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Sample records for achievement flow motive

  1. The Achievement Flow Motive as an Element of the Autotelic Personality: Predicting Educational Attainment in Three Cultures

    ERIC Educational Resources Information Center

    Busch, Holger; Hofer, Jan; Chasiotis, Athanasios; Campos, Domingo

    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, posited in Flow Theory as dispositional difference in…

  2. Culture and Achievement Motivation

    ERIC Educational Resources Information Center

    Maehr, Martin L.

    1974-01-01

    A framework is suggested for the cross-cultural study of motivation that stresses the importance of contextual conditions in eliciting achievement motivation and emphasizes cultural relativity in the definition of the concept. (EH)

  3. Explorations in achievement motivation

    NASA Technical Reports Server (NTRS)

    Helmreich, Robert L.

    1982-01-01

    Recent research on the nature of achievement motivation is reviewed. A three-factor model of intrinsic motives is presented and related to various criteria of performance, job satisfaction and leisure activities. The relationships between intrinsic and extrinsic motives are discussed. Needed areas for future research are described.

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

    NASA Astrophysics Data System (ADS)

    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

  5. Sociocultural Origins of Achievement Motivation

    ERIC Educational Resources Information Center

    Maehr, Martin L.

    1977-01-01

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

  6. Motivation, Instructional Design, Flow, and Academic Achievement at a Korean Online University: A Structural Equation Modeling Study

    ERIC Educational Resources Information Center

    Joo, Young Ju; Oh, Eunjung; Kim, Su Mi

    2015-01-01

    The purpose of this study is to examine the structural relationships among self-efficacy, intrinsic value, test anxiety, instructional design, flow, and achievement among students at a Korean online university. To address research questions, the researchers administered online surveys to 963 college students at an online university in Korea…

  7. Six Motivational Reasons for Low School Achievement

    ERIC Educational Resources Information Center

    Reiss, Steven

    2009-01-01

    Reiss ("The normal personality: a new way of thinking about people." Cambridge University Press, New York, 2008) empirically derived a reliable and valid taxonomy of 16 life motives ("psychological needs"). The model suggests six motivational reasons for low achievement in school. Low achievement may be motivated by fear of failure (high need for…

  8. The Intersection of Culture and Achievement Motivation

    ERIC Educational Resources Information Center

    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.…

  9. The neural basis of academic achievement motivation.

    PubMed

    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.

  10. Sex Differences in Adults' Motivation to Achieve

    ERIC Educational Resources Information Center

    van der Sluis, Sophie; Vinkhuyzen, Anna A. E.; Boomsma, Dorret I.; Posthuma, Danielle

    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 (MG-CMSA) for ordered categorical data was used…

  11. Study Time, Motivation and Students' Achievement.

    ERIC Educational Resources Information Center

    Youssef, Anga A.

    A study investigating the relationship between motivation, study time, and student achievement in second language courses has as subjects 97 tenth- and eleventh-grade English speakers in introductory French, German, and Spanish courses. Two surveys measured motivational factors and the amount of time spent studying the second language. Motivation…

  12. Assessing achievement, affiliation, and power motives all at once: the Multi-Motive Grid (MMG).

    PubMed

    Sokolowski, K; Schmalt, H D; Langens, T A; Puca, R M

    2000-02-01

    In this article, we introduce the Multi-Motive Grid (MMG), a new diagnostic tool to measure motives with respect to their hope and fear components. The MMG combines features of the Thematic Apperception Test (TAT) with features of self-report questionnaires. Similar to the TAT, a set of 14 pictures representing a balanced set of achievement-arousing, affiliation-arousing, and power-arousing situations is presented together with a set of statements representing important motivational states. Six motive scores can be calculated: hope of success (HS) and fear of failure (FF) for the achievement motive, hope of affiliation (HA) and fear of rejection (FR) for the affiliation motive, and hope of power (HP) and fear of power (FP) for the power motive. Results of factor analyses suggest a 3-factor solution, with a general fear factor (FF, FR, FP), a factor combining the hope components of achievement and power (HS and HP), and a third factor representing HA, but the 6 a priori factors also reflect a sound structural model. Reliability data show that the internal consistency and retest reliability of the MMG scales satisfy traditional standards. External validity of the MMG has been established in all 3 motive domains. Three separate studies document that (a) individuals high in resultant achievement motivation perform better and report more flow experience, (b) individuals high in resultant power motivation profit more from a leadership training program, and (c) individuals high in resultant affiliation motivation recollect more highly memorable affiliative themes.

  13. A Better Way to Motivate Achievement

    ERIC Educational Resources Information Center

    Parker, Dennis

    2012-01-01

    Many low income, minority schools in California are within 100 points of closing the achievement gap, a prize worth working for no matter how inconvenient, uncomfortable, or risky. In this article, the author describes a better way to motivate educators to try new things that will accelerate student learning and close the achievement gap. The…

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

    PubMed

    Doi, K

    1988-02-01

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

  15. Developing a Motivational Model of College Achievement.

    ERIC Educational Resources Information Center

    Tuckman, Bruce W.; Abry, Dennis

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

  16. Explaining Math Achievement: Personality, Motivation, and Trust

    ERIC Educational Resources Information Center

    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…

  17. Self-Concept and Achievement Motivation of High School Students

    ERIC Educational Resources Information Center

    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)…

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

    ERIC Educational Resources Information Center

    McClelland, David C.

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  20. Boosting Achievement with Messages that Motivate

    ERIC Educational Resources Information Center

    Dweck, Carol S.

    2007-01-01

    Almost everything educators say to their students sends a message. Some messages enhance students' motivation, but other messages undermine it. What should teachers say to students to send messages that motivate? In a survey given to parents, over 80% of them thought that it was necessary to praise their children's intelligence in order to give…

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

    ERIC Educational Resources Information Center

    McClelland, David C.; Alschuler, Alfred S.

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

  2. A Study of Motivational Influences on Academic Achievement

    ERIC Educational Resources Information Center

    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,…

  3. Achievement Motivation and Physical Fitness of 15-Year Old Girls

    ERIC Educational Resources Information Center

    Guszkowska, Monika; Rychta, Tadeusz

    2007-01-01

    Study aim: To determine the relations between the general and physical education-specific achievement motivation, and physical fitness of adolescent girls. Material and methods: A group of 52 girls aged 15 years were studied by applying two questionnaires: P-O scale of Widerszal-Bazyl for evaluating the general achievement motivation and Nishida's…

  4. The Role of Achievement Motivations and Achievement Goals in Taiwanese College Students' Cognitive and Psychological Outcomes

    ERIC Educational Resources Information Center

    Chen, Su-Yen; Lu, Luo

    2015-01-01

    This study explores how motivational factors are associated with Taiwanese college students' cognitive, personal, and social development by incorporating both relatively global, static self-attributes, such as social-oriented achievement motivation and individual-oriented achievement motivation, which are considered to be culturally balanced…

  5. Achievement Motivation of Women: Effects of Achievement and Affiliation Arousal.

    ERIC Educational Resources Information Center

    Gama, Elizabeth Maria Pinheiro

    1985-01-01

    Assigned 139 Brazilian women to neutral, affiliation arousal, and achievement arousal conditions based on their levels of achievement (Ach) and affiliative (Aff) needs. Results of story analyses revealed that achievement arousal increased scores of high Ach subjects and that high Aff subjects obtained higher scores than low Aff subjects. (BL)

  6. An Investigation of Perfectionism, Mental Health, Achievement, and Achievement Motivation in Adolescents.

    ERIC Educational Resources Information Center

    Accordino, Denise B.; Accordino, Michael P.; Slaney, Robert B.

    2000-01-01

    Examines the relationship of perfectionism with measures of achievement and achievement motivation and mental health aspects of depression and self-esteem in high school students (N=123). Results indicate that students' personal standards were significant predictors of academic achievement and academic motivation. Also reveals that as students'…

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

    ERIC Educational Resources Information Center

    Diseth, Age; Kobbeltvedt, Therese

    2010-01-01

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

  8. Secondary School Students' Motivation and Achievement in Combined Science

    ERIC Educational Resources Information Center

    Chow, Shean Jen; Yong, Bob Chui Seng

    2013-01-01

    This study investigated students' motivation and achievement in combined science. A sample of 324 Year 11 students from eight government secondary schools in Brunei Darussalam participated in the study. Of the sample, 141 were boys and 183 were girls and their average age was 16.4 years. The motivation instrument used was adapted from the science…

  9. Increasing Student Music Achievement through the Use of Motivational Strategies.

    ERIC Educational Resources Information Center

    Vega, Louis A.

    This action research project developed and implemented a program to improve student motivation through use of multiple intelligences, authentic assessment, technology and positive teacher feedback to increase levels of student music achievement. The students of the targeted seventh grade music class exhibited low levels of motivation that hindered…

  10. The effects of chronic achievement motivation and achievement primes on the activation of achievement and fun goals.

    PubMed

    Hart, William; Albarracín, Dolores

    2009-12-01

    This research examined the hypothesis that situational achievement cues can elicit achievement or fun goals depending on chronic differences in achievement motivation. In 4 studies, chronic differences in achievement motivation were measured, and achievement-denoting words were used to influence behavior. The effects of these variables were assessed on self-report inventories, task performance, task resumption following an interruption, and the pursuit of means relevant to achieving or having fun. Findings indicated that achievement priming (vs. control priming) activated a goal to achieve and inhibited a goal to have fun in individuals with chronically high-achievement motivation but activated a goal to have fun and inhibited a goal to achieve in individuals with chronically low-achievement motivation.

  11. The Effects of Chronic Achievement Motivation and Achievement Primes on the Activation of Achievement and Fun Goals

    PubMed Central

    Hart, William; Albarracín, Dolores

    2013-01-01

    This research examined the hypothesis that situational achievement cues can elicit achievement or fun goals depending on chronic differences in achievement motivation. In 4 studies, chronic differences in achievement motivation were measured, and achievement-denoting words were used to influence behavior. The effects of these variables were assessed on self-report inventories, task performance, task resumption following an interruption, and the pursuit of means relevant to achieving or having fun. Findings indicated that achievement priming (vs. control priming) activated a goal to achieve and inhibited a goal to have fun in individuals with chronically high-achievement motivation but activated a goal to have fun and inhibited a goal to achieve in individuals with chronically low-achievement motivation. PMID:19968423

  12. Achievement Motivation and Fear of Failure in Family and School

    ERIC Educational Resources Information Center

    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)

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  14. Impression management and achievement motivation: Investigating substantive links.

    PubMed

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

    2016-01-24

    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.

