reading anxiety, classroom anxiety, language motivation, and readers' self-perception for a sample of Arab-American students in Arabic classes. The effects of sex, grade, and years studying Arabic on academic achievement were examined as well. Measures were administered to 118 middle school students (56 boys, 62 girls; M age = 13.0 yr., SD = 0.8), and teachers reported academic grades in Arabic. Reading anxiety was significantly correlated with classroom anxiety and reader self-perception. Classroom anxiety scores were significantly correlated with motivation and reader self-perception. Significant positive correlations were found between language motivation and reader self-perception scores, and between years studying Arabic and reader self-perception scores. Boys in the second year of Arabic had significantly lower classroom anxiety than girls, and students in Grade 7 had higher reader self-perception than those in Grade 8. Classroom anxiety, language motivation, and reader self-perception significantly predicted Arabic achievement. Pedagogical implications are discussed.

ENHANCING STUDENTS‟ MOTIVATION AND ACHIEVEMENT IN LEARNING GRAMMAR THROUGH CONTEXTUAL TEACHING AND LEARNING THROUGH RELATING, EXPERIENCING, APPLYING, COOPERATING AND TRANSFERRING (REACT STRATEGY

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Mashlihatul Umami Umami

2017-04-01

Full Text Available This research addresses the issue of whether Contextual Teaching and Learning (CTL through REACT (Relating, Experiencing, Applying, Cooperating and Transferring strategy is able to enhance motivation and achievement of English Department students‘ in learning grammar. The researcher uses a classroom action research in which it was held for about two cycles. The instruments of collecting the data are observation, rubric, questionaire and test. The researcher analyzes the data using three steps, i.e. students‘ motivation to learn are analyzed by the sheet of observation, each of individuals is also analyzed by fulfilling the questionnaire of self assessment, the progress of students‘ motivation and achievement are all monitored by rubric assessment tool, seven components of REACT strategy in learning is also recorded by the sheets of observation and the statistical analysis using t-test measures the improvement occurred. In addition, the researcher prepares field note and questionnaire to monitor the process of learning. Based on the results of qualitative-quantitative analysis, it can be found that the use of CTL approach especially using project based and cooperative learning improves the students‘ motivation and achievement in learning grammar.

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

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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.

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

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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

Ethnicity, Effort, Self-Efficacy, Worry, and Statistics Achievement in Malaysia: A Construct Validation of the State-Trait Motivation Model

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Awang-Hashim, Rosa; O'Neil, Harold F., Jr.; Hocevar, Dennis

2002-01-01

The relations between motivational constructs, effort, self-efficacy and worry, and statistics achievement were investigated in a sample of 360 undergraduates in Malaysia. Both trait (cross-situational) and state (task-specific) measures of each construct were used to test a mediational trait (r) state (r) performance (TSP) model. As hypothesized,…

Does Context, Practice or Competition Affect Female Athletes’ Achievement Goal Dominance, Goal Pursuit, Burnout and Motivation?

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Fernández-Rio Javier

2017-10-01

Full Text Available The goal of this study was to assess the effects of two different achievement sport contexts, practice and competition, on the motivational profile of professional/semi-professional athletes. Forty-eight Spanish national/international-level female athletes (basketball = 18; handball = 12; soccer = 11; volleyball = 7, mean age 25.14 ± 3.43 years, agreed to participate in the study. They completed a questionnaire, prior and after training and competition, to assess achievement goals, achievement goal dominance, goal pursuit, motivational climate, motivation, burnout and perceived recovery-exertion. Data analyses revealed that, both in practice and competition, these team-sport athletes overwhelmingly showed a strong mastery-approach achievement goal in dominance as well as in pursuit. A significant finding was that this group of national/international-level, professional/semi-professional athletes not only adopted a mastery-approach achievement goal, but they also actively pursued it. It is also remarkable that this profile remained stable at post-tests, even after a painful defeat in competition, which produced a significant negative effect on the athletes’ burnout (emotional and physical exhaustion and devaluation of sport participation and self-determined motivation. As expected, the difference between total recovery and perceived exertion significantly increased after practice and competition. National/international-level team-sport professional/semi-professional female athletes held and pursue stable mastery-approach goal dominance.

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

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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…

The effect of authentic leadership, organizational justice, and achievement motivation on teachers' performance in vocational high school seventeen Temanggung

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Sugi, Slamet, Achmad; Martono, S.

2018-03-01

Teachers' performance in Temanggung in 2016 did not show maximal result. It was shown from many indicators. The low score of UN, UKG and PKB result. Individual performance was different. Achievement motivation could be seen through their attitude and behavior performances. The purpose of this research is to know the effect of authentic leadership, organizational justice, and achievement motivation on teachers' performance. The objects of this research are authentic leadership, organizational justice, achievement motivation and teachers' performance in Vocational High School Seventeen in Temanggung. The research method used is quantitative. Data collection was done by questioners. Then, the data were analyzed by using Path SPSS 16. The result of this research showed that authentic leadership, organizational justice, achievement motivation had significant effect on teachers' performance in Vocational High School Seventeen in Temanggung.

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

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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…

The effect of team accelerated instruction on students’ mathematics achievement and learning motivation

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Sri Purnami, Agustina; Adi Widodo, Sri; Charitas Indra Prahmana, Rully

2018-01-01

This study aimed to know the improvement of achievement and motivation of learning mathematics by using Team Accelerated Instruction. The research method used was the experiment with descriptive pre-test post-test experiment. The population in this study was all students of class VIII junior high school in Jogjakarta. The sample was taken using cluster random sampling technique. The instrument used in this research was questionnaire and test. Data analysis technique used was Wilcoxon test. It concluded that there was an increase in motivation and student achievement of class VII on linear equation system material by using the learning model of Team Accelerated Instruction. Based on the results of the learning model Team Accelerated Instruction can be used as a variation model in learning mathematics.

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

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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.

Structural Modeling for Influence of Mathematics Self-Concept, Motivation to Learn Mathematics and Self-Regulation Learning on Mathematics Academic Achievement

OpenAIRE

Hamideh Jafari Koshkouei; Ahmad Shahvarani; Mohammad Hassan Behzadi; Mohsen Rostamy-Malkhalifeh

2016-01-01

The present study was carried out to investigate the influence of mathematics self-concept (MSC), motivation to learn mathematics (SMOT) and self-regulation learning (SRL) on students' mathematics academic achievement. This study is of a descriptive survey type. 300 female students at the first grade of high school (the second period) in City Qods, were selected by multiple step cluster sampling method and completed MSC, SMOT and SRL questionnaires. Mathematics academic achievement was measur...

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

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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.…

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

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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…

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

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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…

Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators

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Cameron, Judy; Pierce, W. David; Banko, Katherine M.; Gear, Amber

2005-01-01

This study assessed how rewards impacted intrinsic motivation when students were rewarded for achievement while learning an activity, for performing at a specific level on a test, or for both. Undergraduate university students engaged in a problem-solving activity. The design was a 2 * 2 factorial with 2 levels of reward in a learning phase…

Measuring motivation in people with schizophrenia.

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Fervaha, Gagan; Foussias, George; Takeuchi, Hiroyoshi; Agid, Ofer; Remington, Gary

2015-12-01

Motivational deficits are a key determinant of poor functional outcomes in schizophrenia. These impairments are typically evaluated using various clinical rating scales; however, the degree of convergence between motivation scores derived from different instruments is not clear. In the present study, we measured motivational deficits in 62 patients with schizophrenia using 5 scores derived from 3 different instruments. We found that the scores from these different instruments were highly inter-correlated, and largely independent of severity of other symptom domains (e.g., depression). Our findings suggest that clinical ratings scales evaluating motivational deficits are tapping into a similar underlying construct. Copyright © 2015 Elsevier B.V. All rights reserved.

Can implicit motivation be measured?

DEFF Research Database (Denmark)

Kraus, Alexandra; Scholderer, Joachim

According to recent neurobiological models, food choices are influenced by two separate reward systems: motivational wanting (incentive salience of the reward) and affective liking (hedonic pleasure associated with the reward). Both are assumed to have conscious and unconscious components. Applying...... such promising conceptual frameworks within consumer research would not only be helpful for understanding human appetite but also has implications for predicting consumer behaviour. Since the affective liking system has strong similarities to contemporary attitude theories, implicit and explicit measures...... of evaluation could be applied. However, no comparable procedures have been developed for the motivational wanting component; generally accepted “low-tech” measures are therefore still lacking! Thus, the aim of this study was to develop and test implicit measures of wanting that can be used as dependent...

Utilization of variation theory in the classroom: Effect on students' algebraic achievement and motivation

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Jing, Ting Jing; Tarmizi, Rohani Ahmad; Bakar, Kamariah Abu; Aralas, Dalia

2017-01-01

This study investigates the effect of utilizing Variation Theory Based Strategy on students' algebraic achievement and motivation in learning algebra. The study used quasi-experimental non-equivalent control group research design and involved 56 Form Two (Secondary Two) students in two classes (28 in experimental group, 28 in control group) in Malaysia The first class of students went through algebra class taught with Variation Theory Based Strategy (VTBS) while the second class of students experienced conventional teaching strategy. The instruments used for the study were a 24-item Algebra Test and 36-item Instructional Materials Motivation Survey. Result from analysis of Covariance indicated that experimental group students achieved significantly better test scores than control group. Result of Multivariate Analysis of Variance also shows evidences of significant effect of VTBS on experimental students' overall motivation in all the five subscales; attention, relevance, confidence, and satisfaction. These results suggested the utilization of VTBS would improve students' learning in algebra.

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.

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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.

The influence of chronotype and intelligence on academic achievement in primary school is mediated by conscientiousness, midpoint of sleep and motivation.

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Arbabi, Talat; Vollmer, Christian; Dörfler, Tobias; Randler, Christoph

2015-04-01

Individuals differ in their timing of sleep (bed times, rise times) and in their preference for morning or evening hours. Previous work focused on the relationship between academic achievement and these variables in secondary school students. The main aim of the study is to investigate the relationship between chronotype and academic achievement in 10-year-old children (n = 1125) attending 4th grade of primary school. They filled a cognitive test (Culture Fair Intelligence Test, CFT 20-R) and questions about rise times and bed times, academic achievement, conscientiousness and motivation. We used the "scales for the assessment of learning and performance motivation" (SELLMO; Skalen zur Erfassung der Lern- und Leistungsmotivation for motivation), the short version of the Five-Factor Personality Inventory Children (FFPI-C) to measure conscientiousness, and the Composite Scale of Morningness (CSM) to assess morningness-eveningness. Mean CSM score was 37.84 ± 6.66, midpoint of sleep was 1:36 ± 00:25 and average sleep duration (time in bed) was 10:15 ± 0:48. Morningness orientation was positively related to intelligence, conscientiousness and learning objectives. Eveningness orientation was related to avoidance performance objectives and work avoidance. Early midpoint of sleep, conscientiousness and intelligence were associated with better grades. The multivariate model showed that intelligence was the strongest predictor of good grades. Conscientiousness, motivation, younger age and an earlier midpoint of sleep were positively related to good grades. This is the first study in primary school pupils, and it shows that the relationship between evening orientation and academic achievement is already prevalent at this age even when controlling for important predictors of achievement.

How Do Motivational Regulation Strategies Affect Achievement: Mediated by Effort Management and Moderated by Intelligence

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Schwinger, Malte; Steinmayr, Ricarda; Spinath, Birgit

2009-01-01

It was assumed that the effect of motivational regulation strategies on achievement is mediated by effort management and moderated by intelligence. A sample of 231 11th and 12th grade German high-school students provided self-reports on their use of motivational regulation strategies and effort management and completed an intelligence test.…

Effects of a Mathematics Cognitive Acceleration Program on Student Achievement and Motivation

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Finau, Teukava; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.

2018-01-01

This paper presents the effects of a cognitive acceleration program in mathematics classes on Tongan students' achievements, motivation and self-regulation. Cognitive Acceleration in Mathematics Education (CAME) is a program developed at King's College and implemented worldwide with the aim of improving students' thinking skills, mathematics…

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.

Quantifying Faculty Productivity in Japan: Development and Application of the Achievement-Motivated Key Performance Indicator. Research & Occasional Paper Series: CSHE.8.16

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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…

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

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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…

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

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

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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…

Modeling the Relationships among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents

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Guthrie, John T.; Klauda, Susan Lutz; Ho, Amy N.

2013-01-01

This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample…

The Role of Academic Motivation in Predicting Preservice EFL Teachers' Achievement

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Kirkagaç, Senay; Öz, Hüseyin

2017-01-01

This study sought to investigate the possible relationship between academic motivation and academic achievement among preservice English as a Foreign Language (EFL) teachers. A total of 200 university students enrolled in an EFL teacher education program at a major state university voluntarily participated in the study. Data were collected using…

Teacher Support, Instructional Practices, Student Motivation, and Mathematics Achievement in High School

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Yu, Rongrong; Singh, Kusum

2018-01-01

The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school. The data for this study was drawn from the base-year data of High School Longitudinal Study of 2009. Structural equation modeling method was used to estimate the relationships among variables. The results…

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

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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…

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.

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

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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…

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

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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…

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

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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…

The Role of Implicit Motives in Strategic Decision-Making: Computational Models of Motivated Learning and the Evolution of Motivated Agents

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Kathryn Merrick

2015-11-01

Full Text Available Individual behavioral differences in humans have been linked to measurable differences in their mental activities, including differences in their implicit motives. In humans, individual differences in the strength of motives such as power, achievement and affiliation have been shown to have a significant impact on behavior in social dilemma games and during other kinds of strategic interactions. This paper presents agent-based computational models of power-, achievement- and affiliation-motivated individuals engaged in game-play. The first model captures learning by motivated agents during strategic interactions. The second model captures the evolution of a society of motivated agents. It is demonstrated that misperception, when it is a result of motivation, causes agents with different motives to play a given game differently. When motivated agents who misperceive a game are present in a population, higher explicit payoff can result for the population as a whole. The implications of these results are discussed, both for modeling human behavior and for designing artificial agents with certain salient behavioral characteristics.

Measuring motivations for media exposure: A thesis

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Hendriks Vettehen, P.G.J.; Snippenburg, L.B. van

2002-01-01

The present article discusses the problem of separating the motivation conceptempirically from other relevant concepts in research on mass media audiences. For about half a century, audience researchers use questionnaire items with adistinct format as measurements of motivations for media exposure.

The relationship between language learning motivation and foreign language achievement as mediated by perfectionism: the case of high school EFL learners

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Dashtizadeh Parisa

2016-09-01

Full Text Available This study examined the mediating effect of perfectionism on the relationship between language learning and foreign language achievement of high school EFL learners. To this end, 400 eleventh grade high school students were recruited through cluster random sampling. They were selected from eight high schools in four cities of Iran (i.e., Tehran, Ahvaz, Semnan, and Kerman. Afterwards, two questionnaires were administered to the participants. The first questionnaire was the shortened form of Gardner’s Attitude/Motivation Test Battery (AMTB for EFL learners, and the second one was Almost Perfect Scale-Revised (APS-R measuring the level of perfectionism among respondents. Moreover, the participants’ scores on the English final exam held by Iran’s Ministry of Education was considered as the indicator of foreign language achievement. The obtained data were analyzed through Pearson correlations and bootstrap resampling statistical method. The results indicated a positive correlation between all variables. Furthermore, it was revealed that language achievement and language learning motivation were partially mediated by perfectionism.

Motivation Measures in Sport: A Critical Review and Bibliometric Analysis

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Clancy, Rachel B.; Herring, Matthew P.; Campbell, Mark J.

2017-01-01

Motivation is widely-researched, in both sport psychology and other fields. As rigorous measurement is essential to understanding this latent construct, a critical appraisal of measurement instruments is needed. Thus, the purpose of this review was to evaluate the six most highly cited motivation measures in sport. Peer-reviewed articles published prior to August 2016 were searched to identify the six most highly cited motivation questionnaires in sport: Sport Motivation Scale (SMS), Intrinsi...

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

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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…

Group Investigation Effects on Achievement, Motivation, and Perceptions of Students in Singapore

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Tan, Ivy Geok Chin; Sharan, Shlomo; Lee, Christine Kim Eng

2007-01-01

In an experiment conducted in 7 eighth-grade (Ages 13-14) classes in Singapore, the authors evaluated the effects of the group investigation method of cooperative learning versus the effects of the traditional whole-class method of instruction on students' academic achievement and on their motivation to learn. The authors also investigated…

Mathematics Anxiety According to Middle School Students' Achievement Motivation and Social Comparison

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Kesici, Sahin; Erdogan, Ahmet

2010-01-01

The purpose of this study is to clarify whether middle school students' mathematics anxiety differentiates or not, according to their low and high achievement motivation and their level of self-esteem stemming from social comparison. This study also aims to clarify the effects of these two variables on mathematics anxiety. The study groups were…

Measuring Motivation for Coursework across the Academic Career: A Longitudinal Invariance Study

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Grays, Makayla

2013-01-01

Students must be sufficiently motivated in order to achieve the intended learning outcomes of their college courses. Research in education and psychology has found motivation to be context-dependent. Therefore, students' motivation is likely to differ from one semester to the next according to which courses students are taking. However, there are…

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

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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,

Motivation for youth's treatment scale (MYTS): a new tool for measuring motivation among youths and their caregivers.

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Breda, Carolyn S; Riemer, Manuel

2012-03-01

Treatment motivation can be important for treatment adherence and outcomes, yet few measures of motivation are available for youths in mental health settings. These authors describe the psychometric properties of the motivation for youth's treatment scale (MYTS), an 8-item measure with forms for youths and caregivers that assesses their problem recognition and treatment readiness. Results indicate that the MYTS offers practitioners and researchers a brief, psychometrically sound tool for assessing treatment motivation of youths and their caregivers. Multivariate analyses of clinical and non-clinical characteristics of youths and caregivers show that youths' symptom severity consistently predicts treatment motivation for both groups. However, the strain of caring for the youth adds significantly to caregivers' recognition of the youth's troubles. While caregiver and youth motivations correlate, their agreement is low. Caregivers are nearly always more treatment motivated than youths. The authors discuss the implications of their findings for measurement, treatment planning, and future research.

The Behavioral Neuroscience of Motivation: An Overview of Concepts, Measures, and Translational Applications.

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Simpson, Eleanor H; Balsam, Peter D

2016-01-01

Motivation, defined as the energizing of behavior in pursuit of a goal, is a fundamental element of our interaction with the world and with each other. All animals share motivation to obtain their basic needs, including food, water, sex and social interaction. Meeting these needs is a requirement for survival, but in all cases the goals must be met in appropriate quantities and at appropriate times. Therefore motivational drive must be modulated as a function of both internal states as well as external environmental conditions. The regulation of motivated behaviors is achieved by the coordinated action of molecules (peptides, hormones, neurotransmitters etc), acting within specific circuits that integrate multiple signals in order for complex decisions to be made. In the past few decades, there has been a great deal of research on the biology and psychology of motivation. This work includes the investigation of specific aspects of motived behavior using multiple levels of analyses, which allows for the identification of the underpinning neurobiological mechanisms that support relevant psychological processes. In this chapter we provide an overview to the volume "The Behavioural Neuroscience of Motivation". The volume includes succinct summaries of; The neurobiology of components of healthy motivational drive, neural measures and correlates of motivation in humans and other animals as well as information on disorders in which abnormal motivation plays a major role. Deficits in motivation occur in a number of psychiatric disorders, affecting a large population, and severe disturbance of motivation can be devastating. Therefore, we also include a section on the development of treatments for disorders of motivation. It is hoped that the collection of reviews in the volume will expose scientists to a breadth of ideas from several different subdisciplines, thereby inspiring new directions of research that may increase our understanding of motivational regulation and

[Evaluation of a revised "Ikigai" scale and the relationship between motivation for achievement of a purpose and mental health in senior high school students].

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Yoshida, K

1994-12-01

The term "ikigai" describes the state in which people have a positive purpose, a sense of being full and social support. In order to measure this condition and its effects on mental and physical health, an Ikigai scale was constructed. In this study, the Ikigai scale was revised by altering the number of choices for each item, and the revised scale was applied to a group of senior high school students. The purpose of the present study is to discuss the revised scale by comparing its results with those from the original scale. In addition, the relationship between motivation for achievement of a purpose and depression which is an index of mental health is studied. The results of this study are summarized as follows: 1) The revised Ikigai scale was more reliable than the original scale. 2) The correlation between the Ikigai scale and Self-rating Depression Scale (SDS) demonstrated that our revised scale had greater validity than the original. 3) Male students who had strong motivation for achievement of a purpose were significantly less depressed than those who had no motivation. From these results, it is concluded that the revised Ikigai scale is better than the original scale and in male students, motivation for achievement of a purpose correlates to mental health.

Relationships of Achievement Motivation and Sex-Role Identity to College Women's Career Orientation.

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Marshall, Sandra J.; Wijting, Jan P.

1980-01-01

Career Centeredness places a career above other life activities as a source of satisfaction whereas Career Commitment concerns the intention of steadily pursuing a career throughout life. The expectation that Career Centeredness would be more characteristic of masculine women and correlate higher with achievement motivation was generally…

The Behavioral Neuroscience of Motivation: An Overview of Concepts, Measures, and Translational Applications

Science.gov (United States)

Balsam, Peter D.

2016-01-01

Motivation, defined as the energizing of behavior in pursuit of a goal, is a fundamental element of our interaction with the world and with each other. All animals share motivation to obtain their basic needs, including food, water, sex and social interaction. Meeting these needs is a requirement for survival, but in all cases the goals must be met in appropriate quantities and at appropriate times. Therefore motivational drive must be modulated as a function of both internal states as well as external environmental conditions. The regulation of motivated behaviors is achieved by the coordinated action of molecules (peptides, hormones, neurotransmitters etc), acting within specific circuits that integrate multiple signals in order for complex decisions to be made. In the past few decades, there has been a great deal of research on the biology and psychology of motivation. This work includes the investigation of specific aspects of motived behavior using multiple levels of analyses, which allows for the identification of the underpinning neurobiological mechanisms that support relevant psychological processes. In this chapter we provide an overview to the volume “The Behavioural Neuroscience of Motivation”. The volume includes succinct summaries of; The neurobiology of components of healthy motivational drive, neural measures and correlates of motivation in humans and other animals as well as information on disorders in which abnormal motivation plays a major role. Deficits in motivation occur in a number of psychiatric disorders, affecting a large population, and severe disturbance of motivation can be devastating. Therefore, we also include a section on the development of treatments for disorders of motivation. It is hoped that the collection of reviews in the volume will expose scientists to a breadth of ideas from several different subdisciplines, thereby inspiring new directions of research that may increase our understanding of motivational regulation and

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

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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.

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

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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

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

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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

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

Measuring Students' Motivation: Validity Evidence for the MUSIC Model of Academic Motivation Inventory

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Jones, Brett D.; Skaggs, Gary

2016-01-01

This study provides validity evidence for the MUSIC Model of Academic Motivation Inventory (MUSIC Inventory; Jones, 2012), which measures college students' beliefs related to the five components of the MUSIC Model of Motivation (MUSIC model; Jones, 2009). The MUSIC model is a conceptual framework for five categories of teaching strategies (i.e.,…

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

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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…

Measurement of self-evaluative motives: a shopping scenario.