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  17. Factors that Discriminate Best between Students Identified as Motivated or Not-Motivated to Achieve Academically

    ERIC Educational Resources Information Center

    Baker, Ahmad M.; Kanan, Hana M.; Al-Misnad, Sheikha A.

    2008-01-01

    This study examined a host of variables the literature or focus groups showed to influence student motivation to achieve academically. Secondary school teachers in Doha, Qatar were asked to identify the five most and five least motivated students in their classrooms. They also were asked to estimate the degree of involvement the parents had in the…

  18. Motivational Climates, Achievement Goals, and Physical Education Outcomes: A Longitudinal Test of Achievement Goal Theory

    ERIC Educational Resources Information Center

    Halvari, Hallgeir; Skjesol, Knut; Bagoien, Tor Egil

    2011-01-01

    The present research tested the longitudinal relations over a school-year between motivational climates, achievement goals, and five physical education outcomes, namely intrinsic motivation, perceived competence, positive attitude, exertion, and attendance in physical education. The results showed that students' mastery goals measured early in the…

  19. Personality traits and achievement motives: theoretical and empirical relations between the NEO Personality Inventory-Revised and the Achievement Motives Scale.

    PubMed

    Diseth, Age; Martinsen, Øyvind

    2009-04-01

    Theoretical and empirical relations between personality traits and motive dispositions were investigated by comparing scores of 315 undergraduate psychology students on the NEO Personality Inventory-Revised and the Achievement Motives Scale. Analyses showed all NEO Personality Inventory-Revised factors except agreeableness were significantly correlated with the motive for success and the motive to avoid failure. A structural equation model showed that motive for success was predicted by Extraversion, Openness, Conscientiousness, and Neuroticism (negative relation), and motive to avoid failure was predicted by Neuroticism and Openness (negative relation). Although both achievement motives were predicted by several personality factors, motive for success was most strongly predicted by Openness, and motive to avoid failure was most strongly predicted by neuroticism. These findings extended previous research on the relations of personality traits and achievement motives and provided a basis for the discussion of motive dispositions in personality. The results also added to the construct validity of the Achievement Motives Scale.

  20. Homework, Motivation, and Academic Achievement in a College Genetics Course

    ERIC Educational Resources Information Center

    Planchard, Matthew; Daniel, Kristy L.; Maroo, Jill; Mishra, Chandrani; McLean, Tim

    2015-01-01

    We conducted a mixed methods study in an upper-level genetics course exploring the relationships between student motivation, homework completion, and academic achievement at the college level. We used data from an open-ended questionnaire, homework grades and completion reports, and exam scores. We used these data sources to measure self-perceived…

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

    ERIC Educational Resources Information Center

    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…

  2. Transformations: Immigration, Family Life, and Achievement Motivation among Latino Adolescents.

    ERIC Educational Resources Information Center

    Suarez-Orozco, Carola; Suarez-Orozco, Marcelo

    Focusing on the ethnic identity and achievement motivation of adolescents, this book reports on a study of Mexican-origin and Anglo American adolescents and sets it in sociopolitical, theoretical, ethnohistorical, and demographic contexts. The opening chapters examine public malaise over immigration and ethnic diversification in the United States…

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

    ERIC Educational Resources Information Center

    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…

  4. The Role of Educational Technology in Developing Achievement Motivation

    ERIC Educational Resources Information Center

    McClelland, David C.

    1969-01-01

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

  5. Epistemic Beliefs and Achievement Motivation in Early Adolescence

    ERIC Educational Resources Information Center

    Ricco, Robert; Pierce, Sara Schuyten; Medinilla, Connie

    2010-01-01

    This study seeks to establish the relevance of middle school students' naive beliefs about knowledge and learning in science to their achievement motivation in this domain. A predominantly Hispanic and lower-income sample of 459 middle school students (sixth through eighth grades) completed measures of epistemic beliefs along with several measures…

  6. Improving Secondary School Students' Achievement using Intrinsic Motivation

    ERIC Educational Resources Information Center

    Albrecht, Erik; Haapanen, Rebecca; Hall, Erin; Mantonya, Michelle

    2009-01-01

    This report describes a program for increasing students' intrinsic motivation in an effort to increase academic achievement. The targeted population consisted of secondary level students in a middle to upper-middle class suburban area. The students of the targeted secondary level classes appeared to be disengaged from learning due to a lack of…

  7. Social, Cultural, and Contextual Influences on Achievement Motivation Behavior.

    ERIC Educational Resources Information Center

    Maehr, Martin L.

    Given the decline in birth rates, which will produce a steep decline in the youth population by 1990, this paper examines the possible effects such a population shift will have on the achievement motivation of children. It is reasoned the increased adult/child ratio could result in either of two possibilities: the greater attention paid to the…

  8. Academic Performance Related to Achievement Motive and Locus of Control.

    ERIC Educational Resources Information Center

    Wuensch, Karl L.; Lao, Rosina C.

    Nine groups of undergraduate students were formed on the basis of one-third splits of the distributions of their scores on an internality-externality measure and on an achievement motive measure. Academic performance was measured by obtaining grade point averages for all subjects. Analysis of variance showed that internal students made higher…

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

    ERIC Educational Resources Information Center

    Li, Peipei; Pan, Guirong

    2009-01-01

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

  10. The Relationship among Achievement Motivation Orientations, Achievement Goals, and Academic Achievement and Interest: A Multiple Mediation Analysis

    ERIC Educational Resources Information Center

    Abd-El-Fattah, Sabry M.; Patrick, Rosan R.

    2011-01-01

    The aim of the present study is to examine the relationships among achievement motivation orientations and academic achievement and interest and whether achievement goals mediate these relationships. A sample of 503 students aged 14-16 years from 8 secondary schools in two Australia cities responded to a questionnaire package, comprising measures…

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

    ERIC Educational Resources Information Center

    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…

  12. The Effects of Learning Strategy Instruction on Achievement, Attitude, and Achievement Motivation in a Physics Course

    ERIC Educational Resources Information Center

    Selcuk, Gamze Sezgin; Sahin, Mehmet; Acikgoz, Kamile Un

    2011-01-01

    This article reports on the influence of learning strategy instruction on student teachers' physics achievement, attitude towards physics, and achievement motivation. A pre-test/post-test quasi-experimental design with matching control group was used in the study. Two groups of student teachers (n = 75) who were enrolled in an introductory physics…

  13. Achievement Motivation. An Idea in Motion Publication of the Consortium of Advanced Educational Thinking.

    ERIC Educational Resources Information Center

    Wells, Harold C.

    This pamphlet is concerned with achievement motivation. Motives refers to a fairly stable set of personality characteristics which constitute a disposition to strive for certain kinds of satisfaction. The achievement motive is the disposition to strive for success. Two other motives are discussed, affiliation and influence motives. Operant versus…

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

    PubMed

    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.

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

    PubMed

    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.

  16. Effects of achievement goal striving on well-being: the moderating role of the explicit achievement motive.

    PubMed

    Job, Veronika; Langens, Thomas A; Brandstätter, Veronika

    2009-08-01

    This research is based on the theoretical conception of motives and goals as distinct motivational concepts. Previous research has demonstrated that discrepancies between implicit motives and goals have negative consequences for well-being. The authors have extended these findings to the explicit motive system, with four studies investigating the moderating role of the explicit achievement motive on the relationship between achievement goal striving and well-being. In line with their expectations, achievement goal striving was accompanied by high positive affect (Studies 1 and 2) and a high number of positive affective experiences (Study 3) only when the explicit achievement motive was high. Longitudinal Study 4 showed that the interaction between the explicit achievement motive and achievement goal commitment predicts changes in subjective well-being and health measured over a 3-month period.

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

    ERIC Educational Resources Information Center

    Lutzke, Steven Ronald

    2013-01-01

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

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

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    Liem, Arief Darmanegara; Nie, Youyan

    2008-10-01

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

  1. Motivation and Achievement: Is There an East Asian Model?

    ERIC Educational Resources Information Center

    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…

  2. Motivational Profiles and Their Associations with Achievement Outcomes

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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.

  4. Motivation and Its Relationship with Reading Achievement in an Urban Middle School

    ERIC Educational Resources Information Center

    Unrau, Norman; Schlackman, Jonah

    2006-01-01

    The authors investigated the effects of intrinsic and extrinsic motivation on reading achievement for urban middle school students. The authors initially developed a research-based theoretical model representing interrelationships among students' ethnicity, gender, grade level, intrinsic motivation, extrinsic motivation, and reading achievement.…

  5. The Interaction between Social Goals and Self-Construal on Achievement Motivation

    ERIC Educational Resources Information Center

    Cheng, Rebecca Wing-yi; Lam, Shui-fong

    2013-01-01

    The motivational effects of mastery goals and performance goals have been widely documented in previous research on achievement motivation. However, recent studies have increasingly indicated a need to include social goals so as to gain a more comprehensive understanding of achievement motivation. The purpose of the present research was to examine…

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

    ERIC Educational Resources Information Center

    Bozack, Amanda R.; Salvaggio, Amy Nicole

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Clayton, Karen E.; Zusho, Akane

    2016-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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"…

  12. [Causal models of achievement motive, goal orientation, intrinsic interest, and academic achievement in classroom].

    PubMed

    Tanaka, A; Yamauchi, H

    2000-10-01

    This study investigated the effect of achievement motive on goal orientation, and that of goal orientation on intrinsic interest in learning and academic achievement, based on the model proposed by Elliot and Church (1997). A sample of 222 fifth and sixth grade students of an elementary school, and another of 307 seventh, eighth and ninth grade students of a junior high school participated in the study. The approach-avoidance framework of Elliot and Harackiewicz (1996) was used to classify goal orientations. With multiple-sample structural equation modeling, the paths in two causal models, one for each of the elementary and junior high school samples, were compared. A path was found from hope for success to mastery orientation, from both hope for success and fear of failure to performance-approach orientation, and from fear of failure to performance-avoidance orientation. Mastery and performance-approach orientations each had a positive effect on intrinsic interest in learning. For elementary school children, performance-approach orientation enhanced academic achievement, and for junior high school students, mastery orientation mainly facilitated it. Performance-avoidance orientation had a negative effect on both intrinsic interest and academic achievement.