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Wajda, Theresa A; Kolbe, Richard; Hu, Michael Y; Cui, Annie Peng

2008-08-01

To develop measures of consumers' self-evaluative motives of Self-verification, Self-enhancement, and Self-improvement within the context of a mall shopping environment, an initial set of 49 items was generated by conducting three focus-group sessions. These items were subsequently converted into shopping-dependent motive statements. 250 undergraduate college students responded on a 7-point scale to each statement as these related to the acquisition of recent personal shopping goods. An exploratory factor analysis yielded five factors, accounting for 57.7% of the variance, three of which corresponded to the Self-verification motive (five items), Self-enhancement motive (three items), and Self-improvement motive (six items). These 14 items, along with 9 reconstructed items, yielded 23 items retained and subjected to additional testing. In a final round of data collection, 169 college students provided data for exploratory factor analysis. 11 items were used in confirmatory factor analysis. Analysis indicated that the 11-item scale adequately captured measures of the three self-evaluative motives. However, further data reduction produced a 9-item scale with marked improvement in statistical fit over the 11-item scale.

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

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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.…

The Effect of Perceived Motivational Structure of Classroom on Achievement Behaviors

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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.

Motivation for Youth’s Treatment Scale (MYTS): A New Tool for Measuring Motivation Among Youths and Their Caregivers

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Riemer, Manuel

2012-01-01

Treatment motivation can be important for treatment adherence and outcomes, yet few measures of motivation are available for youths in mental health settings. These authors describe the psychometric properties of the motivation for youth’s treatment scale (MYTS), an 8-item measure with forms for youths and caregivers that assesses their problem recognition and treatment readiness. Results indicate that the MYTS offers practitioners and researchers a brief, psychometrically sound tool for assessing treatment motivation of youths and their caregivers. Multivariate analyses of clinical and non-clinical characteristics of youths and caregivers show that youths’ symptom severity consistently predicts treatment motivation for both groups. However, the strain of caring for the youth adds significantly to caregivers’ recognition of the youth’s troubles. While caregiver and youth motivations correlate, their agreement is low. Caregivers are nearly always more treatment motivated than youths. The authors discuss the implications of their findings for measurement, treatment planning, and future research. PMID:22407559

Intrinsic and extrinsic motivation as predictors of work effort: The moderating role of achievement goals

OpenAIRE

Dysvik, Anders; Kuvaas, Bård

2013-01-01

This is the accepted, refereed and final manuscript to the article This research explored the roles of intrinsic and extrinsic motivation and the 2 x 2 model of achievement goals as predictors of increased work effort. 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 intrinsic motivation and increased work effort was more positive for employees with h...

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

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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…

Cross-Cultural Comparisons of the Motivation of Young Children to Achieve in School.

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Adkins, Dorothy C.

Research on the differences in motivation to achieve in school among 10 groups of four-year-olds utilized a new, 75-item objective projective test called Gumpgookies. This test was individually administered to approximately 2000 children mainly from low economic backgrounds. The various ethnic and religious groups were compared with respect to…

Relationship Between Career Aspirations and Measures of Motivation Toward Biology and Physics, and the Influence of Gender

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Koul, Ravinder; Lerdpornkulrat, Thanita; Chantara, Soontornpathai

2011-12-01

A student's motivational orientation is considered to be a predictor of a range of related education decisions, from attending classes to choosing a particular course or a profession. This survey study conducted with student volunteers (males = 519; females = 904) enrolled in secondary school science-math academic stream in Thailand investigated the relationship between measures of motivation (achievement goal orientation and physics and biology classroom anxiety) and aspirations for high earning science and math related careers. Results of multiple discriminant analyses showed gender differences in the motivational factors that influence career aspirations. Our interpretation of the findings highlights the significance of cultural beliefs about gender in decision making for careers.

Implications of Birth Order for Motivational and Achievement-Related Characteristics of Adults Enrolled in Non-Traditional Instruction

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Farley, Frank; And Others

1974-01-01

The present study was designed to investigate the relationship of birth order to achievement motivation and achievement-related variables employing a random sample of students enrolled in the courses offered through the United States Armed Forces Institute (USAFI) in 1970. (Author)

Motivational Profiles and Their Associations with Achievement Outcomes

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Shen, Bo; McCaughtry, Nate; Martin, Jeffrey J.; Fahlman, Mariane M.

2009-01-01

With the belief that theoretical integration in motivation may help us better understand motivational behavior, we designed this study to explore adolescents' motivational profiles and their associations with knowledge acquisition, leisure-time exercise behaviors, and cardiorespiratory fitness. Middle school students from a large urban inner-city…

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

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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.

Motivation Measures in Sport: A Critical Review and Bibliometric Analysis.

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Clancy, Rachel B; Herring, Matthew P; Campbell, Mark J

2017-01-01

Motivation is widely-researched, in both sport psychology and other fields. As rigorous measurement is essential to understanding this latent construct, a critical appraisal of measurement instruments is needed. Thus, the purpose of this review was to evaluate the six most highly cited motivation measures in sport. Peer-reviewed articles published prior to August 2016 were searched to identify the six most highly cited motivation questionnaires in sport: Sport Motivation Scale (SMS), Intrinsic Motivation Inventory (IMI), Situational Motivational Scale (SIMS), Perceptions of Success Questionnaire (POSQ), Behavioural Regulation in Sport Questionnaire (BRSQ), and Task and Ego Orientation in Sport Questionnaire (TEOSQ). The questionnaires were then evaluated and discussed in four sections: Development, Reliability, Correlates, and Summary. Bibliometric data were also calculated (average weighted impact factor) and assessed (e.g., citations per year) to evaluate the impact of the use of each questionnaire. Despite some variance in their psychometric properties, conceptualization, structure, and utility, the six questionnaires are psychometrically strong instruments for quantifying motivation that are widely supported in the literature. Bibliometric analyses suggested that the IMI ranks first and the SMS ranks sixth according to the average weighted impact factors of their original publications. Consideration of each questionnaire's psychometric strengths/limitations, and conceptualization of motivation in the context of specific research questions should guide researchers in selecting the most appropriate instrument to measure motivation in sport. The average weighted impact factor of each questionnaire is a useful value to consider as well. With these points in mind, recommendations are provided.

Motivation Measures in Sport: A Critical Review and Bibliometric Analysis

Science.gov (United States)

Clancy, Rachel B.; Herring, Matthew P.; Campbell, Mark J.

2017-01-01

Motivation is widely-researched, in both sport psychology and other fields. As rigorous measurement is essential to understanding this latent construct, a critical appraisal of measurement instruments is needed. Thus, the purpose of this review was to evaluate the six most highly cited motivation measures in sport. Peer-reviewed articles published prior to August 2016 were searched to identify the six most highly cited motivation questionnaires in sport: Sport Motivation Scale (SMS), Intrinsic Motivation Inventory (IMI), Situational Motivational Scale (SIMS), Perceptions of Success Questionnaire (POSQ), Behavioural Regulation in Sport Questionnaire (BRSQ), and Task and Ego Orientation in Sport Questionnaire (TEOSQ). The questionnaires were then evaluated and discussed in four sections: Development, Reliability, Correlates, and Summary. Bibliometric data were also calculated (average weighted impact factor) and assessed (e.g., citations per year) to evaluate the impact of the use of each questionnaire. Despite some variance in their psychometric properties, conceptualization, structure, and utility, the six questionnaires are psychometrically strong instruments for quantifying motivation that are widely supported in the literature. Bibliometric analyses suggested that the IMI ranks first and the SMS ranks sixth according to the average weighted impact factors of their original publications. Consideration of each questionnaire's psychometric strengths/limitations, and conceptualization of motivation in the context of specific research questions should guide researchers in selecting the most appropriate instrument to measure motivation in sport. The average weighted impact factor of each questionnaire is a useful value to consider as well. With these points in mind, recommendations are provided. PMID:28337165

Are training and transfer effects of working memory updating training modulated by achievement motivation?

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Zhao, X.; Xu, Y.; Fu, J.; Maes, J.H.R.

2018-01-01

Previous studies examining effects of working memory (WM) updating training revealed mixed results. One factor that might modulate training gains, and possibly also transfer of those gains to non-trained cognitive tasks, is achievement motivation. In the present Studies 1 and 2, students with either

Computer-Adaptive Testing: Implications for Students' Achievement, Motivation, Engagement, and Subjective Test Experience

Science.gov (United States)

Martin, Andrew J.; Lazendic, Goran

2018-01-01

The present study investigated the implications of computer-adaptive testing (operationalized by way of multistage adaptive testing; MAT) and "conventional" fixed order computer testing for various test-relevant outcomes in numeracy, including achievement, test-relevant motivation and engagement, and subjective test experience. It did so…

Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem

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Martin, Andrew J.; Marsh, Herbert W.; McInerney, Dennis M.; Green, Jasmine; Dowson, Martin

2007-01-01

The aim of the present study was to better understand the combined and unique effects of teacher-student and parent-child relationships in students' achievement motivation and self-esteem. Participants were 3450 high school students administered items assessing their interpersonal relationships, academic motivation and engagement, academic…

Patterns of Motivational Beliefs in the Science Learning of Total, High-, and Low-Achieving Students: Evidence of Taiwanese TIMSS 2011 Data

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Wang, Cheng-Lung; Liou, Pey-Yan

2018-01-01

The purpose of this study was to examine the pattern of the relationships among motivational beliefs and science achievement of 8th grade Taiwanese students, given that the students in Taiwan have high science academic achievement but low motivational beliefs in science learning on a series of international large-scale assessments. Three…

Strategies for Promoting Achievement Motivation among the ...

African Journals Online (AJOL)

The underachievement of gifted children is an area of concern for many parents, teachers and educators generally. Although the study of student underachievement has a long educational history, it is more productive to consider what motivates gifted students to do well. Students tend to be motivated when they find their ...

A natural language screening measure for motivation to change.

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Miller, William R; Johnson, Wendy R

2008-09-01

Client motivation for change, a topic of high interest to addiction clinicians, is multidimensional and complex, and many different approaches to measurement have been tried. The current effort drew on psycholinguistic research on natural language that is used by clients to describe their own motivation. Seven addiction treatment sites participated in the development of a simple scale to measure client motivation. Twelve items were drafted to represent six potential dimensions of motivation for change that occur in natural discourse. The maximum self-rating of motivation (10 on a 0-10 scale) was the median score on all items, and 43% of respondents rated 10 on all 12 items - a substantial ceiling effect. From 1035 responses, three factors emerged representing importance, ability, and commitment - constructs that are also reflected in several theoretical models of motivation. A 3-item version of the scale, with one marker item for each of these constructs, accounted for 81% of variance in the full scale. The three items are: 1. It is important for me to . . . 2. I could . . . and 3. I am trying to . . . This offers a quick (1-minute) assessment of clients' self-reported motivation for change.

The Roles of Cognitive and Motivational Predictors in Explaining School Achievement in Elementary School

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Weber, Heike S.; Lu, Liping; Shi, Jiannong; Spinath, Frank M.

2013-01-01

The present study investigated the roles of cognitive (working memory, intelligence) and motivational variables (self-perceived ability, intrinsic value) in explaining school achievement. The sample consisted of N = 320 German elementary school children in the fourth grade. Working memory and intelligence were assessed in the classroom.…

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

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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…

The Predictive Effects of Motivation toward Learning Science on TIMSS Grade 8 Students' Science Achievement: A Comparative Study between Malaysia and Singapore

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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…

An international validation study of two achievement goal measures in a pharmacy education context

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Alrakaf S

2014-09-01

Full Text Available Saleh Alrakaf,1 Ahmed Abdelmageed,2 Mary Kiersma,2 Sion A Coulman,3 Dai N John,3 June Tordoff,4 Claire Anderson,5 Ayman Noreddin,6 Erica Sainsbury,1 Grenville Rose,7 Lorraine Smith11Faculty of Pharmacy, University of Sydney, Sydney, NSW, Australia; 2Faculty of Pharmacy, Manchester University, Fort Wayne, IN, USA; 3School of Pharmacy and Pharmaceutical Sciences, Cardiff University, Cardiff, UK; 4School of Pharmacy, University of Otago, Dunedin, NZ; 5School of Pharmacy, University of Nottingham, Nottingham, UK; 6School of Pharmacy, Hampton University, Hampton, VA, USA; 7Aftercare, Sydney, NSW, AustraliaBackground: Achievement goal theory helps us understand what motivates students to participate in educational activities. However, measuring achievement goals in a precise manner is problematic. Elliot and McGregor's Achievement Goal Questionnaire (AGQ and Elliot and Murayama's revised Achievement Goal Questionnaire (AGQ-R are widely used to assess students' achievement goals. Both instruments were developed and validated using undergraduate psychology students in the USA.Methods: In this study, our aims were to first of all, assess the construct validity of both questionnaires using a cohort of Australian pharmacy students and, subsequently, to test the generalizability and replicability of these tools more widely in schools of pharmacy in other English-speaking countries. The AGQ and the AGQ-R were administered during tutorial class time. Confirmatory factor analysis procedures, using AMOS 19 software, were performed to determine model fit.Results: In contrast to the scale developers' findings, confirmatory factor analysis supported a superior model fit for the AGQ compared with the AGQ-R, in all countries under study.Conclusion: Validating measures of achievement goal motivation for use in pharmacy education is necessary and has implications for future research. Based on these results, the AGQ will be used to conduct future cross-sectional and

The impact of fashion competence and achievement motivation toward college student’s working readiness on “Cipta Karya” subject

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Marniati; Wibawa, S. C.