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

    ERIC Educational Resources Information Center

    Imhof, Margarete; Spaeth-Hilbert, Tatjana

    2013-01-01

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

  14. Connecting Achievement Motivation to Performance in General Chemistry

    ERIC Educational Resources Information Center

    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…

  15. Social motivation in Qatari schools and their relation to school achievement.

    PubMed

    Nasser, Ramzi

    2014-10-01

    This study assessed the relation between school-social motivation and student academic achievement. A factor analysis was performed on a set of school-social items selected a priori from three measures of school motivation: the Inventory of School Motivation, the General Achievement Goals Orientation Scale, and the Facilitating Conditions Scale. Three factors with fewer items represented Global Motivation, Peer Help, and Social Power. Hierarchical regression analysis showed social motivation measures were weak predictors of achievement scores in the various content areas. Findings are discussed in the context of Qatari education and culture.

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    Schmidt, Charles P.

    2005-01-01

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

  20. Motivation, Social Reinforcement, and Intelligence as Predictors of Academic Achievement in Black Adolescents.

    ERIC Educational Resources Information Center

    Sewell, Trevor; And Others

    1982-01-01

    Examined the relationship of cognitive and personality variables to achievement in 49 Black junior high school students. Results showed a higher achievement motivation for males. Neither personality nor social reinforcement showed much predictive value. The relationship between achievement motive and academic measures was not significant. (JAC)

  1. Flow-based model of computer hackers' motivation.

    PubMed

    Voiskounsky, Alexander E; Smyslova, Olga V

    2003-04-01

    Hackers' psychology, widely discussed in the media, is almost entirely unexplored by psychologists. In this study, hackers' motivation is investigated, using the flow paradigm. Flow is likely to motivate hackers, according to views expressed by researchers and by hackers themselves. Taken as granted that hackers experience flow, it was hypothesized that flow increases with the increase of hackers' competence in IT use. Self-selected subjects were recruited on specialized web sources; 457 hackers filled out a web questionnaire. Competence in IT use, specific flow experience, and demographic data were questioned. An on-line research was administered within the Russian-speaking community (though one third of Ss are non-residents of Russian Federation); since hacking seems to be international, the belief is expressed that the results are universal. The hypothesis is not confirmed: flow motivation characterizes the least and the most competent hackers, and the members of an intermediate group, that is, averagely competent Ss report the "flow crisis"-no (or less) flow experience. Two differing strategies of task choice were self-reported by Ss: a step-by-step increase of the difficulty of choices leads to a match of challenges and skills (and to preserving the flow experience); putting choices irrespective of the likelihood of solution leads to a "flow crisis." The findings give productive hints on processes of hackers' motivational development. The flow-based model of computer hackers' motivation was developed. It combines both empirically confirmed and theoretically possible ways of hackers' "professional" growth.

  2. Motivational profiles and flow in physical education lessons.

    PubMed

    Sicilia Camacho, Alvaro; Moreno Murcia, Juan Antonio; Rojas Tejada, Antonio J

    2008-04-01

    The purpose of this study was to use cluster analysis to identify differences in goal orientation and motivational climate profiles among students in physical education classes as well as differences among the observed clusters on perceived flow experiences. 983 students of 14- to 15-yr.-olds (M = 14.8 yr., SD = 0.91) from a large Spanish metropolitan school district were participants and completed questionnaires assessing goal orientations, motivational climates, and perceived flow. Analysis showed three distinct clusters with 40.3% of the sample with a High Motivation cluster, 27.6% in a Low Motivation cluster, and 32.2% in a Mastery Motivation cluster. These three clusters differed significantly in ratings of perceived flow. Clusters also showed different composition by sex. Implications of these results with regard to instruction in physical education classes are discussed.

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    Bozack, Amanda

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Zakaria, Effandi; Nordin, Norazah Mohd

    2008-01-01

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

  6. The Effects of Teachers' In-Class Motivational Intervention on Learners' EFL Achievement

    ERIC Educational Resources Information Center

    Alrabai, Fakieh

    2016-01-01

    This article reports the findings of a controlled quasi-experimental study investigating the effects of motivational strategies on learner motivation and achievement in English language classes in Saudi Arabia. The study was conducted in two stages. In the first stage, the most important motivational strategies were identified. In the second…

  7. Academic Performance as a Function of Achievement Motivation, Achievement Beliefs, and Affect States.

    ERIC Educational Resources Information Center

    Berry, James J.; Plecha, Michelle D.

    Three pilot studies are used to examine the relationships between academic performance, student ability, and motivation among community college students. The first study analyzed the association between motivation and academic performance in order to test the hypothesis that students who are highly motivated will earn higher grades. Results…

  8. A Model for Predicting Learning Flow and Achievement in Corporate e-Learning

    ERIC Educational Resources Information Center

    Joo, Young Ju; Lim, Kyu Yon; Kim, Su Mi

    2012-01-01

    The primary objective of this study was to investigate the determinants of learning flow and achievement in corporate online training. Self-efficacy, intrinsic value, and test anxiety were selected as learners' motivational factors, while perceived usefulness and ease of use were also selected as learning environmental factors. Learning flow was…

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

    PubMed

    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.

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

    PubMed

    Lutz Klauda, Susan; Guthrie, John T

    2015-02-01

    This longitudinal study examined the development of reading motivation, engagement, and achievement in early adolescence by comparing interrelations of these variables in struggling and advanced readers. Participants were 183 pairs of seventh grade students matched in gender, ethnicity, socioeconomic status, and school attended. They completed measures of reading motivations, engagement and comprehension for information text as well as measures of general reading comprehension and reading fluency twice during the school year. Advanced readers showed stronger relations of motivation and engagement with achievement than struggling readers. However, motivation predicted concurrent engagement and growth in engagement similarly for struggling and advanced readers. These results are interpreted as support for the hypothesis that cognitive challenges limit the relations of motivation and engagement to achievement for struggling readers. The discussion also considers the impact of the focus on the information text genre on the relations observed and implications of the findings for achievement motivation theories.

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

    PubMed Central

    Lutz Klauda, Susan; Guthrie, John T.

    2014-01-01

    This longitudinal study examined the development of reading motivation, engagement, and achievement in early adolescence by comparing interrelations of these variables in struggling and advanced readers. Participants were 183 pairs of seventh grade students matched in gender, ethnicity, socioeconomic status, and school attended. They completed measures of reading motivations, engagement and comprehension for information text as well as measures of general reading comprehension and reading fluency twice during the school year. Advanced readers showed stronger relations of motivation and engagement with achievement than struggling readers. However, motivation predicted concurrent engagement and growth in engagement similarly for struggling and advanced readers. These results are interpreted as support for the hypothesis that cognitive challenges limit the relations of motivation and engagement to achievement for struggling readers. The discussion also considers the impact of the focus on the information text genre on the relations observed and implications of the findings for achievement motivation theories. PMID:25663747

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

    ERIC Educational Resources Information Center

    McClelland, David C.

    1972-01-01

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

  13. Museum Learning: A Study of Motivation and Learning Achievement

    ERIC Educational Resources Information Center

    Wilde, Mathias; Urhahne, Detlef

    2008-01-01

    According to Reinmann-Rothmeier and Mandl (2001), learning environments should provide an ideal balance between constructivist and instructive elements. Most interesting for constructivist learning processes is the combination of the cognitive and the motivational domain. In an empirical study with 207 fifth-graders of the highest stratification…

  14. Understanding Adolescent Gifted Girls with ADHD: Motivated and Achieving

    ERIC Educational Resources Information Center

    Fugate, C. Matthew; Gentry, Marcia

    2016-01-01

    The manifestation of ADHD in girls who are gifted can place strains on motivation and academic performance as they enter their middle school years. The purpose of this collective case study research was to examine the lived experiences of five girls who are gifted with ADHD in order to gain an understanding of the array of coping mechanisms used…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

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

    1992-01-01

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

  17. The Causal Ordering of Self-Concept and Academic Motivation and Its Effect on Academic Achievement

    ERIC Educational Resources Information Center

    Green, Jasmine; Nelson, Genevieve; Martin, Andrew J.; Marsh, Herb

    2006-01-01

    Critical questions in educational psychology research to be addressed in this paper concern the casual relationship between academic self-concept, academic motivation and its effect on academic achievement. Do changes in academic self-concept and academic motivation lead to changes in subsequent academic achievement? Various studies have attempted…

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

    ERIC Educational Resources Information Center

    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,…

  19. Why Try? Achievement Motivation and Perceived Academic Climate among Latino Youth

    ERIC Educational Resources Information Center

    Wilkins, Natalie J.; Kuperminc, Gabriel P.

    2010-01-01

    Elliot and McGregor's (2001) 2 x 2 model of achievement motivation (mastery approach, mastery-avoidance, performance-approach and performance-avoidance) was used among 143 Latino adolescents to examine how achievement motivation changes over time, and whether perception of academic climate influences eventual academic outcomes. A series of…

  20. Improving Student Motivation and Achievement in Mathematics through Teaching to the Multiple Intelligences.

    ERIC Educational Resources Information Center

    Bednar, Janet; Coughlin, Jane; Evans, Elizabeth; Sievers, Theresa

    This action research project described strategies for improving student motivation and achievement in mathematics through multiple intelligences. The targeted population consisted of kindergarten, third, fourth, and fifth grade students located in two major Midwestern cities. Documentation proving low student motivation and achievement in…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  2. Achievement Motivation among Secondary School Students in Ernakulam District--A Study

    ERIC Educational Resources Information Center

    Payyanatt, Prasanth; Manichander, T.

    2012-01-01

    The major purpose of this study is to find out the level of Achievement motivation of rural and urban secondary school students in Ernakulam district in Kerala state. The data was collected by means of Deo-Mohan Achievement Motivation (N-Ach) Scale on 200 samples of students in various schools in Thripunithura Sub-district selected through…

  3. The Achievement Motive in Women; A Study of the Implications for Career Development.

    ERIC Educational Resources Information Center

    Baruch, Rhoda Wasserman

    Using 137 Radcliffe alumnae and a national sample of 763 women, this study tested two hypotheses: (1) the achievement motive of women is associated with age and family situation; (2) for those woman whose families are established, achievement motivation is associated with paid employment and return to work. The Radcliffe group wrote Thematic…

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

    ERIC Educational Resources Information Center

    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…

  5. Relationships among Motivation, Commitment, Cognitive Capacities, and Achievement in Secondary Education

    ERIC Educational Resources Information Center

    Korpershoek, Hanke

    2016-01-01

    The aims of the present study were (1) to identify to what extent school motivation and school commitment contributed to the explanation of students' academic achievement in addition to the effect of students' cognitive capacities, (2) to find out whether school commitment mediated the relation between school motivation and academic achievement,…

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

    ERIC Educational Resources Information Center

    Kebritchi, Mansureh; Hirumi, Atsusi; Bai, Haiyan

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  10. The Development and Empirical Validation of a Measure of Achievement Motivation.

    ERIC Educational Resources Information Center

    Ory, John C.; Poggio, John P.

    The construction of an objective, self-report, objectively-scored measure of achievement motivation is reported. Empirically keyed items were developed, reflecting empirical results found in a review of achievement motivation literature. An initial item pool consisting of 153 self-report items was administered using a matrix sampling approach to…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  12. Investigating Elementary Students' Learning Approaches, Motivational Goals, and Achievement in Science

    ERIC Educational Resources Information Center

    Hacieminoglu, Esme; Yilmaz-Tuzun, Ozgul; Ertepinar, Hamide

    2009-01-01

    This study examined the relationships among students' learning approaches, motivational goals, previous science grades, and their science achievement for the concepts related to atomic theory and explored the effects of gender and sociodemographic variables on students' learning approaches, motivational goals, and their science achievement for the…

  13. Are Achievement Motivation and Thinking Styles Related? A Visit among Chinese University Students

    ERIC Educational Resources Information Center

    Fan, Weiqiao; Zhang, Li-Fang

    2009-01-01

    The present study examined the relationships between thinking styles and achievement motivation among Chinese university students. The Thinking Styles Inventory--Revised (TSI-R; Sternberg, Wagner, & Zhang, 2003) and the Achievement Motives Scale (AMS; Gjesme & Nygard, 1970; Ye & Hagtvet, 1988) were administered to 238 Chinese…

  14. Achievement and Affiliation: A Motivational Perspective of Sex Differences.

    ERIC Educational Resources Information Center

    Kelemen, Victor Paul, Jr.

    1980-01-01

    For both males and females, age and education are important factors in the determination of achievement behavior. While results fail to resolve the achievement versus affiliation argument, they nevertheless support the lessening importance of sex-role stereotyping today. (Author)

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

    ERIC Educational Resources Information Center

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

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

  16. Motivation.

    PubMed

    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.

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

    PubMed

    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 < .05). Achievement motivation had a positive impact on academic performance (β = .38; p < .05). Also, achievement motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students' achievement motivation.

  18. The effects of achievement motivation, task difficulty, and goal difficulty on physiological, behavioral, and subjective effort.

    PubMed

    Capa, Rémi L; Audiffren, Michel; Ragot, Stéphanie

    2008-09-01

    The purpose of the study was to present experimental arguments evaluating the Humphreys and Revelle's model of effort. Two important factors were tested: achievement motivation and difficulty. Heart rate, heart rate variability, blood pressure, facial electromyographic reactivity, and reaction time were measured as an index of effort expenditure. A 2x2x2 factorial design was used with two levels of resultant achievement motivation, two levels of task difficulty, and two levels of goal difficulty. As expected, the 16 participants high in resultant achievement motivation showed a better performance and had a larger decrease of the midfrequency band than the 16 participants low in resultant achievement motivation, especially during the difficult task. Results lend some support for the impact of resultant achievement motivation, task difficulty, and goal difficulty on effort mobilization.

  19. A Study of Relationship between Achievement Motivation, Self Concept and Achievement in English and Mathematics at Secondary Level

    ERIC Educational Resources Information Center

    Awan, Riffat-Un-Nisa; Noureen, Ghazala; Naz, Anjum

    2011-01-01

    This study examined the achievement and its relationship with achievement motivation and self concept. The subjects consisted of 336 students (146 males and 172 females) from four public and four private schools of the Sargodha district at the secondary level. Intact groups of all eight schools enrolled in 9th grade were involved in the study. An…

  20. Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement

    ERIC Educational Resources Information Center

    Wolters, Christopher A.

    2004-01-01

    The objective of this study was to investigate how different components of achievement goal theory were related to each other and to students' motivation, cognitive engagement, and achievement in mathematics. Junior high school students (N=525) completed a self-report survey that assessed their perceived classroom goal structures; personal goal…

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

    NASA Astrophysics Data System (ADS)

    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.

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

    PubMed

    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 < .05, autonomous motivation β = .48, p < .001, and controlled motivation β = .25, p < .01. As expected, PoM was negatively related to 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.

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

    NASA Astrophysics Data System (ADS)

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

    2013-11-01

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

  4. The interactive effect of achievement motivation and task difficulty on mental effort.

    PubMed

    Capa, Rémi L; Audiffren, Michel; Ragot, Stéphanie

    2008-11-01

    The interactive effect of achievement motivation and task difficulty on invested mental effort, postulated by Humphreys and Revelle [Humphreys, M.S., Revelle, W., 1984. Personality, motivation, and performance: a theory of the relationship between individual differences and information processing. Psychol. Rev. 91, 153-184], was examined using behavioral, subjective, and effort-related physiological measures. Eighteen approach-driven participants and 18 avoidance-driven participants were selected based on their motive to achieve success scores and their motive to avoid failure scores. A 2x3 factorial design was used, with three levels of task difficulty. As expected, approach-driven participants performed better and had a stronger decrease of midfrequency band of heart rate variability than avoidance-driven participants, especially during the difficult task. These results support the interactive effect of achievement motivation and task difficulty on invested mental effort.

  5. Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents

    PubMed Central

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

    2015-01-01

    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 received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast, in the intervention R/LA context, a dual-effects model prevailed, in which engagement and achievement were separate outcomes of instruction and motivation. The intervention R/LA context analyses revealed that CORI was associated with positive changes in motivation, engagement, and achievement relative to traditional R/LA instruction. The discussion explains why there were different relations in the two instructional contexts and demonstrates the importance of simultaneously examining both positive (affirming) and negative (undermining) forms of motivation and engagement. PMID:26412903

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

    ERIC Educational Resources Information Center

    Iflazoglu, Ayten; Hong, Eunsook

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Gonzalez, Ana-Lisa; Wolters, Christopher A.

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Day, Crystal A.; Burns, Barbara M.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    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…

  16. The Influence of Motivational Orientations on Academic Achievement among Working Adults in Continuing Education

    ERIC Educational Resources Information Center

    Lee, Pei-Ling; Pang, Vincent

    2014-01-01

    This paper reports on a study of five motivational orientations in continuing education among working adults. The influence of motivational orientations on their academic achievement was identified. The study involved 159 working adults who enrolled into part-time programs in an Open University in Sabah. Boshier's Education Participation Scale…

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

    ERIC Educational Resources Information Center

    Clayton, Karen Elizabeth

    2012-01-01

    In recent years, there have been increasing calls to develop a more contextually-based, sociocultural perspective of achievement motivation. With this in mind, this mixed method study examined Jamaican, of the West Indies, undergraduate students' perception of motivation. This study was conducted in two phases. First, a qualitative investigation…

  18. Perceived Opportunity, Ethnic Identity, and Achievement Motivation among Latinos at a Selective Public University

    ERIC Educational Resources Information Center

    Rivas-Drake, Deborah

    2008-01-01

    Using in-depth interview data, this study explored perceptions of opportunity, ethnic identity beliefs, and motivation orientations among Latino students at a selective university. One profile is characterized by individualistic achievement motivations, feelings of exemption from social barriers, and a sense of alienation from other Latinos.…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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.…

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

    ERIC Educational Resources Information Center

    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.…

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

    ERIC Educational Resources Information Center

    Collom, Ed

    2005-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    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…

  5. ACHIEVEMENT MOTIVATION, AFFILIATION MOTIVATION, AND TASK DIFFICULTY AS DETERMINANTS OF SOCIAL CONFORMITY

    DTIC Science & Technology

    subjected to contrived group pressures toward erroneous perceptual judgments. An analysis of variance of frequencies of conforming behavior revealed (a... conformity to group pressures disappear when predispositional motivational factors are controlled. (Author)...Extending from the differentiation of normative and informational processes of social influence an investigation of interactions between two

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

    ERIC Educational Resources Information Center

    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…

  7. Motivation and Long-Term Language Achievement: Understanding Motivation to Persist in Foreign Language Learning

    ERIC Educational Resources Information Center

    Smith, Laura Jeanne

    2009-01-01

    Achieving native-like proficiency in a foreign language is a long-term process; therefore, designing and implementing a plan for long-term language achievement may help more learners achieve their long-term language goals of fluency as well as related career goals. This study presents recommendations that may be incorporated into the college…

  8. Testing a Motivational Model of Achievement: How Students' Mathematical Beliefs and Interests Are Related to Their Achievement

    ERIC Educational Resources Information Center

    Jones, Brett D.; Wilkins, Jesse L. M.; Long, Margaret H.; Wang, Feihong

    2012-01-01

    Blackwell et al. (Child Development 78(1):246-263, 2007) tested a motivational model of achievement in which an incremental theory of intelligence leads to learning goals and positive effort beliefs, which leads to fewer ability-based, helpless attributions, and more positive strategies, which leads to improved grades. In the present study, we…

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

    ERIC Educational Resources Information Center

    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.…

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

    PubMed

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

    2008-11-01

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

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

    PubMed

    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.

  12. Motivation and flow: toward an understanding of the dynamics of the relation in architecture students.

    PubMed

    Mills, Maura J; Fullagar, Clive J

    2008-09-01

    The authors investigated the relation between motivation and flow in a sample of 327 architecture students. Specifically, they investigated the relation between flow and several levels of intrinsic and extrinsic motivation, as well as amotivation. They also assessed the need for autonomy in moderating the relation between intrinsic motivation and engagement. Results indicated a significant relation between flow experiences in academic activities and the more self-determined forms of intrinsic motivation, but not for extrinsic motivation. The need for autonomy moderated the relation between flow and intrinsic motivation. These results are discussed in the context of understanding flow as an intrinsically motivating state and a viable construct for understanding engagement.

  13. Learning Motivation Mediates Gene-by-Socioeconomic Status Interaction on Mathematics Achievement in Early Childhood.

    PubMed

    Tucker-Drob, Elliot M; Harden, K Paige

    2012-02-01

    There is accumulating evidence that genetic influences on achievement are more pronounced among children living in higher socioeconomic status homes, and that these gene-by-environment interactions occur prior to children's entry into formal schooling. We hypothesized that one pathway through which socioeconomic status promotes genetic influences on early achievement is by facilitating the processes by which children select, evoke, and attend to learning experiences that are consistent with genetically influenced individual differences in their motivation to learn. We examined this hypothesis in a nationally representative sample of approximately 650 pairs of four-year old identical and fraternal twins who were administered a measure of math achievement, and rated by their parents on a broad set of items assessing learning motivation. Results indicated a genetic link between learning motivation and math achievement that varied positively with family socioeconomic status: Genetic differences in learning motivation contributed to math achievement more strongly in more advantaged homes. Once this effect of learning motivation was controlled for, gene-by-socioeconomic status interaction on math achievement was reduced from previously significant levels, to nonsignificant levels.