2018-01-01

This experiment aimed to know the rate of college student’s working readiness of fashion’s program study to perform ‘Cipta Karya’ related to cognitive readiness, manner readiness and skill readiness from a variable of fashion’s workmanship and achievement motivation. The subject of the experiment was 43 college students who took Cipta Karya subject. Method of collecting data used questionnaire with five alternative answers to Likert ratio model. Data analysis technique used path analysis (double regression). The instrument validity test used product moment correlation while for instrument reliability used Alpha Cronbach’s grade. The results showed (1) fashion competence was taking effect significantly on working readiness for ‘Cipta Karya’ (2) achievement motivation is taking effect significantly on working readiness for ‘cipta karya’ (3) both variables are positive. This means that fashion competence and achievement motivation have a positive effect on working readiness for ‘cipta karya’ performance.

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

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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,…

Perceived Social Support and Early Adolescents' Achievement : The Mediational Roles of Motivational Beliefs and Emotions

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Ahmed, Wondimu; Minnaert, Alexander; van der Werf, Greetje; Kuyper, Hans

Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through which this effect operates received little empirical attention. The present study examined the multiple mediational effects of motivational beliefs (competence beliefs and

Role of Using Internet on Self-Efficacy, Educational Motivation and Educational Achievement Tabriz University of Medical Sciences

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Golmohammadnazhad Bahrami GhR

2015-08-01

Full Text Available Aims: In order to improve the quality of education in the scientific and educational centers, usage of communication technologies, especially the Internet, is encouraged and promoted. However, there are not still considerable researches on the role of Internet to improve the quality of education and psychological characteristics of students. The present study investigated the role of using Internet on self-efficacy, educational motivation and achievement of medical students. Instrument & Methods: In this quasi-experimental study, 363 of Tabriz University of Medical Sciences’ students (174 Internet users and 189 nonusers who had studied in 2013-14 academic year were selected by stratified random sampling method and entered into the study. To collect data, educational motivation scale, Sharer's self-efficacy scale (GSES, Internet using questionnaire which made by researcher and the latest educational grade point averages were used. Data were analyzed by multivariate analysis of variance (MANOVA and independent samples T tests. Findings: The internet user students had significantly more general self-efficacy (creativity and attempt subscales in comparison to nonusers, but there was no significant difference in perseverance subscale of two groups. Internet user students had more educational achievement and motivation (task of interest subscales, educational effort, social interest, praise gaining, typifying, business continuity, competing in comparison to nonusers. However, there was no significant difference between two groups in social power subscale. Conclusion: Self-efficacy and educational achievement motivation of Internet user students is more than nonusers.

A formal anthropological view of motivation models of problematic MMO play: achievement, social, and immersion factors in the context of culture.

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Snodgrass, Jeffrey G; Dengah, H J Francois; Lacy, Michael G; Fagan, Jesse

2013-04-01

Yee (2006) found three motivational factors-achievement, social, and immersion-underlying play in massively multiplayer online role-playing games ("MMORPGs" or "MMOs" for short). Subsequent work has suggested that these factors foster problematic or addictive forms of play in online worlds. In the current study, we used an online survey of respondents (N = 252), constructed and also interpreted in reference to ethnography and interviews, to examine problematic play in the World of Warcraft (WoW; Blizzard Entertainment, 2004-2013). We relied on tools from psychological anthropology to reconceptualize each of Yee's three motivational factors in order to test for the possible role of culture in problematic MMO play: (a) For achievement, we examined how "cultural consonance" with normative understandings of success might structure problematic forms of play; (b) for social, we analyzed the possibility that developing overvalued virtual relationships that are cutoff from offline social interactions might further exacerbate problematic play; and (c) in relation to immersion, we examined how "dissociative" blurring of actual- and virtual-world identities and experiences might contribute to problematic patterns. Our results confirmed that compared to Yee's original motivational factors, these culturally sensitive measures better predict problematic forms of play, pointing to the important role of sociocultural factors in structuring online play.

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.

Demographic and Educational Influences on Academic Motivation, Competence, and Achievement in Minority Urban Students.

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Marcon, Rebecca A.

Using the Scale of Intrinsic versus Extrinsic Orientation in the Classroom (S. Harter, 1980) and the Self-Perception Profile for Children (S. Harter, 1985), this study of 222 urban early adolescents (median age=149 months) examined differences in motivation that might affect academic achievement and perceptions of competence. Socioeconomic status…

Perfectionism, achievement motives, and attribution of success and failure in female soccer players.

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Stoeber, Joachim; Becker, Claudia

2008-12-01

While some researchers have identified adaptive perfectionism as a key characteristic to achieving elite performance in sport, others see perfectionism as a maladaptive characteristic that undermines, rather than helps, athletic performance. Arguing that perfectionism in sport contains both adaptive and maladaptive facets, the present article presents a study of N = 74 female soccer players investigating how two facets of perfectionism-perfectionistic strivings and negative reactions to imperfection (Stoeber, Otto, Pescheck, Becker, & Stoll, 2007 )-are related to achievement motives and attributions of success and failure. Results show that striving for perfection was related to hope of success and self-serving attributions (internal attribution of success). Moreover, once overlap between the two facets of perfectionism was controlled for, striving for perfection was inversely related to fear of failure and self-depreciating attributions (internal attribution of failure). In contrast, negative reactions to imperfection were positively related to fear of failure and self-depreciating attributions (external attribution of success) and inversely related to self-serving attributions (internal attribution of success and external attribution of failure). It is concluded that striving for perfection in sport is associated with an adaptive pattern of positive motivational orientations and self-serving attributions of success and failure, which may help athletic performance. In contrast, negative reactions to imperfection are associated with a maladaptive pattern of negative motivational orientations and self-depreciating attributions, which is likely to undermine athletic performance. Consequently, perfectionism in sport may be adaptive in those athletes who strive for perfection, but can control their negative reactions when performance is less than perfect.

Developing Automatic Student Motivation Modeling System

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Destarianto, P.; Etikasari, B.; Agustianto, K.

2018-01-01

Achievement motivation is one of the internal factors in encouraging a person to perform the best activity in achieving its goals. The importance of achievement motivation must be possessed as an incentive to compete so that the person will always strive to achieve success and avoid failure. Based on this, the system is developed to determine the achievement motivation of students, so that students can do self-reflection in improving achievement motivation. The test results of the system using Naïve Bayes Classifier showed an average rate of accuracy of 91,667% in assessing student achievement motivation. By modeling the students ‘motivation generated by the system, students’ achievement motivation level can be known. This class of motivation will be used to determine appropriate counseling decisions, and ultimately is expected to improve student achievement motivation.

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

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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,…

Family Processes Affect Students' Motivation, and Science and Math Achievement in Cypriot High Schools.

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Koutsoulis, Michalis K.; Campbell, James Reed

2001-01-01

Studied the influence of home environment on male and female high school students' motivation and achievement. Results for 737 Cypriot high school students and their parents show the importance of student self-concept and negative effects for parental pressure. Results suggest the need for closer lines of communication between home and school.…

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

Science.gov (United States)

Hoferichter, Frances; Raufelder, Diana; Eid, Michael

2015-01-01

The current cross-national study investigates the potential buffering role of socio-motivational relationships for the association of achievement drive (AD) and test anxiety (TX) in secondary school students from Canada and Germany. One thousand and eighty-eight students (54% girls, Mage = 13.71, SD = 0.53, age span 12–15 years) from the state of Brandenburg and 389 students from Quebéc (55.9% girls, Mage = 13.43, SD = 0.82, age span 12–16 years) were asked about their socio-motivational relationships with their teachers and peers, their drive for achievement, and TX. Multigroup latent moderated structural equations were conducted to test for the moderator role of socio-motivational relationships that would buffer feelings of TX related to the drive for achievement. The analyses revealed the two-sided role socio-motivational relationships can have for students with different levels of AD; intensifying or mitigating feelings of TX. 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 AD and TX: 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. PMID:26583000

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.

Science.gov (United States)

Hoferichter, Frances; Raufelder, Diana; Eid, Michael

2015-01-01

The current cross-national study investigates the potential buffering role of socio-motivational relationships for the association of achievement drive (AD) and test anxiety (TX) in secondary school students from Canada and Germany. One thousand and eighty-eight students (54% girls, M age = 13.71, SD = 0.53, age span 12-15 years) from the state of Brandenburg and 389 students from Quebéc (55.9% girls, M age = 13.43, SD = 0.82, age span 12-16 years) were asked about their socio-motivational relationships with their teachers and peers, their drive for achievement, and TX. Multigroup latent moderated structural equations were conducted to test for the moderator role of socio-motivational relationships that would buffer feelings of TX related to the drive for achievement. The analyses revealed the two-sided role socio-motivational relationships can have for students with different levels of AD; intensifying or mitigating feelings of TX. 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 AD and TX: 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.

The Effects of Performance Measurement and Compensation on Motivation

OpenAIRE

Marco van Herpen; C. Mirjam van Praag; Kees Cools

2003-01-01

This paper analyzes empirically the relationship between pay and performance. Economic and psychological theories predict that the design and implementation of a performance measurement and compensation system affect the motivation of employees. Our survey results demonstrate a positive relationship between the perceived characteristics of the complete compensation system and extrinsic motivation. Intrinsic motivation is not affected by the design of monetary compensation, but by promotion op...

The Effect of CTL Approach Based on NHT Learning Model toward Students’ motivation, Science Achievement, and Retention

Directory of Open Access Journals (Sweden)

Muhammad Mifta Fausan

2017-07-01

Full Text Available The learning is an interaction process between students and their environment in order to improve good behavior. The results of observation which has been done in grade V SDN No. 4 Tanjung Batu showed that the students’ motivation and science achievement were low. This was becaused by the learning process which was still product oriented (based on material content, consequently, this lead to limit the learning is merely on memorizing concept activities. One of the learning approach that can be used to solve this problem is the Contextual Teaching and Learning (CTL based on Numbered Head Together (NHT. This research aims to determine the effect of CTL based on NHT toward student’s motivation, science achievement, and retention. Subjects in this research were the students of grade V SDN No. 4 Tanjung Batu. This research is a quasi-experimental using post-test only control design. The data obtained were analyzed by using descriptive and inferential statistical analysis. The research instruments were observation sheets and written test. The results showed that there was significant effect of CTL based on NHT toward students’ motivation, science achievement, and retention. It can be seen from the independent sample t-test results which showed significant value less than 0.05.

A Dual Pathway of Student Motivation: Combining an Implicit and Explicit Measure of Student Motivation

Science.gov (United States)

Hornstra, Lisette; Kamsteeg, Antoinette; Pot, Sara; Verheij, Lydia

2018-01-01

Abundant research in social psychology shows human behaviour is guided by beliefs through two pathways, a deliberate and automatic pathway. Research on student motivation has thus far focused mostly on the deliberate pathway and consequently almost exclusively relied on explicit measures (i.e. self-reports of motivation) to assess student…

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

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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…

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

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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…

The Relationship between Gender, Motivation and Achievement in Learning English as a Foreign Language

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Becirovic, Senad

2017-01-01

This study deals with the research into the relationship between gender, motivation and achievement in learning English as a foreign language. A good command of English is of paramount importance for an individual to be successful in numerous aspects of life such as professional, personal and educational. The aim of this research was to determine…

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

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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…

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.