  14. Effects of Within-Class Ability Grouping on Social Interaction, Achievement, and Motivation

    ERIC Educational Resources Information Center

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

    2005-01-01

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

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

    ERIC Educational Resources Information Center

    Abdelraheem, Ahmed Yousif; Ahmed, Abdelrahman Mohammed

    2015-01-01

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

  16. Achievement Motivation, Socialization, and Hypnotic Susceptibility Among Youths from Four Israeli Subcultures

    ERIC Educational Resources Information Center

    Rotenberg, Mordechai; And Others

    1976-01-01

    The impact of child rearing practices on achievement motivation, hypnotic susceptibility, and brain wave patterns of children from Israeli subcultures are examined. Of the four subgroups studied, although they differed in school performance, their need achievement scores were similiar. (Author/DEP)

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

    ERIC Educational Resources Information Center

    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…

  18. Development of Independence: Locus of Control, Achievement Motivation and Self vs. Adult Evaluation.

    ERIC Educational Resources Information Center

    Dickie, Jane R.; Mast, Vicki A.

    The development and interrelationship of various measures of independence in children ages 3-12 are examined. Subjects were scored on measures of locus of control and achievement motivation and were rated by teachers on independence and achievement. Subjects were also scored on reliance on adult evaluation and self-evaluation. The results showed…

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

    ERIC Educational Resources Information Center

    Veroff, Joseph; And Others

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

  20. A Program to Increase the Motivation of Low Achieving Students. Final Report.

    ERIC Educational Resources Information Center

    Sutton, Jeannette Schur; And Others

    A 3-year guidance program to increase achievement level and motivation admitted 73 low achieving 10th graders. Experimental subjects were assigned to seminar or non-seminar groups; controls remained in the usual slow track. Both experimental groups were divided into smaller groups for flexibly programed classes in English, social studies, and…

  1. The Effects of Gender and Attributions on Achievement Motivation and Subsequent Performance.

    ERIC Educational Resources Information Center

    Carlson, Sibylle J.; Latta, R. Michael

    One attributional model of achievement proposes that individuals attribute their own and others' performance outcomes to one or more of four causes, i.e., ability, effort, task difficulty, and luck, and that such attributions have motivational significance for subsequent achievement-related behavior. The effects of gender, level of resultant…

  2. Traits Related to Achievement Motivation in Migrant Pre-School Children.

    ERIC Educational Resources Information Center

    Flynn, Tim M.; And Others

    The purpose of this study was to determine whether motor inhibition, self-control, relationship with achievement model, dependency, self-concept, delay of gratification, and risk-taking constitute an achievement motivation construct for migrant preschool children. The subjects used to determine the relationship between the 7 traits and achievement…

  3. 2 x 2 Achievement Goals and Achievement Emotions: A Cluster Analysis of Students' Motivation

    ERIC Educational Resources Information Center

    Jang, Leong Yeok; Liu, Woon Chia

    2012-01-01

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

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

    PubMed

    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.

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

    PubMed Central

    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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    PubMed

    Gucciardi, Daniel F

    2010-04-01

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

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  10. Interrelationships of Study Habits and Attitudes, Locus of Control, Motivation Achievement Tendencies and Academic Achievement.

    ERIC Educational Resources Information Center

    Gadzella, Bernadette M.; And Others

    The study investigated (a) relationships between measures on study habits and attitudes, locus of control, achieving tendency, and semester grade-point averages (SGPA), (b) differences between the sexes on the above mentioned variables, and (c) best predictor of SGPA. The subjects were 39 males and 81 females. There were a number of significant…

  11. Parental Involvement in Homework: Relations with Parent and Student Achievement-Related Motivational Beliefs and Achievement

    ERIC Educational Resources Information Center

    Gonida, Eleftheria N.; Cortina, Kai S.

    2014-01-01

    Background: Parental involvement in homework is a home-based type of involvement in children's education. Research and theory suggest that it is beneficial for learning and achievement under certain conditions and for particular groups of individuals. Aims: The study examined whether different types of parents' involvement in homework…

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

    PubMed

    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.

  13. Achieving Maximum Integration Utilizing Requirements Flow Down

    NASA Technical Reports Server (NTRS)

    Archiable, Wes; Askins, Bruce

    2011-01-01

    A robust and experienced systems engineering team is essential for a successful program. It is often a challenge to build a core systems engineering team early enough in a program to maximize integration and assure a common path for all supporting teams in a project. Ares I was no exception. During the planning of IVGVT, the team had many challenges including lack of: early identification of stakeholders, team training in NASA s system engineering practices, solid requirements flow down and a top down documentation strategy. The IVGVT team started test planning early in the program before the systems engineering framework had been matured due to an aggressive schedule. Therefore the IVGVT team increased their involvement in the Constellation systems engineering effort. Program level requirements were established that flowed down to IVGVT aligning all stakeholders to a common set of goals. The IVGVT team utilized the APPEL REQ Development Management course providing the team a NASA focused model to follow. The IVGVT team engaged directly with the model verification and validation process to assure that a solid set of requirements drove the need for the test event. The IVGVT team looked at the initial planning state, analyzed the current state and then produced recommendations for the ideal future state of a wide range of systems engineering functions and processes. Based on this analysis, the IVGVT team was able to produce a set of lessons learned and to provide suggestions for future programs or tests to use in their initial planning phase.

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

    ERIC Educational Resources Information Center

    Rotgans, Jerome I.; Schmidt, Henk G.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    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…

  16. Elementary School Counselors' Motivation to Support Student Academic Achievement through Identified Standards

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2012-01-01

    The researchers explored the relationship between elementary school counselors' motivational orientation, perceptions of importance and levels of implementation of Academic and Personal/Social Standards as a strategy for supporting academic achievement. Responses from 212 elementary school counselors confirm both types of Standards as being highly…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    Nicholls, John G.

    1986-01-01

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

  20. Teacher Support, Motivation, Learning Strategy Use, and Achievement: A Multilevel Mediation Model

    ERIC Educational Resources Information Center

    Yildirim, Selda

    2012-01-01

    The aim of this study was to examine the role of motivational beliefs in mediating the relationship among perceived teacher support, learning strategy use, and student achievement. The author analyzed the Programme for International Student Assessment mathematics scores and questionnaire responses of 4,855 15-year-old students in Turkey via…

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

    ERIC Educational Resources Information Center

    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,…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    Masland, Lindsay C.; Lease, A. Michele

    2016-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    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…

  6. Learning Objectives: Posting & Communicating Daily Learning Objectives to Increase Student Achievement and Motivation

    ERIC Educational Resources Information Center

    Althoff, Sarah E.; Linde, Kristen J.; Mason, John D.; Nagel, Ninja M.; O'Reilly, Katie A.

    2007-01-01

    This research project was conducted at a high school in a suburban metropolitan area in the Midwest from August 21, 2006 through October 26, 2006. The purpose of the research was to improve student achievement and motivation through the posting and communicating of daily learning objectives. The research participants included 150 students and five…

  7. MOTIVATIONAL FACTORS INFLUENCING ACADEMIC ACHIEVEMENT OF ELEVENTH GRADE PUERTO RICAN HIGH SCHOOL STUDENTS.

    ERIC Educational Resources Information Center

    FARQUHAR, WILLIAM M.; CHRISTENSEN, EDWARD W.

    THIS STUDY INVOLVED--(1) EXPLORING ACADEMIC MOTIVATIONAL FACTORS IN PUERTO RICAN 11TH-GRADE STUDENTS, (2) CREATING A MEASURE FOR THESE FACTORS WHICH MIGHT BE USABLE IN OTHER LATIN AMERICAN AREAS, AND (3) INVESTIGATING THE CHILD-REARING AND OTHER PSYCHO-SOCIAL FACTORS RELATED TO ACADEMIC ACHIEVEMENT. THE METHOD INVOLVED THREE STAGES--(1)…

  8. Improving High School Students' Mathematics Achievement through the Use of Motivational Strategies.

    ERIC Educational Resources Information Center

    Portal, Jamie; Sampson, Lisa

    This report describes a program for motivating students in mathematics in order to improve achievement at the high school level. The targeted population consisted of high school students in a middle class community located in a suburb of a large metropolitan area. The problems of underachievement were documented through data collected from surveys…

  9. How Do Life Goals and Motivations of International Students Studying in Australia Impact Their Achievement Outcomes?

    ERIC Educational Resources Information Center

    Guns, Ann; Richardson, Paul W.; Watt, Helen M. G.

    2012-01-01

    Many international students aim beyond their country boundaries by moving away from home and studying abroad. This longitudinal design addressed a gap in current research, by linking together antecedent life goals and motivations on entry to students' studies, to predict exit achievement scores, to provide information concerning optimising…

  10. Models of Pre-Service Teachers' Academic Achievement: The Influence of Cognitive Motivational Variables

    ERIC Educational Resources Information Center

    Castro-Villarreal, Felicia; Guerra, Norma; Sass, Daniel; Hseih, Pei-Hsuan

    2014-01-01

    Theoretical models were tested using structural equation modeling to evaluate the interrelations among cognitive motivational variables and academic achievement using a sample of 128 predominately Hispanic pre-service teachers enrolled in two undergraduate educational psychology classes. Data were gathered using: (1) a quantitative questionnaire…

  11. Central American Refugees and U.S. High Schools. A Psychosocial Study of Motivation and Achievement.

    ERIC Educational Resources Information Center

    Suarez-Orozco, Marcelo M.

    This ethnographic study documents and interprets key school, work, and family life issues in the lives and experiences of a sampling of recent immigrants from the war-torn Central American nations; and suggests a psychocultural theory of achievement motivation. Information was gathered from observation in two urban high schools, interviews with 50…

  12. Socially Oriented Motivational Goals and Academic Achievement: Similarities between Native and Anglo Americans

    ERIC Educational Resources Information Center

    Ali, Jinnat; McInerney, Dennis M.; Craven, Rhonda G.; Yeung, Alexander Seeshing; King, Ronnel B.

    2014-01-01

    The authors examined the relations between two socially oriented dimensions of student motivation and academic achievement of Native (Navajo) American and Anglo American students. Using confirmatory factor analysis, a multidimensional and hierarchical model was found to explain the relations between performance and social goals. Four first-order…

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

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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.

  15. Achievement Motivation, Anxiety and Academic Success in First Year Master of Nursing Students.

    ERIC Educational Resources Information Center

    McEwan, Lynn; Goldenberg, Dolly

    1999-01-01

    A study of 41 graduate nursing students found they had high achievement motivation and academic ability. Trait anxiety was the only valid predictor of academic success. Academic ability and inherent anxiety had greater potential for predicting students who would succeed. (Author/SK)

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

    ERIC Educational Resources Information Center

    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.…

  17. Influence of Web Based Cooperative Learning Strategy and Achiever Motivation on Student Study Outcome

    ERIC Educational Resources Information Center

    Hariadi, Bambang; Wurijanto, Tutut

    2016-01-01

    The research aimed at examining the effect of instructional strategy (web-based STAD and text-based STAD) and achiever motivation toward student learning outcomes. The research implied quasi-experimental design with nonequivalent control group factorial version. The subjects were undergraduate students of Information Systems of academic year…

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

    ERIC Educational Resources Information Center

    Ray, Brian

    2015-01-01

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

  19. Another Look at Sex-Role Identity and Women's Achievement Motivation.

    ERIC Educational Resources Information Center

    Jacobson, Sheryl F.

    Data from a previous study concerning the relation between sex-role identity and sex-role attitudes and achievement motivation in females were reanalyzed using two new factor-based scores, Dominant/Assertive and Independent, and one new factor-based score, Caring, derived from the Bem Sex Role Inventory (BSRI) masculinity and femininity scores,…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    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…

  3. Student Accountability and Formative Assessment and Its Effects on Motivation and Academic Achievement in Developmental Mathematics

    ERIC Educational Resources Information Center

    Koukounas, Susan M.

    2016-01-01

    The purpose of this study was to investigate whether high student accountability and formative assessment affected student motivation, learning and resource management strategies, and achievement in developmental algebra I. The setting was a fifteen-week semester at a community college in suburban New York. Two sections of developmental algebra I…

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

    ERIC Educational Resources Information Center

    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'…

  5. Effects of Feedback on Achievement Goals and Perceived Motivational Climate in Physical Education

    ERIC Educational Resources Information Center

    Erturan-Ilker, Gökçe

    2014-01-01

    The aim of the study is to determine the effects of teacher's positive and negative feedback on high school students' perceived motivational climate and achievement goals in a physical education setting. Forty seven ninth grade students participated in the study. The design was a 2 x 2 between subjects factorial crossing feedback condition…

  6. Spotlight on Student Engagement, Motivation, and Achievement. No. 5 in the Harvard Education Letter Spotlight Series

    ERIC Educational Resources Information Center

    Chauncey, Caroline T., Ed.; Walser, Nancy, Ed.

    2009-01-01

    Only when students feel engaged both socially and academically can schools and teachers lay the groundwork to motivate achievement. This volume, the fifth in the "Harvard Education Letter" Spotlight series, brings together fifteen seminal articles that examine research and practice on these complex and interrelated issues. Contributors include:…

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

    ERIC Educational Resources Information Center

    Klauda, Susan Lutz; Guthrie, John T.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    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,…

  9. Relationships between Online Motivation, Participation, and Achievement: More Complex than You Might Think

    ERIC Educational Resources Information Center

    Hartnett, Maggie

    2012-01-01

    With the increasing importance and rapid growth of online courses, diversification of the student population, and the growing concern over retention rates, exploration of learner online participation and possible relationships with motivation and achievement behaviour is becoming increasingly relevant in higher education. Previous studies (Gerber,…

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

    ERIC Educational Resources Information Center

    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…

  11. Achievement Motivation Training--Effects on ABE/ASE Students' Psychosocial Self-Perceptions.

    ERIC Educational Resources Information Center

    Martin, Larry G.

    A study was conducted to identify psychosocial needs of Adult Basic Education (ABE)/Adult Secondary Education (ASE) students by using the Self-Description Questionnaire (SDQ). A second purpose was to test effectiveness of Achievement Motivation Training (AMT) as a technique to counterbalance the negative impact of these students' former…

  12. Motivation Orientations, Academic Achievement, and Career Goals of Undergraduate Music Education Majors

    ERIC Educational Resources Information Center

    Schmidt, Charles P.; Zdzinski, Stephen F.; Ballard, Dennis L.

    2006-01-01

    This study is an examination of motivation orientations (mastery, intrinsic, cooperative, individual, competition, ego, approach success, avoid failure, hypercompetition, personal development competition) and musical self-concept in relation to measures of academic achievement and career goals of preservice music teachers. The research questions…

  13. Impact of Video Presentation Features on Instructional Achievement and Intrinsic Motivation in Secondary School Learners

    ERIC Educational Resources Information Center

    Bland, Ronald B.

    2012-01-01

    This study analyzed instructional achievement and intrinsic motivation among 21st century secondary students utilizing a video lecture incorporating both student reaction cutaway images and immediate content interaction within the lecture. Respondents (n = 155) were from multiple classes and grade levels at a suburban Texas high school. Four…

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

    PubMed

    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.

  15. Cognitive Abilities and Motivational Processes in High School Students' Situational Engagement and Achievement in Science.

    ERIC Educational Resources Information Center

    Lau, Shun; Roeser, Robert W.

    2002-01-01

    Building on R. Snow's two pathways to achievement outcomes (1989), examined how cognitive and motivational factors associated with the performance and commitment pathways respectively contributed to prediction of outcomes in science for 491 high school students. Results are consistent with Snow's conjecture that factors related to both pathways…

  16. A Comparison of Emotional-Motivational (A-R-D Theory) Personality Characteristics in Learning Disabled, Normal Achieving, and High Achieving Children.

    ERIC Educational Resources Information Center

    Hufano, Linda D.

    The study examined emotional-motivational personality characteristics of 15 learning disabled, 15 normal achieving, and 15 high achieving students (grades 3-5). The study tested the hypothesis derived from the A-R-D (attitude-reinforcer-discriminative) theory of motivation that learning disabled (LD) children differ from normal and high achieving…

  17. Imaging nanoparticle flow using magneto-motive optical Doppler tomography.

    PubMed

    Kim, Jeehyun; Oh, Junghwan; Milner, Thomas E; Nelson, J Stuart

    2007-01-24

    We introduce a novel approach for imaging solutions of superparamagnetic iron oxide (SPIO) nanoparticles using magneto-motive optical Doppler tomography (MM-ODT). MM-ODT combines an externally applied temporally oscillating high-strength magnetic field with ODT to detect nanoparticles flowing through a microfluidic channel. A solenoid with a cone-shaped ferrite core extensively increased the magnetic field strength (B(max) = 1 T, [Formula: see text]) at the tip of the core and also focused the magnetic field in microfluidic channels containing nanoparticle solutions. Nanoparticle contrast was demonstrated in a microfluidic channel filled with an SPIO solution by imaging the Doppler frequency shift which was observed independently of the nanoparticle flow rate and direction. Results suggest that MM-ODT may be applied to image Doppler shift of SPIO nanoparticles in microfluidic flows with high contrast.

  18. Peer relationships in adolescent competitive soccer: associations to perceived motivational climate, achievement goals and perfectionism.

    PubMed

    Ommundsen, Yngvar; Roberts, Glyn C; Lemyre, Pierre-Nicolas; Miller, Blake W

    2005-09-01

    The aim of this study was to examine the relationship between the perceived motivational climate, achievement goals, perfectionism and indices of peer relationships in a sample of young male and female Norwegian soccer players. The sample consisted of 1719 experienced soccer players (1231 males, 488 females) aged 12-19 years (mean = 14.9 years) participating in the Norway Cup international youth soccer competition. The players responded to a questionnaire measuring perceived peer acceptance and quality of friendship in soccer, perceived motivational climate, achievement goals and perfectionism in soccer. Canonical correlation analyses revealed that young female players who perceived the motivational climate as predominantly mastery oriented, and who were moderately task oriented and scored negatively on maladaptive perfectionism, reported better relations with their peers in soccer. Constructive peer relations were evident in that they scored positively on companionship with their best friend in soccer; they perceived this friend as being loyal and allowing of free discussion, and they reported being socially accepted by their peers in soccer. Mirroring these findings, young male players who perceived the motivational climate as predominantly performance oriented, who had a moderately negative score on task orientation but a quite strong positive score on maladaptive perfectionism, reported negative relationships with peers in terms of these aspects. They also reported being in conflict with their best soccer friend. The findings suggest that the qualities of motivation have a systematic relationship with peer acceptance and the quality of friendship in male and female youth soccer.

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

    NASA Astrophysics Data System (ADS)

    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.

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

    PubMed Central

    KAVOUSIPOUR, SOMAYEH; NOORAFSHAN, ALI; POURAHMAD, SAEEDEH; DEHGHANI-NAZHVANI, ALI

    2015-01-01

    Introduction: Many studies have investigated the relationship between motivation and educational outcomes. The present study was conducted to determine whether the students’ motivation in Shiraz University of Medical Sciences (SUMS) decreases during educational years. Methods: 770 students in SUMS were selected by multi-stage stratified random sampling from each field and entrance year. The first questionnaire contained 57 questions on the effect of economic, social, educational, geographical and personality factors on the students’ motivation. The second one was based on 50 incomplete sentences. The validity and reliability of these questionnaires were approved by the experts and Cronbach's Alpha coefficients (85% and 90%, respectively). In this cross-sectional study, ANOVA, t-test and Chi-square tests were applied for data analysis at the 0.05 significance level. Results: Six factors with the most effect on academic motivation were "family attitudes", "getting good jobs in future", "respect for themselves", " the ability to learn", "believing their role in victory and defeat" and "the tendency toward optimism about themselves". In addition, comparing professional doctorate and basic sciences’ results revealed no significant relationship between academic motivation and educational years (F=0.819, p=0.397). But comparing field by field showed that Dentistry and Hospital Management and Medical Information (HMMI) had a significant decrease in motivation score by increase in educational years (F=3.991, p=0.015). Conclusion: Achievement motivation level in SUMS students was higher than average and did not decrease during educational years. Also, the results showed that personal, social and educational related factors affected motivation level more than economic and environmental factors. PMID:25587552

  1. Motivational profiles in high school students: Differences in behavioural and emotional homework engagement and academic achievement.