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

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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…

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.

Entrepreneurs and Public-Sector Employees: The Role of Achievement Motivation and Risk in Occupational Choice.

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Tucker, Irvin B., III

1988-01-01

Presents a study that investigated how achievement motivation and risk affect entrepreneurs and nonentrepreneurs in their selection of occupations. Concludes that the will to be independent and successful is more important to entrepreneurs than for others, while personal risk-taking preferences are not significant in explaining entrepreneurial…

Employee motivation in Ghana: A factor structure and measurement tool

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B. B. Puplampu

2007-12-01

Full Text Available Purpose: This paper reports research on the factor structure of employee motivation as well as provides a tool for measuring the level of employee motivation in Ghanaian organisations. Methodology: The study was designed as exploratory, comparative and cross-sectional. 260 respondents drawn from across the gender, status and job grade hierarchy of 19 organisations participated. The organisations were matched in terms of tenure (over 5years, number of employees (50 or more and geographic location (headquartered in Accra. A 41-item questionnaire on the Level of Motivation (LoM; Characteristics of Employee Motivation (CEM; aspects of Organisational Citizenship Behaviour (OCB; Managerial Assumptions about employee behaviour (MA; Contextual Institutional Analysis (IAN and Organisational Leadership Issues (Le was developed and used. The instrument combined fixed response format on a 3-point scale with open-ended responses. Findings: Exploratory Factor Analyses (Varimax Rotation, converging in 26 iterations yielded 6 factors, which account for 60% of the variance. Thematic analyses of both interview and open-ended questionnaire data support the emergent factor structure, providing some tentative indication that employee motivation in the Ghanaian (or indeed African context should be looked at more in an integrated manner rather than in terms of the limiting confines of any one theory of motivation. The 3 items hypothesised to constitute the measure of level of employee motivation loaded neatly onto Factor 6. One-way ANOVA demonstrated no differences in the level of motivation across the organisational samples; this was confirmed by the interview data. Implications/Originality/Value: The implications and value of this research are: that motivation research in Africa does need to focus more on developing an integrated model of employee motivation; also, a simple 3-item but novel tool for measuring the level of employee motivation as well as its

Motivational Intervention through Literature Activities (MILA): an intervention to measure motivation in secondary school students based on the Motivational Self System

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Jessica van Bragt

2018-01-01

Abstract The main purpose of this intervention was to measure student’s motivation in English Literature before and after an intervention based Zoltán Dörnyei’s Motivational Self System (2009) and Michael Magid’s (2011) application of the same theory in schools in Singapore. The present

What kind of motivation drives medical students' learning quests?

Science.gov (United States)

Sobral, Dejano T

2004-09-01

To describe the patterns of medical students' motivation early in the undergraduate programme and to examine their relationships with learning features and motivational outcomes. The Academic Motivation Scale (AMS) was administered after the first medical year to 297 students of both sexes from consecutive classes within a 4-year timeframe. Measures of learner orientation and reflection in learning were also obtained. Academic achievement and peer tutoring experience were recorded during a 2-year follow-up. Quantitative approaches included analysis of variance, correlational and classificatory analyses of the data. The profile of the students' responses revealed higher levels of autonomous motivation than of controlled motivation although such measures were positively related. Correlation analysis showed significant association of autonomous motivation with higher levels of meaning orientation, reflection in learning, academic achievement, cross-year peer-tutoring experience, and intention to continue with studies. Classificatory analysis identified 4 student groups with distinct patterns of motivation. Analysis of variance revealed significant and consistent differences in learning features and outcomes among such groups. The findings indicate that medical students portray distinct patterns of autonomous and controlled motivation that seem to relate to the learners' frame of mind towards learning as well as the educational environment. Autonomous motivation had closer relationships than controlled motivation with measures of self-regulation of learning and academic success in the context of a demanding medical programme.

An explanatory model of maths achievement:Perceived parental involvement and academic motivation.

Science.gov (United States)

Rodríguez, Susana; Piñeiro, Isabel; Gómez-Taibo, Mª L; Regueiro, Bibiana; Estévez, Iris; Valle, Antonio

2017-05-01

Although numerous studies have tried to explain performance in maths very few have deeply explored the relationship between different variables and how they jointly explain mathematical performance. With a sample of 897 students in 5th and 6th grade in Primary Education and using structural equation modeling (SEM), this study analyzes how the perception of parents’ beliefs is related to children´s beliefs, their involvement in mathematical tasks and their performance. Perceived parental involvement contributes to the motivation of their children in mathematics. Direct supervision of students’ academic work by parents may increase students’ concerns about the image and rating of their children, but not their academic performance. In fact, maths achievement depends directly and positively on the parents’ expectations and children’s maths self-efficacy and negatively on the parents’ help in tasks and performance goal orientation. Perceived parental involvement contributes to children’s motivation in maths essentially conveying confidence in their abilities and showing interest in their progress and schoolwork.

Variations on an Expectancy-Value Model of Motivation in Science.

Science.gov (United States)

DeBacker; Nelson

1999-04-01

Relationships among motivational variables from goal theory and expectancy-value theory were investigated in this correlational study of high school students. Self-report surveys of motivation in science were collected during biology classes from 69 males and 80 females. Outcome measures were effort, persistence, and achievement. Gender differences were noted in the pattern of zero-order correlations. Internal motivation variables were related to achievement in males but not females. Regression analyses indicated that the motivation variables explained large proportions of variance in the outcomes. However, the contribution of individual variables differed by gender. Most notable was perceived ability, which contributed significantly to predicting outcome measures for females but not males. Findings suggest that interventions may need to focus on different motivational aspects depending on gender. Copyright 1999 Academic Press.

Discrepancies between implicit and explicit self-concepts of intelligence: Relations to modesty, narcissism, and achievement motivation

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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.

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

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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…

Students' Motivation to Access Academic Advising Services

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Henning, Marcus A.

2009-01-01

The interrelationships between motivation for choosing a program of study, intention to access academic advisors, academic difficulty, and actual appointments with academic advisors were based on student self-reports of motivation and intentions. In addition, academic achievement measures and data on student access to academic advisors were…

Motivation and Achievement: Is There an East Asian Model?

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Zhu, Yan; Leung, Frederick K. S.

2011-01-01

The importance of motivation in learning has been widely recognized. However, due to its multidimensional and complex nature, it appears difficult to synthesize research findings on motivation across studies. Heated debates about the effects of intrinsic and extrinsic motivation on learning and their interaction have been going on since the terms…

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

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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

Is psychological membership in the classroom a function of standing out while fitting in? Implications for achievement motivation and emotions.

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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.

Relationship between Motivation to Achieve and Professional Competence in the Performance of Elementary School Teachers

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Sumantri, Mohamad Syarif; Whardani, Prayuningtyas Angger

2017-01-01

This study aims to determine the relationship between achievement motivation and professional competence with regard to the performance of teachers in public elementary schools in Central Java. The quantitative method is used in this study. The results of this study indicate that (1) there is a significant positive relationship between achievement…

Pupils' Self-Regulation in Physical Education: The Role of Motivational Climates and Differential Achievement Goals

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Ommundsen, Yngvar

2006-01-01

This study examined the relationship of motivational climate and differential achievement goals to meta-cognitive self-regulation, regulation of effort, help-seeking and self-handicapping in physical education (PE). The sample consisted of 273 pupils (boys n = 125; girls n = 148) attending 10th grade PE classes in Norway. Both motivational…

Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style

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Valencia-Vallejo, Nilson; López-Vargas, Omar; Sanabria-Rodríguez, Luis

2018-01-01

The present research studies the effects of motivational scaffolding that favor self-efficacy and improve learning achievement in students with different cognitive styles in the Field Dependence/Independence (FDI) dimension, when they interact in an e-learning environment on mathematics. The research has an experimental design with two groups and…

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

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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…

What my parents make me believe in learning: the role of filial piety in Hong Kong students' motivation and academic achievement.

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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.

Student's social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement

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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

Factor Structure and Predictive Validity of a Homework Motivation Measure for Use With Middle School Students With Attention-Deficit/Hyperactivity Disorder (ADHD).

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Langberg, Joshua M; Smith, Zoe R; Dvorsky, Melissa R; Molitor, Stephen J; Bourchtein, Elizaveta; Eddy, Laura D; Eadeh, Hana-May; Oddo, Lauren E

2017-08-31

Many students with attention-deficit/hyperactivity disorder (ADHD) exhibit deficits in motivation to pursue long-term goals. Students with ADHD have particular difficulty with motivation to complete homework-related tasks and often fail to complete assignments. Although these problems are common and may impact academic performance, no homework-motivation measures have been validated for use with students with ADHD. The primary goal of the present study was to evaluate the factor structure and predictive validity of a homework-motivation measure based upon the expectancy-value theory of achievement motivation. A sample of 285 middle school students with ADHD completed the measure, and confirmatory factor analysis was used to evaluate the proposed factor structure and associations with parent and teacher ratings of homework performance. A 2-factor structure emerged, and model fit was excellent. Further, student-rated ability-expectancy beliefs demonstrated significant associations with parent-rated homework problems and performance and with teacher-rated homework performance and percentage of assignments turned in above and beyond ADHD symptoms. Future directions for studying the importance of motivation in students with ADHD are provided, with particular attention to the role that reward sensitivity may play in motivation. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

An Evaluation of Training for Lay Providers in the Use of Motivational Interviewing to Promote Academic Achievement among Urban Youth

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Simon, Patricia; Ward, Nadia L.

2014-01-01

This study examined training outcomes for lay service providers who participated in a motivational interviewing (MI) training program designed to help increase intrinsic motivation and academic achievement among urban, low-income minority youth. Seventeen lay academic advisors received 16 hours of workshop training in MI. Additionally, two 2-hour…

Predicting Student Grade Point Average at a Community College from Scholastic Aptitude Tests and from Measures Representing Three Constructs in Vroom's Expectancy Theory Model of Motivation.

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Malloch, Douglas C.; Michael, William B.

1981-01-01

This study was designed to determine whether an unweighted linear combination of community college students' scores on standardized achievement tests and a measure of motivational constructs derived from Vroom's expectance theory model of motivation was predictive of academic success (grade point average earned during one quarter of an academic…

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

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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.

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

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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'…

A measure of smoking abstinence-related motivational engagement: development and initial validation.

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Simmons, Vani N; Heckman, Bryan W; Ditre, Joseph W; Brandon, Thomas H

2010-04-01

Although a great deal of research has focused on measuring motivation and readiness to quit smoking, little research has assessed gross motivational changes after a smoker has made an attempt to quit smoking. Unlike previous single-item global measures of motivation to remain abstinent, we developed the abstinence-related motivational engagement (ARME) scale to evaluate the degree to which abstinence motivation is reflected by an ex-smoker's daily experience in areas that include cognitive effort, priority, vigilance, and excitement. The aim of this study was to collect reliability and initial construct validity data on this new measure. Participants were 199 ex-smokers recruited from the community and smoking cessation Web sites. Participants completed online measures including a global motivation measure, the ARME scale, demographic questionnaire, and a measure of cessation self-efficacy. The 16-item ARME questionnaire demonstrated high internal consistency reliability (alpha = .89). Analyses provided support for convergent, discriminant, and construct validity of the scale. ARME demonstrated the predicted correlation with a traditional measure of global cessation motivation, yet, also as predicted, only the ARME was negatively associated with length of abstinence. Moreover, as hypothesized, ex-smokers engaged in the quitting process via ongoing smoking Web site participation showed higher ARME scores than a comparison community sample. A five-item short form demonstrated similar psychometric properties. This study provided initial support for the ARME construct and offers two versions of a reliable instrument for assessing this construct. Future research will examine the ARME as a predictor of cessation outcome and a potential target for relapse prevention.