    PubMed

    Regueiro, Bibiana; Núñez, José C; Valle, Antonio; Piñeiro, Isabel; Rodríguez, Susana; Rosário, Pedro

    2016-12-12

    This work examined whether combinations of academic and non-academic goals generated different motivational profiles in high school students. Besides, differences in homework behavioural engagement (i.e. amount of homework, time spent in homework, homework time management), homework emotional engagement (i.e. homework anxiety) and academic achievement were analysed. Participants were 714 high school students (43.4% boys and 56.6% girls). The study of potential motivational profiles was conducted by latent profile analysis, and the differences between the motivational profiles regarding homework variables and academic achievement were analysed using multivariate analysis. The results indicate the existence of five groups of motivational profiles: a group of students with multiple goals, a group of unmotivated students, two groups of students with a predominance of learning goals and, finally, a group comprising students with a high fear of failure. Both the group with multiple goals and the learning goals-oriented groups reported to do more homework, spending more time on homework, making better use of that time and having a higher academic achievement than counterparts. The avoidance-failure group and the group with multiple goals showed higher levels of homework anxiety. Globally, these results provide support for a person-centred approach.

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

    PubMed

    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.

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

    NASA Astrophysics Data System (ADS)

    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

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

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    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;…

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

    NASA Astrophysics Data System (ADS)

    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

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

    PubMed

    Engeser, Stefan; Langens, Thomas

    2010-08-01

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

  8. The Relationship of Motivation and Flow Experience to Academic Procrastination in University Students

    ERIC Educational Resources Information Center

    Lee, Eunju

    2005-01-01

    In this article, the author examined the relationships of motivation and flow experience to academic procrastination in 262 Korean undergraduate students who completed a questionnaire on procrastination, flow, and motivation. The results indicated that high procrastination was associated with lack of self-determined motivation and low incidence of…

  9. Achievement and motivation in the middle school science classroom: The effects of formative assessment feedback

    NASA Astrophysics Data System (ADS)

    van Evera, William C.

    2004-11-01

    Formative assessment feedback is increasingly viewed as essential to learning. Yet, existing studies on feedback have focused heavily on knowledge of results (KR) feedback rather than information-rich formative assessment feedback that is more commonly used to encourage and guide learning. This study was designed to investigate the effects of information-rich formative assessment feedback on performance and motivation of middle school science students. Using a within subjects crossover design, treatment students received written formative assessment feedback on all homework and class-work assignments. Control students received completion scores for their work but no feedback. Dependent measures included two multiple-choice unit tests and a multipart motivation survey which assessed self-efficacy, goal orientation, affective responses, and preferences regarding feedback. Results indicated effects sizes of .7 for low achievers and .4 for middle level achievers on the performance measure as a result of the feedback intervention. These students also experienced a significant increase in self-efficacy. High achievers experienced reduced performance following the feedback intervention with an effect size of -.7. Survey analysis revealed no improvement in motivation-related variables for high achievers.

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

    PubMed

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

    2015-01-01

    Understanding athletes' attitudes to doping continues to be of interest for its potential to contribute to an international anti-doping system. However, little is known about the relationship between elite athletes' attitudes to drug use and potential explanatory factors, including achievement goals and the motivational climate. In addition, despite specific World Anti-Doping Agency Code relating to team sport athletes, little is known about whether sport type (team or individual) is a risk or protective factor in relation to doping. Elite athletes from Scotland (N = 177) completed a survey examining attitudes to performance-enhancing drug (PED) use, achievement goal orientations and perceived motivational climate. Athletes were generally against doping for performance enhancement. Hierarchical regression analysis revealed that task and ego goals and mastery motivational climate were predictors of attitudes to PED use (F (4, 171) = 15.81, P < .01). Compared with individual athletes, team athletes were significantly lower in attitude to PED use and ego orientation scores and significantly higher in perceptions of a mastery motivational climate (Wilks' lambda = .76, F = 10.89 (5, 170), P < .01). The study provides insight into how individual and situational factors may act as protective and risk factors in doping in sport.

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

    PubMed

    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.

  12. Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective.

    PubMed

    Guo, Jiesi; Parker, Philip D; Marsh, Herbert W; Morin, Alexandre J S

    2015-08-01

    Drawing on the expectancy-value model, the present study explored individual and gender differences in university entry and selection of educational pathway (e.g., science, technology, engineering, and mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expectancy and task values on educational outcomes during the transition into early adulthood. Participants were from a nationally representative longitudinal sample of 15-year-old Australian youths (N = 10,370). The results suggest that (a) both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study; (b) prior reading achievement has negative effects on advanced math course selection and STEM fields through math motivational beliefs; and (c) gender differences in educational outcomes are mediated by gender differences in motivational beliefs and prior academic achievement, while the processes underlying choice of educational pathway were similar for males and females.

  13. Achievement goal orientation patterns and fifth graders' motivation in physical education running programs.

    PubMed

    Xiang, Ping; McBride, Ron E; Bruene, April; Liu, Yuanlong

    2007-05-01

    This study examined achievement goal orientation patterns and their impact on student motivation in physical education running programs. Participants included 533 fifth graders. They completed questionnaires assessing their achievement goal orientations, expectancy beliefs, task values, and intentions for future participation in running. They also completed a timed, 1-mile run. Data revealed 4 goal orientation patterns: low task/low ego, low task/high ego, high task/low ego, and high task/high ego. Students in the high-task/low-ego and high-task/high-ego groups demonstrated higher levels of motivation in running than those in the low-task/low-ego and low-task/high-ego groups.

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

    PubMed

    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.

  15. A Survey of Cognitive Style in Maryland Ninth-Graders: I. Achievement Motivation, Productivity. Report No. 60.

    ERIC Educational Resources Information Center

    Antwisle, Doris R.; Greenberger, Ellen

    In a survey of ninth graders in and around Baltimore, Maryland, in the spring of 1968, several cognitive style variables were measured. The sample of students was divided by sex, IQ level, and residential locus. This report discusses achievement motivation and productivity (the number of words written in achievement motivation stories). The…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    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…

  18. Cooperative Learning and Its Effect on Fourth-Grade Mathematics Students' Achievement, Motivation, and Self-Efficacy

    ERIC Educational Resources Information Center

    Torchia, Sean P.

    2012-01-01

    The focus of this study was to explore the relationship between the use of cooperative learning strategies and student achievement, and student perceptions of self-efficacy and motivation in mathematics. Teacher perceptions of the impact that cooperative learning strategies have on student achievement, intrinsic motivation, and self-efficacy were…

  19. Motivation and Achievement of Children with Learning and Behavior Problems as a Function of Locus of Control. Monograph No. 3.

    ERIC Educational Resources Information Center

    Hisama, Toshiaki; Hotchkiss, James

    The study investigated achievement motivation of children with learning and behavior problems and examined effects of various types of verbal instruction on performance tasks and the resulting relationships of these verbal instructions to achievement motivation. The subjects were 48 third and fourth grade children diagnosed as having learning…

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

    ERIC Educational Resources Information Center

    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…

  1. Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science

    ERIC Educational Resources Information Center

    Chen, Jason A.; Pajares, Frank

    2010-01-01

    We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N=508).…

  2. The Impact of Motivation on Student's Academic Achievement and Learning Outcomes in Mathematics among Secondary School Students in Nigeria

    ERIC Educational Resources Information Center

    Tella, Adedeji

    2007-01-01

    In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students' school academic achievement in mathematics in secondary schools using motivation for academic preference…

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

    ERIC Educational Resources Information Center

    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…

  4. The relationship of motivation and flow experience to academic procrastination in university students.

    PubMed

    Lee, Eunju

    2005-03-01

    In this article, the author examined the relationships of motivation and flow experience to academic procrastination in 262 Korean undergraduate students who completed a questionnaire on procrastination, flow, and motivation. The results indicated that high procrastination was associated with lack of self-determined motivation and low incidence of flow state. The results also indicated that, although amotivation and intrinsic motivation showed significant unique effects on procrastination, they did not contribute significantly to the variance in procrastination when the effects caused by flow experiences were considered. The author discusses implications for practice and gives suggestions for further research.

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

    NASA Astrophysics Data System (ADS)

    Haydel, Angela Michelle

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

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

    PubMed

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

    2014-10-01

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

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

    NASA Astrophysics Data System (ADS)

    Brooks, John

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

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

    NASA Technical Reports Server (NTRS)

    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.

  9. Effects of Motivational and Volitional Email Messages (MVEM) with Personal Messages on Undergraduate Students' Motivation, Study Habits and Achievement

    ERIC Educational Resources Information Center

    Kim, ChanMin; Keller, John M.

    2008-01-01

    This study investigated what kind of supportive information can be effective in improving the situation where there were severe motivational challenges. Motivational and volitional email messages (MVEM) were constructed based on an integrated model of four theories and methods, which are Keller's ARCS model, Kuhl's action control theory,…

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

    ERIC Educational Resources Information Center

    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…

  11. Role of Student-Faculty Interactions in Developing College Students' Academic Self-Concept, Motivation, and Achievement

    ERIC Educational Resources Information Center

    Komarraju, Meera; Musulkin, Sergey; Bhattacharya, Gargi

    2010-01-01

    Student-faculty interactions can be crucial in developing students' academic self-concept and enhancing their motivation and achievement. Although most interactions with faculty tend to occur within the formal classroom setting, students who experience informal interactions tend to be more motivated, engaged, and actively involved in the learning…

  12. Young Children's Motivational Frameworks and Math Achievement: Relation to Teacher-Reported Instructional Practices, but Not Teacher Theory of Intelligence

    ERIC Educational Resources Information Center

    Park, Daeun; Gunderson, Elizabeth A.; Tsukayama, Eli; Levine, Susan C.; Beilock, Sian L.

    2016-01-01

    Although students' motivational frameworks (entity vs. incremental) have been linked to academic achievement, little is known about how early this link emerges and how motivational frameworks develop in the first place. In a year-long study (student N = 424, Teacher N = 58), we found that, as early as 1st and 2nd grade, children who endorsed an…

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

    ERIC Educational Resources Information Center

    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…

  14. Standard Setting and Risk Preference: An Elaboration of the Theory of Achievement Motivation and an Empirical Test

    ERIC Educational Resources Information Center

    Kuhl, Julius

    1978-01-01

    A formal elaboration of the original theory of achievement motivation (Atkinson, 1957; Atkinson & Feather, 1966) is proposed that includes personal standards as determinants of motivational tendencies. The results of an experiment are reported that examines the validity of some of the implications of the elaborated model proposed here. (Author/RK)

  15. Using ARCS Model to Promote 11th Graders' Motivation and Achievement in Learning about Acids and Bases

    ERIC Educational Resources Information Center

    Feng, Sung-Lin; Tuan, Hsiao-Lin

    2005-01-01

    The purposes of this study are: to apply the ARCS model in designing an acid and bases unit, and to assess a single class of 11th graders for motivation and achievement outcomes before and after ARCS instruction. Four essential strategies for designing motivation instruction in the ARCS model were: Attention, Relevance, Confidence, and…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    Hogrebe, Jaclyn M.