An analysis of structural relationship among achievement motive on social participation, purpose in life, and role expectations among community dwelling elderly attending day services

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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.

An analysis of structural relationship among achievement motive on social participation, purpose in life, and role expectations among community dwelling elderly attending day services.

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Sano, Nobuyuki; Kyougoku, Makoto

2016-01-01

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.

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

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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.

Measuring Literary Reading Motivation: Questionnaires Design and Pilot Testing

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Chrysos, Michail

2017-01-01

This study aims to present the design and pilot testing procedures of the two specific self-report questionnaires were used to measure the two key aspects of reading motivation, self-efficacy and intrinsic motivation in the field of literary (narrative) reading, and the partial factors that jointly shape them. These instruments were outlined in…

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

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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…

Measuring adolescent science motivation

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Schumm, Maximiliane F.; Bogner, Franz X.

2016-02-01

To monitor science motivation, 232 tenth graders of the college preparatory level ('Gymnasium') completed the Science Motivation Questionnaire II (SMQ-II). Additionally, personality data were collected using a 10-item version of the Big Five Inventory. A subsequent exploratory factor analysis based on the eigenvalue-greater-than-one criterion, extracted a loading pattern, which in principle, followed the SMQ-II frame. Two items were dropped due to inappropriate loadings. The remaining SMQ-II seems to provide a consistent scale matching the findings in literature. Nevertheless, also possible shortcomings of the scale are discussed. Data showed a higher perceived self-determination in girls which seems compensated by their lower self-efficacy beliefs leading to equality of females and males in overall science motivation scores. Additionally, the Big Five personality traits and science motivation components show little relationship.

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

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

2018-04-01

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.

Think Pair Share (TPS as Method to Improve Student’s Learning Motivation and Learning Achievement

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Hetika Hetika

2018-03-01

Full Text Available This research aims to find out the application of Think Pair Share (TPS learning method in improving learning motivation and learning achievement in the subject of Introduction to Accounting I of the Accounting Study Program students of Politeknik Harapan Bersama. The Method of data collection in this study used observation method, test method, and documentation method. The research instruments used observation sheet, questionnaire and test question. This research used Class Action Research Design which is an action implementation oriented research, with the aim of improving quality or problem solving in a group by carefully and observing the success rate due to the action. The method of analysis used descriptive qualitative and quantitative analysis method. The results showed that the application of Think Pair Share Learning (TPS Method can improve the Learning Motivation and Achievement. Before the implementation of the action, the obtained score is 67% then in the first cycle increases to 72%, and in the second cycle increasws to 80%. In addition, based on questionnaires distributed to students, it also increases the score of Accounting Learning Motivation where the score in the first cycle of 76% increases to 79%. In addition, in the first cycle, the score of pre test and post test of the students has increased from 68.86 to 76.71 while in the second cycle the score of pre test and post test of students has increased from 79.86 to 84.86.

The effectiveness of game and recreational activity to motivate high achievers and low achievers: Evaluation using fuzzy conjoint analysis

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Sofian, Siti Siryani; Rambely, Azmin Sham

2018-04-01

Students' evaluation is important in order to determine the effectiveness of a learning program. A game and recreational activity (GaRA) is a problem-based learning (PBL) method that engages students in a learning process through games and activity. The effectiveness of GaRA can be determined from an application of fuzzy conjoint analysis (FCA) to diminish fuzziness in determining individual perceptions. This study involves a survey collected from 68 students participating in a Mathematics Discovery Camp organized by a UKM research group, named PRISMatik, from two different schools. The aim of this research was to determine the effectiveness of modules delivered to motivate students towards mathematics subject in the form of GaRA through different factors. There were six games conducted for the participants and their perceptions based on the evaluation of six criterias were measured. A seven-point Likert scale, which indicates seven linguistic terms, was used to collect students' preferences and perceptions on each module of GaRAs. Scores of perceptions were transformed into degrees of similarity using fuzzy set conjoint analysis. Results found that interest, effort and team work was the strongest values obtained from GaRA modules in this camp as participants indicated their strong agreement that these criteria fulfilled their preferences in most module. Participants also stated that almost all attributes fulfilled their preference in each module regardless their individual academic achievement. Thus the method demonstrated that modules delivered through PBL approach has effectively motivated students through six attributes introduced. The evaluation using FCA implicated the successfulness of a fuzzy approach to evaluate fuzziness obtained in the Likert-scale and has shown its ability in ranking the attributes from most preferred to least preferred.

Children's Autonomy and Perceived Control in Learning: A Model of Motivation and Achievement in Taiwan.

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d'Ailly, Hsiao

2003-01-01

Tests a model of motivation and achievement with data from 50 teachers and 806 Grade 4-6 students in Taiwan. Autonomy as a construct was shown to have ecological validity in Chinese children. The proposed model fit the data well, showing that maternal involvement and autonomy support, as well as teachers' autonomy support, are important for…

The Role of Motivation and Self-Esteem in the Academic Achievement of Turkish Gifted Students*

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Topçu, Sevgi; Leana-Tascilar, Marilena Z.

2018-01-01

The aim of this study was to explore the relationship between self-esteem and motivational components and to determine which were the best predictors of academic achievement among Turkish gifted students. Participants in this study were 184 students (76 girls and 108 boys). Sixty-one students were from the fourth grade, 43 from the fifth grade, 34…

Effect of Learning Cycle Approach-Based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

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Uyanik, Gökhan

2016-01-01

The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different…

Elements of an Employee Motivation Program

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Ward, Ernest H.

1974-01-01

Ten elements which should be present in an employee motivation program are discussed in the context of achieving increased acceptance of organizational goals. They are: participation, performance measurement, knowledge of results, recognition; attitude measurement, communication, publicity, work assignment, work research, and supervisor motivation…

Motive-goal congruence moderates the use of automatic self-regulation.

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Müller, Florian; Rothermund, Klaus

2017-10-10

We tested whether the fit between individuals' motives and goal properties predicts efficiency of implicit self-regulation. Participants' (German university students; M age  = 22; 64% female) implicit motives measurement (Multi-Motive Grid) was followed by assessment of implicit self-regulation in differently framed tasks. In Study 1 (N = 45), positive implicit evaluations of stimuli relating to an achievement goal (studying) were used as an indicator of implicit self-regulation. Study 2 (N = 70) framed a laboratory task as either achievement or power related, thus experimentally controlling the goal's properties, and assessed implicit evaluations for task-related stimuli with an evaluative priming paradigm. Study 3 (N = 67) contrasted playing a game framed as agency related (achievement, power) with a control condition. Implicit evaluations of task-related stimuli were assessed as an indicator of self-regulation with an approach/avoidance task. In Study 1, implicit positive evaluations of an achievement goal were positively related to participants' achievement motive. Because of similarities between achievement and power, implicit positive evaluations of task-related stimuli were positively related to the achievement motive in both conditions of Study 2. In Study 3, positive implicit evaluations of the task were positively related to the agency motives only in the agency condition. Congruence between individuals' implicit motives and goal properties boosts implicit self-regulation, thus identifying a promising predictor for success and failure in self-regulation that potentially mediates effects of goal-motive fit on goal pursuit. © 2017 Wiley Periodicals, Inc.

The Influence of Parents' Involvement on Children with Special Needs' Motivation and Learning Achievement

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Bariroh, Siti

2018-01-01

Some of the abnormal children face burden, distraction, interruption, tardiness, or risk factors so that they cannot get an optimum growth without special treatment or intervention. This study was aimed at discovering the influence of parents' involvement to the learning motivation and achievement of children with different abilities. This…

School Values: A Comparison of Academic Motivation, Mental Health Promotion, and School Belonging with Student Achievement

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Allen, Kelly-Ann; Kern, Margaret L.; Vella-Brodrick, Dianne; Waters, Lea

2017-01-01

School vision and mission statements are an explicit indication of a school's priorities. Research has found academic motivation, mental health promotion, and school belonging to be the most frequently cited themes in these statements. The present study sought to examine whether these themes relate to student academic achievement, as indicated by…

Relationship between Student's Self-Directed-Learning Readiness and Academic Self-Efficacy and Achievement Motivation in Students

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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…

Measuring Adolescent Science Motivation

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Schumm, Maximiliane F.; Bogner, Franz X.

2016-01-01

To monitor science motivation, 232 tenth graders of the college preparatory level ("Gymnasium") completed the Science Motivation Questionnaire II (SMQ-II). Additionally, personality data were collected using a 10-item version of the Big Five Inventory. A subsequent exploratory factor analysis based on the eigenvalue-greater-than-one…

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

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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

Students' Motivation toward Laboratory Work in Physiology Teaching

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Dohn, Niels Bonderup; Fago, Angela; Overgaard, Johannes; Madsen, Peter Teglberg; Malte, Hans

2016-01-01

The laboratory has been given a central role in physiology education, and teachers report that it is motivating for students to undertake experimental work on live animals or measuring physiological responses on the students themselves. Since motivation is a critical variable for academic learning and achievement, then we must concern ourselves…

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…

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

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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…

The Effects of Visual Thinking Strategies on Reading Achievement of Students with Varying Levels of Motivation

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Zelvis, Rima R.

2008-01-01

This study examined the effects of the Visual Thinking Strategies (VTS) curriculum on reading achievement of students with various motivational levels. A 2X2 factorial design was used. The sample population consisted of 104 fourth grade students from an upper middle class school system in Connecticut. All students were administered a…

A meta-analytic review of self-reported, clinician-rated, and performance-based motivation measures in schizophrenia: Are we measuring the same "stuff"?

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Luther, Lauren; Firmin, Ruth L; Lysaker, Paul H; Minor, Kyle S; Salyers, Michelle P

2018-04-07

An array of self-reported, clinician-rated, and performance-based measures has been used to assess motivation in schizophrenia; however, the convergent validity evidence for these motivation assessment methods is mixed. The current study is a series of meta-analyses that summarize the relationships between methods of motivation measurement in 45 studies of people with schizophrenia. The overall mean effect size between self-reported and clinician-rated motivation measures (r = 0.27, k = 33) was significant, positive, and approaching medium in magnitude, and the overall effect size between performance-based and clinician-rated motivation measures (r = 0.21, k = 11) was positive, significant, and small in magnitude. The overall mean effect size between self-reported and performance-based motivation measures was negligible and non-significant (r = -0.001, k = 2), but this meta-analysis was underpowered. Findings suggest modest convergent validity between clinician-rated and both self-reported and performance-based motivation measures, but additional work is needed to clarify the convergent validity between self-reported and performance-based measures. Further, there is likely more variability than similarity in the underlying construct that is being assessed across the three methods, particularly between the performance-based and other motivation measurement types. These motivation assessment methods should not be used interchangeably, and measures should be more precisely described as the specific motivational construct or domain they are capturing. Copyright © 2018 Elsevier Ltd. All rights reserved.

Indirect measurement of motivation: Developing and testing a motivational recoding-free implicit association test (m-IAT-RF)

DEFF Research Database (Denmark)

Kraus, Alexandra Anita; Scholderer, Joachim

2015-01-01

For the indirect measurement of approach-avoidance tendencies, two procedures are introduced and compared. The procedures are modifications of the standard IAT and the Recoding-Free IAT (IAT-RF) and use a motivational attribute dimension (approach, avoidance) instead of an evaluative one. Study 1...... (N = 162) assesses their convergent and discriminant validity with respect to self-reported measures of motivation and evaluation, and their predictive validity with respect to actual behavior. Study 2 (N = 205) furthermore compares their validity to evaluative variants of the same test paradigms...

Does level of specificity affect measures of motivation to comply? A randomized evaluation.

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Branscum, Paul; Senkowski, Valerie

2018-05-30

The theory of planned behavior (TPB) is a popular value-expectancy model in social and behavioral health. Motivation to comply, one of the theory's constructs, has not been well operationalized and measured in the past, and to date, there has been no assessment of whether level of specificity affects the measurement of the construct. The purpose of this study was to measure the motivation to comply construct across four domains (from general to TACT-behavior specific) and evaluate the potential impact the differences have when identifying determinants of generalized injunctive norms. Students (n = 234) attending a large southwestern university completed a TPB survey related to sleep and physical activity, and were randomized to one of four domains that measured motivation to comply (General domain, n = 58; Health domain, n = 60; Behavioral domain, n = 56; and TACT domain, n = 60). Across both behaviors, motivation to comply measurements did not appear to be affected by changing the level of specificity. Referents for sleep and physical activity were mostly significant, but the effects were small to medium. Future researchers should consider removing motivation to comply measures from TPB surveys to reduce respondent burden or find alternative ways of measuring the construct.

Sport-related achievement motivation and alcohol outcomes: an athlete-specific risk factor among intercollegiate athletes.

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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. © 2013.

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

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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.

PENGARUH PENDIDIKAN KEWIRAUSAHAAN DI LINGKUNGAN KELUARGA, PEMBELAJARAN KEWIRAUSAHAAN DI SEKOLAH, SERTA ACHIEVEMENT MOTIVE TERHADAP MINAT KEWIRAUSAHAAN SISWA SMA

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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

Configurational Paths to Social Performance in SMEs: The Interplay of Innovation, Sustainability, Resources and Achievement Motivation

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Sascha Kraus

2017-10-01

Full Text Available In today’s world of increasing ecological, social and economic issues, the question as to how businesses can become a vehicle towards more sustainable development has become more relevant than ever. Crucial to a more sustainable economy is the successful implementation of sustainable practices through entrepreneurial activities. Although there are attempts to describe how sustainable entrepreneurs differentiate themselves, the question of how some entrepreneurs manage to successfully create a sustainable enterprise, while others do not, remains unanswered. The aim of this research is to find causal patterns that explain the success of sustainable entrepreneurs, using their social performance as a measure. Using a configuration approach-based fuzzy set qualitative comparative analysis (fsQCA of 598 Austrian small- and medium-sized enterprises (SMEs, we could identify four different combinations of the interconnected variables of innovation orientation, environmental sustainability, resource leveraging and achievement motivation, which all lead to social performance depending on the respective networking intensity of the firms. The only variable that is included in all combinations is environmental sustainability, thus indicating it may be either crucial to or a prerequisite for achieving social performance in SMEs.

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

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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.

The motivation activation measure and media use in Singapore: Cross-cultural stability

NARCIS (Netherlands)

Samson, L.; Detenber, B.H.

2017-01-01

The purpose of this paper is twofold: First, it tests how the Motivation Activation Measure [MAM; Lang, A., Bradley, S. D., Sparks Jr, J. V., & Lee, S. (2007). The motivation activation measure (MAM): How well does MAM predict individual differences in physiological indicators of appetitive and

Predicting clinical concussion measures at baseline based on motivation and academic profile.

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Trinidad, Katrina J; Schmidt, Julianne D; Register-Mihalik, Johna K; Groff, Diane; Goto, Shiho; Guskiewicz, Kevin M

2013-11-01

The purpose of this study was to predict baseline neurocognitive and postural control performance using a measure of motivation, high school grade point average (hsGPA), and Scholastic Aptitude Test (SAT) score. Cross-sectional. Clinical research center. Eighty-eight National Collegiate Athletic Association Division I incoming student-athletes (freshman and transfers). Participants completed baseline clinical concussion measures, including a neurocognitive test battery (CNS Vital Signs), a balance assessment [Sensory Organization Test (SOT)], and motivation testing (Rey Dot Counting). Participants granted permission to access hsGPA and SAT total score. Standard scores for each CNS Vital Signs domain and SOT composite score. Baseline motivation, hsGPA, and SAT explained a small percentage of the variance of complex attention (11%), processing speed (12%), and composite SOT score (20%). Motivation, hsGPA, and total SAT score do not explain a significant amount of the variance in neurocognitive and postural control measures but may still be valuable to consider when interpreting neurocognitive and postural control measures.

Career Self Efficacy, Achievement Motivation and Organizational ...

African Journals Online (AJOL)

First Lady

2013-07-30

Jul 30, 2013 ... organizational psychology, Akinboye (2001) described motivation as ―the ... more solid cognitive representations point an individual towards a specific end. ... Goldstein (1993) emphasizes that conflict is a very complex ...

A Model of Contextual Motivation in Physical Education: Using Constructs from Self-Determination and Achievement Goal Theories To Predict Physical Activity Intentions.

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Standage, Martyn; Duda, Joan L.; Ntoumanis, Nikos

2003-01-01

Examines a study of student motivation in physical education that incorporated constructs from achievement goal and self-determination theories. Self-determined motivation was found to positively predict, whereas amotivation was a negative predictor of leisure-time physical activity intentions. (Contains 86 references and 3 tables.) (GCP)

Racial pride and religiosity among African American boys: implications for academic motivation and achievement.

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Butler-Barnes, Sheretta T; Williams, Terrinieka T; Chavous, Tabbye M

2012-04-01

The persistent underachievement among African American boys has led to increased empirical inquiry, yet little research considers within-group variation in achievement nor positive youth characteristics that help explain positive achievement outcomes. This study conceptualized culturally-based factors (racial pride and religiosity) as adolescent assets that would promote African American boys' achievement and also enhance positive effects of other youth assets (positive educational utility beliefs) on achievement. Our sample included 158 adolescent boys (M = 17.08) from a large, socioeconomically diverse suburban community context. Accounting for demographic background variables, educational utility beliefs were positively associated with academic grade performance. A significant educational utility beliefs and racial pride interaction indicated a stronger, positive association of educational utility beliefs with grade performance among boys with higher racial pride relative to those with lower racial pride. Also, there was a stronger positive association between educational utility beliefs and grades for boys reporting lower religious importance, but boys endorsing both lower educational utility beliefs and religious importance were at highest risk for low grade performance. Overall results suggest the importance of considering culturally-based factors in studying achievement motivation processes among ethnic minority adolescents.

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 passion and motivation, to cope with the transition to professional soccer.

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

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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…

Measuring Sexual Motives: A Test of the Psychometric Properties of the Sexual Motivations Scale.

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Jardin, Charles; Garey, Lorra; Zvolensky, Michael J

2017-01-01

Sexual motives refer to functions served by sexual behavior. The Sex Motivations Scale (SMS) has frequently been used to assess sexual motives. At its development, the SMS demonstrated good internal consistency; convergent, divergent, and criterion validity; and configural invariance across sex, age, and Caucasians and African Americans. Yet the metric and scalar invariance of the SMS has not been examined, nor has the measurement invariance of the SMS across Hispanic and Asian Americans, sexual minority status, and relationship status been tested. The criterion validity of the SMS also has yet to be examined for nonintercourse sexual behaviors, such as sexting. The present study aimed to address these gaps in a diverse sample of 2,201 college students (77.60% female; M age  = 22.06; 27.84% Caucasian). Results further affirmed the configural, metric, and scalar invariance of the SMS. The convergent and divergent validity of the SMS was supported in relation to positive and negative affect and attachment patterns; and specific SMS subscales demonstrated associations with sexual intercourse behaviors and sexting, supporting the criterion validity of the SMS. These findings suggest the relevance of the SMS in assessing sexual motives across diverse populations and behaviors.

Effect of motivational climate profiles on motivational indices in team sport.

Science.gov (United States)

Ommundsen, Y; Roberts, G C

1999-12-01

Contemporary perspectives of achievement motivation have been based on social cognitive theories which give motivational climate a central place in the regulation of subsequent affective states, cognitions and behaviour in achievement contexts. This study examined the relationship between different profiles of the motivational climate in teamsport and achievement, and socially related cognitions among Norwegian team sport athletes. Players (N= 148) assessed their perception of the motivational climate using the Norwegian version of the Motivational climate in sport questionnaire, sources of satisfaction in team sport, achievement strategies, perceived purposes of sport, and conceptions of ability. Multivariate analysis of variance (2x2) showed both main effects for profiles of the motivational climate and an interaction effect. Athletes perceiving the climate as high in mastery and high in performance oriented criteria reported psychological responses that were more adaptative than those perceiving the climate as low in mastery and high in performance criteria. With one exception, the findings showed that those high in mastery and low in performance were more likely to emphasise self-referenced criteria when judging perceived ability in team sport. For both social responsibility and lifetime skills as purposes in sport, it was the high performance and low mastery athletes who were least likely to endorse these purposes. And importantly, the high mastery climate seemed to moderate the impact of being in a high performance climate. The pattern of findings suggests that perceiving the motivational climate as performance oriented may not be motivationally maladaptive when accompanied by mastery oriented situational cues.

Understanding students' motivation in project work: a 2 x 2 achievement goal approach.

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Liu, Woon Chia; Wang, C K John; Tan, Oon Seng; Ee, Jessie; Koh, Caroline

2009-03-01

The project work (PW) initiative was launched in 2000 by the Ministry of Education, Singapore, to encourage application of knowledge across disciplines, and to develop thinking, communication, collaboration, and metacognitive skills. Although PW has been introduced for a few years, few studies have examined the motivation of students in PW, especially with the use of the recently proposed 2 x 2 achievement goal framework. To use a cluster analytic approach to identify students' achievement goal profiles at an intra-individual level, and to examine their links to various psychological characteristics and perceived outcomes in PW. Participants were 491 Secondary 2 students (mean age = 13.78, SD = 0.77) from two government coeducational schools. Cluster analysis was performed to identify distinct subgroups of students with similar achievement goal profiles. One-way MANOVAs, followed by post hoc Tukey HSD tests for pairwise comparisons were used to determine whether there was any significant difference amongst clusters in terms of the psychological characteristics and perceived outcomes in PW. Four distinct clusters of students were identified. The cluster with high achievement goals and the cluster with moderately high goals had the most positive psychological characteristics and perceived outcomes. In contrast, the cluster with very low scores for all four achievement goals had the most maladaptive profile. The study provides support for the 2 x 2 achievement goal framework, and demonstrates that multiple goals can operate simultaneously. However, it highlights the need for cross-cultural studies to look into the approach-avoidance dimension in the 2 x 2 achievement goal framework.

Spin motive forces, 'measurements', and spin-valves

International Nuclear Information System (INIS)

Barnes, S.E.

2007-01-01

Discussed is the spin motive force (smf) produced by a spin valve, this reflecting its dynamics. Relaxation implies an implicit measurement of the magnetization of the free layer of a valve. It is shown this has implications for the angular dependence of the torque transfer. Some discussion of recent experiments is included

Impacts of Mobile Learning in Motivation, Engagement and Achievement of Learners

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Selcan Kilis

2013-12-01

Full Text Available The integration of mobile technology into the education is widely proliferated in recent years due to portability, convenience, independence of time, location, flexibility, and so on. However, there are some conflicts among educators, teachers and students with regards to the implications of mobile technology in educational settings. Main challenges are related with hardware limitations such as small screen size, low resolution, etc. technical problems, motivation, engagement and achievement of students and so on. Literature was reviewed in this frame. This study is investigated to both profits and drawbacks of mobile technology and critical points in this consideration. Previous studies declared that there are some critical issues related with these factors and should be taken into consideration for intended integration of mobile technology successfully and effectively into educational settings

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

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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…

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

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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…

Motivational, Parental, and Cultural Influences on Achievement and Persistence in Basic Skills Mathematics at the Community College

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Nordstrom, Donna E.

2012-01-01

The purpose of this study was to address the gap in the current literature on community college students in basic math courses by examining motivational, parental and cultural factors as predictors of achievement and persistence of students enrolled in basic skills mathematics courses at a community college. More specifically, this study…

Can Learning Motivation Predict Learning Achievement? A Case Study of a Mobile Game-Based English Learning Approach

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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…

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

communicating with the class and instructors via e-mail, discussion netforum or chat netforum. Motivation and learning strategies were the two significant factors that explained more than one-third of student achievement measured by class grade. Educators should assist students in mastering different motivational and learning strategies to help them become self-regulated learners.

Vocational Students’ Motivation for Professional Skills

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Sojow, L.; Wajong, A.; Sangi, N.

2018-02-01

The purpose of this research is to know whether there is a positive and significant correlation between readiness work and achievement motivation with performance of vocational education graduates. Expost facto research method by taking data with instrument was employed in this study. To obtain data on work attitude variables, achievement motivation is taken from primary data through employee respondents in Bitung City, Indonesia industry with a sample of 37 people. Results of the research show that: (i) good work readiness is the dominant element in determining the performance level of vocational graduate worker. (ii) There is correlation between achievement motivation with graduate performance, (iii) there is correlation between work readiness and achievement motivation together with graduate performance. The contribution of work readiness and achievement motivation together with graduate performance was 73%.

The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation and Retention

Science.gov (United States)

Alsancak Sirakaya, Didem; Ozdemir, Selçuk

2018-01-01

This study examined the effect of a flipped classroom model on students' academic achievement, self-directed learning readiness and motivation. The participants of this study were a total of 66 students who took the "Scientific Research Methods" course and were studying in two different classes in the Faculty of Education at Ahi Evran…

Case Studies of Factors Affecting the Motivation of Musical High Achievers to Learn Music in Hong Kong

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Leung, Bo Wah; McPherson, Gary E.

2011-01-01

This article reports on the personal beliefs and attitudes of highly motivated Hong Kong school-age subjects who studied music. A total of 24 participants who demonstrated high achievement and interest in learning music were interviewed. Content analysis of the interview data was performed to elucidate four topics: background information about the…

A Brief History of Attempts to Measure Sexual Motives

Directory of Open Access Journals (Sweden)

Elaine Hatfield

2012-12-01

Full Text Available Artists, creative writers, and musicians have long been interested in the complex motives that spark passionate love, sexual desire, and sexual behavior. Recently, scholars from a variety of disciplines have begun to investigate two questions: “Why do men and women choose to engage in sexual liaisons?” “Why do they avoid such encounters?” Theories abound. Many theorists have complained that there exists a paucity of scales designed to measure the plethora of motives that prompt people to seek out or to avoid sexual activities. In fact, this observation is incorrect. Many such scales of documented reliability and validity do exist. The reason that few scholars are familiar with these scales is that they were developed by psychometricians from a variety of disciplines and are scattered about in an assortment of journals, college libraries, and researchers’ desk drawers, thus making them difficult to identify and locate. This paper will attempt to provide a compendium of all known sexual motives scales, hoping that this will encourage scholars to take a multidisciplinary approach in developing typologies of sexual motives and/or in conducting their own research into the nature of sexual motives.

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

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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…

Is the Scale for Measuring Motivational Interviewing Skills a valid and reliable instrument for measuring the primary care professionals motivational skills?: EVEM study protocol.

Science.gov (United States)

Pérula, Luis Á; Campiñez, Manuel; Bosch, Josep M; Barragán Brun, Nieves; Arboniés, Juan C; Bóveda Fontán, Julia; Martín Alvarez, Remedios; Prados, Jose A; Martín-Rioboó, Enrique; Massons, Josep; Criado, Margarita; Fernández, José Á; Parras, Juan M; Ruiz-Moral, Roger; Novo, Jesús M

2012-11-22

Lifestyle is one of the main determinants of people's health. It is essential to find the most effective prevention strategies to be used to encourage behavioral changes in their patients. Many theories are available that explain change or adherence to specific health behaviors in subjects. In this sense the named Motivational Interviewing has increasingly gained relevance. Few well-validated instruments are available for measuring doctors' communication skills, and more specifically the Motivational Interviewing. The hypothesis of this study is that the Scale for Measuring Motivational Interviewing Skills (EVEM questionnaire) is a valid and reliable instrument for measuring the primary care professionals skills to get behavior change in patients. To test the hypothesis we have designed a prospective, observational, multi-center study to validate a measuring instrument. - Thirty-two primary care centers in Spain. -Sampling and Size: a) face and consensual validity: A group composed of 15 experts in Motivational Interviewing. b) Assessment of the psychometric properties of the scale; 50 physician- patient encounters will be videoed; a total of 162 interviews will be conducted with six standardized patients, and another 200 interviews will be conducted with 50 real patients (n=362). Four physicians will be specially trained to assess 30 interviews randomly selected to test the scale reproducibility. -Measurements for to test the hypothesis: a) Face validity: development of a draft questionnaire based on a theoretical model, by using Delphi-type methodology with experts. b) Scale psychometric properties: intraobservers will evaluate video recorded interviews: content-scalability validity (Exploratory Factor Analysis), internal consistency (Cronbach alpha), intra-/inter-observer reliability (Kappa index, intraclass correlation coefficient, Bland & Altman methodology), generalizability, construct validity and sensitivity to change (Pearson product-moment correlation

Is the Scale for Measuring Motivational Interviewing Skills a valid and reliable instrument for measuring the primary care professionals motivational skills?: EVEM study protocol

Directory of Open Access Journals (Sweden)

Pérula Luis Á

2012-11-01

Full Text Available Abstract Background Lifestyle is one of the main determinants of people’s health. It is essential to find the most effective prevention strategies to be used to encourage behavioral changes in their patients. Many theories are available that explain change or adherence to specific health behaviors in subjects. In this sense the named Motivational Interviewing has increasingly gained relevance. Few well-validated instruments are available for measuring doctors’ communication skills, and more specifically the Motivational Interviewing. Methods/Design The hypothesis of this study is that the Scale for Measuring Motivational Interviewing Skills (EVEM questionnaire is a valid and reliable instrument for measuring the primary care professionals skills to get behavior change in patients. To test the hypothesis we have designed a prospective, observational, multi-center study to validate a measuring instrument. –Scope: Thirty-two primary care centers in Spain. -Sampling and Size: a face and consensual validity: A group composed of 15 experts in Motivational Interviewing. b Assessment of the psychometric properties of the scale; 50 physician- patient encounters will be videoed; a total of 162 interviews will be conducted with six standardized patients, and another 200 interviews will be conducted with 50 real patients (n=362. Four physicians will be specially trained to assess 30 interviews randomly selected to test the scale reproducibility. -Measurements for to test the hypothesis: a Face validity: development of a draft questionnaire based on a theoretical model, by using Delphi-type methodology with experts. b Scale psychometric properties: intraobservers will evaluate video recorded interviews: content-scalability validity (Exploratory Factor Analysis, internal consistency (Cronbach alpha, intra-/inter-observer reliability (Kappa index, intraclass correlation coefficient, Bland & Altman methodology, generalizability, construct validity and

Your Co-author Received 150 Citations: Pride, but Not Envy, Mediates the Effect of System-Generated Achievement Messages on Motivation.

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Utz, Sonja; Muscanell, Nicole L

2018-01-01

ResearchGate, a social network site for academics, prominently displays the achievements of people one follows ("With 150 new reads, X was the most read author from their institute"). The goal of this paper was to examine the emotional and motivational effects of these system-generated messages, thereby extending prior research on envy-evoking status updates on Facebook to a professional context. We also extend the research on social comparisons and more broadly, on emotional responses elicited by social media. Specifically, social media research has largely focused on examining emotional reactions to content that is both generated by and is about others. In this research we directly examine updates generated by the system (ResearchGate) while also directly comparing reactions to updates about others' achievements with reactions to updates that are about the self-i.e., one's personal achievements which are also displayed on ResearchGate ("With 150 new reads, you were the most read author from your institute"). Particular attention was paid to the mediating role of envy and pride. The results of our quasi-experimental field study ( n = 419) showed that the achievements of others elicited envy, whereas personal achievements elicited pride. People exposed to their personal achievements (vs. the achievement of others) showed a higher motivation to work harder. This effect was mediated by pride, but not envy. The theoretical and practical implications of these findings are discussed.

Motivation.

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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.

Motivated Forgetting in Early Mathematics: A Proof-of-Concept Study

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Gerardo Ramirez

2017-12-01

Full Text Available Educators assume that students are motivated to retain what they are taught. Yet, students commonly report that they forget most of what they learn, especially in mathematics. In the current study I ask whether students may be motivated to forget mathematics because of academic experiences threaten the self-perceptions they are committed to maintaining. Using a large dataset of 1st and 2nd grade children (N = 812, I hypothesize that math anxiety creates negative experiences in the classroom that threaten children’s positive math self-perceptions, which in turn spurs a motivation to forget mathematics. I argue that this motivation to forget is activated during the winter break, which in turn reduces the extent to which children grow in achievement across the school year. Children were assessed for math self-perceptions, math anxiety and math achievement in the fall before going into winter break. During the spring, children’s math achievement was measured once again. A math achievement growth score was devised from a regression model of fall math achievement predicting spring achievement. Results show that children with higher math self-perceptions showed reduced growth in math achievement across the school year as a function of math anxiety. Children with lower math interest self-perceptions did not show this relationship. Results serve as a proof-of-concept for a scientific account of motivated forgetting within the context of education.

Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study

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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…

The motivation activation measure and media use in Singapore: Cross-cultural stability

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Samson, L.; Detenber, B.H.

2017-01-01

The purpose of this paper is twofold: First, it tests how the Motivation Activation Measure [MAM; Lang, A., Bradley, S. D., Sparks Jr, J. V., & Lee, S. (2007). The motivation activation measure (MAM): How well does MAM predict individual differences in physiological indicators of appetitive and aversive activation? Communication Methods and Measures, 1(2), 113-136] applies in a non-American (i.e. Asian) context, in order to provide evidence for the universality asserted through its theoretica...

Implicit Motives, Explicit Traits, and Task and Contextual Performance at Work

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Lang, J.W.B.; Zettler, Ingo; Ewen, C.

2012-01-01

for implicit achievement). As a test of these theoretical ideas, we report a study in which employees (N = 241) filled out a questionnaire booklet and worked on an improved modern implicit motive measure, the operant motive test. Their supervisors rated their task and contextual performance. Results support 4...... apply these ideas in the context of industrial and organizational psychology and propose that 2 explicit traits work as channels for the expression of 3 core implicit motives in task and contextual job performance (extraversion for implicit affiliation and implicit power; explicit achievement...... of the 6 theoretical predictions and show that interactions between implicit motives and explicit traits increase the explained criterion variance in both task and contextual performance....

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

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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.

Sport ability beliefs, 2 x 2 achievement goals, and intrinsic motivation: the moderating role of perceived competence in sport and exercise.

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

2009-06-01

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 performance-avoidance goal; yet when perceived competence was moderately low, entity beliefs did predict this goal. The mastery-avoidance goal had no relationship with intrinsic motivation when perceived competence was high, but had a significant negative relationship when perceived competence was moderately low. Our findings highlight the importance of reexamining the role of perceived competence when studying implicit beliefs and the 2 x 2 achievement goals.

Perceived ability and social support as mediators of achievement motivation and performance anxiety.

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Abrahamsen, F E; Roberts, G C; Pensgaard, A M; Ronglan, L T

2008-12-01

The present study is founded on achievement goal theory (AGT) and examines the relationship between motivation, social support and performance anxiety with team handball players (n=143) from 10 elite teams. Based on these theories and previous findings, the study has three purposes. First, it was predicted that the female athletes (n=69) would report more performance worries and more social support use than males (n=74). The findings support the hypothesis for anxiety, but not for social support use. However, females report that they felt social support was more available than males. Second, we predicted and found a positive relationship between the interaction of ego orientation and perceptions of a performance climate on performance anxiety, but only for females. As predicted, perceived ability mediated this relationship. Finally, we predicted that perceptions of a performance climate were related to the view that social support was less available especially for the male athletes. Simple correlation supports this prediction, but the regression analyses did not reach significance. Thus, we could not test for mediation of social support between motivational variables and anxiety. The results illustrate that fostering a mastery climate helps elite athletes tackle competitive pressure.

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

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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…

Research Motives of Faculty in Academic STEM: Measurement Invariance of the Research Motivation Scale