    2015-01-01

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

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

    PubMed

    Cleary, Timothy J; Chen, Peggy P

    2009-10-01

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

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

    PubMed

    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.

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

    PubMed

    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.

  4. "I am a scientist": How setting conditions that enhance focused concentration positively relate to student motivation and achievement outcomes in inquiry-based science

    NASA Astrophysics Data System (ADS)

    Ellwood, Robin B.

    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 thirteen to fourteen 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 forty-six percent 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. This research also illustrates the positive gains in motivation and achievement outcomes that emerge from student experiences with extended time in isolated areas referred to

  5. Implicit and self-attributed motives to achieve: two separate but interacting needs.

    PubMed

    Brunstein, Joachim C; Maier, Günter W

    2005-08-01

    This research examined how implicit and self-attributed needs to achieve (labeled as n Ach and san Ach, respectively) combine with self-referenced and norm-referenced feedback to predict effort-related (task performance) and choice-related (task continuation) indexes of students' engagement in a mental concentration task. In Experiment 1 the authors found that in a task-focused setting, task performance was predicted by the joint effect of self-referenced feedback and n Ach, whereas task continuation was predicted by the joint effect of norm-referenced feedback and san Ach. In Experiment 2 the authors found that in an ego-focused setting, n Ach and san Ach interacted in the prediction of task performance but not of task continuation. In Experiment 3 the authors found that the effects of n Ach and san Ach on students' performance were mediated by the anticipated affective value of achievement outcomes. These findings are discussed in relation to a 2-system approach to achievement motivation.

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  8. Motivational Beliefs and Cognitive Processes in Mathematics Achievement, Analyzed in the Context of Cultural Differences: A Korean Elementary School Example

    ERIC Educational Resources Information Center

    Seo, Daeryong; Taherbhai, Husein

    2009-01-01

    The relations among students' motivational beliefs, cognitive processes, and academic achievement were investigated. A 51-item questionnaire together with a mathematics achievement test was administered to 459 fifth graders in Korean elementary school mathematics classrooms. Results indicated that, in general, students' cognitive processes related…

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

    ERIC Educational Resources Information Center

    Acar, Ömer; Türkmen, Lütfullah; Bilgin, Ahmet

    2015-01-01

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

  10. The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning.

    PubMed

    Narciss, Susanne

    2004-01-01

    Informative tutoring feedback (ITF) provides assisted multiple response tries by offering strategically useful information for task completion as opposed to simply offering the solution. Previous studies on ITF focused on its effects on achievement. The present studies examine the assumption that ITF affects not only achievement, but also motivational variables such as task engagement, effort, persistence, and satisfaction with performance. In two experiments, students differing in self efficacy (SE) for identifying concepts worked on concept identification tasks. In cases of incorrect hypothesis about the concept, they received either outcome feedback or ITF. Results reveal that motivation and achievement depend on both SE and type of feedback. Future research should examine in more detail how ITF affects the self-enhancing processes between on-task motivation, achievement, and self-evaluation.

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

    PubMed

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

    2016-12-01

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

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

    PubMed

    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.

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

    NASA Astrophysics Data System (ADS)

    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

  14. The Effect of Learning and Motivation Strategies Training on College Students' Achievement.

    ERIC Educational Resources Information Center

    Tuckman, Bruce W.

    2003-01-01

    The purpose of this study was to determine the effectiveness of teaching students the use of specific learning and motivation strategies and substrategies to meet the cognitive and motivational demands of college. Findings indicate that training in learning and motivation strategy use contributed to GPA improvement. (Contains 17 references.) (GCP)

  15. Students' Motivational Profiles and Achievement Outcomes in Physical Education: A Self-Determination Perspective

    ERIC Educational Resources Information Center

    Boiche, Julie C. S.; Sarrazin, Philippe G.; Pelletier, Luc G.; Grouzet, Frederick M. E.; Chanal, Julien P.

    2008-01-01

    Previous studies in education have inspected the relations between students' autonomous versus controlled motivation and relevant outcomes. In most of those studies a global index of self-determined motivation was created. The purpose of this article was to examine (a) how the different types of motivation proposed by Self-Determination Theory…

  16. Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Achievement Motivation.

    ERIC Educational Resources Information Center

    Hickey, Daniel T.

    2003-01-01

    Argues that it is worthwhile for motivational theorists to consider the implications of social perspective theories and to explore the motivational implications of nuances within these theories. Explores the motivational implications of sociocultural assumptions about knowing and learning, as they have been defined by situative cognitive…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  18. The politics of human embryo research and the motivation to achieve PGD

    PubMed Central

    Theodosiou, Anastasia A.; Johnson, Martin H.

    2011-01-01

    This article reports a historical study of factors influencing the achievement of clinical preimplantation genetic diagnosis (PGD) in 1990, 22 years after its first demonstration in animals. During the 1970s, research on PGD continued in large farm animals, but serious interest in human PGD was not evident until 1986. First, interest in PGD during the 1970s waned with the advent of prenatal testing, which for gynaecologists was clinically more familiar, technically simpler and ethically less challenging than IVF. Indeed, IVF was viewed with widespread suspicion until the first IVF births in 1978. Second, interest in clinical PGD was stimulated by the UK Parliamentary reaction against human embryo research that greeted the Warnock Report in 1984. This hostility led scientists to initiate a pro-research campaign, further galvanized in 1985 by MP Enoch Powell’s bid to ban such research. However, while Powell abhorred embryo research, he approved of PGD, a stance that divided the anti-research lobby. Accordingly, the campaigners for research emphasized that it was needed to achieve PGD. Powell demanded evidence of such projects and PGD research increased from 1986. It is concluded that UK political debates on embryo research played a critical role in stimulating the achievement of clinical PGD. Human pregnancies following preimplantation genetic diagnosis (PGD) for embryo sex were announced in 1990, 22 years after the technique was pioneered in animals. PGD in humans required not only technological advances, such as IVF and sensitive diagnostic tests, but also the motivation to develop and apply them. Our historical analysis shows that, although research on PGD continued in large farm animals during the 1970s, and techniques of the required sensitivity were developed on mouse embryo models, interest in clinical PGD was not evident until 1986. Two factors stimulated this sudden change in motivation. First, interest in PGD was depressed during the 1970s by the advent

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

    ERIC Educational Resources Information Center

    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…

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

    NASA Astrophysics Data System (ADS)

    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.

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

    PubMed

    Simpkins, Sandra D

    2015-06-01

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

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

    PubMed

    Metallidou, Panagiota; Vlachou, Anastasia

    2007-02-01

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

  3. Undergraduate STEM Achievement and Retention: Cognitive, Motivational, and Institutional Factors and Solutions

    ERIC Educational Resources Information Center

    Cromley, Jennifer G.; Perez, Tony; Kaplan, Avi

    2016-01-01

    Student cognition and motivation, as well as institutional policies, determine student course grades and retention in science, technology, engineering, and mathematics (STEM) majors. Regarding cognition, study skills relate to course grades, and grades relate to retention in STEM. Several aspects of motivation are related to both grades and…

  4. Cultural Predictors of Academic Motivation and Achievement: A Self-Deterministic Approach

    ERIC Educational Resources Information Center

    Young, Adena; Johnson, Gail; Hawthorne, Melissa; Pugh, Jeremy

    2011-01-01

    College retention and graduation rates are significantly lower for African American and Hispanic American students. Limited research has been conducted on the relationship between academic motivation and perceived social support. The purpose of this study was to determine the importance of social support as a predictor of academic motivation and…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

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

    ERIC Educational Resources Information Center

    McMillan, James H.; Hearn, Jessica

    2008-01-01

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

  8. Developments in Motivation and Achievement during Primary School: A Longitudinal Study on Group-Specific Differences

    ERIC Educational Resources Information Center

    Hornstra, Lisette; van der Veen, Ineke; Peetsma, Thea; Volman, Monique

    2013-01-01

    To gain insight in developmental trajectories of motivation during upper primary school, the present study focused on how different aspects of students' motivation, i.e., task-orientation, self-efficacy, and school investment develop from grade three to six of primary school and how these developments differ for boys and girls, and students with…

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

    ERIC Educational Resources Information Center

    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…

  10. Achievement Motivation as A Factor Related to the Diagnostic Problem Solving Effectiveness of Students of Automotive Technology.

    ERIC Educational Resources Information Center

    Stephenson, Donald John

    Sixty students were categorized into a stratified four-group design to ascertain the predictive value of achievement motivation as it relates to: (1) diagnostic problem solving ability, (2) diagnostic problem solving knowledge, and (3) student attitude toward the course. Each of the four groups represented varying strengths of achievement…

  11. A Study on the Relationship between College Students' Boredom Tendency and Attribution Style as Well as Achievement Motivation

    ERIC Educational Resources Information Center

    Yan, Shunqin

    2016-01-01

    Aim: This thesis discusses the relationship between college students' boredom tendency and attribution style as well as achievement motivation. Method: The author uses scale assessment on college students of boredom tendency scale, the inner-control scale, internality-powerful others scale and chance scale draw up by Leveson, as well as…

  12. Examining the Relationships among Classroom Goal Structure, Achievement Goal Orientation, Motivation and Self-Regulated Learning for Ethnically Diverse Learners

    ERIC Educational Resources Information Center

    Shannon, David; Salisbury-Glennon, Jill; Shores, Melanie

    2012-01-01

    The purpose of this study was to explore the learning strategies used by ethnically diverse learners and to investigate the relationships among the constructs of classroom goal structure, achievement goal orientation, motivation and self-regulated learning in an ethnically diverse population of fourth and fifth grade learners (n = 396). Goal…

  13. The Relationship between Student Voice and Perceptions of Motivation, Attachment, Achievement and School Climate in Davidson and Rutherford Counties

    ERIC Educational Resources Information Center

    Matthews, Sharon Elizabeth

    2010-01-01

    This study investigated the extent to which there were statistically significant relationships between school administrators' systemic implementation of student voice work and student perceptions (i.e. achievement, motivation, attachment and school climate) and PLAN performance. Student voice was defined as students being equal partners in school…

  14. A Study on the Efficacy of Project-Based Learning Approach on Social Studies Education: Conceptual Achievement and Academic Motivation

    ERIC Educational Resources Information Center

    Ilter, Ilhan

    2014-01-01

    In this research, an experimental study was carried out in social studies 4th grade students to develop students' conceptual achievement and motivation to succeed academically. The study aims to investigate the effectiveness of project-based learning (PBL) in social studies. A quasi-experimental research design (pre- and posttest) was used in the…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  17. A Mixed Method Study of the Effectiveness of the Accelerated Reader Program on Middle School Students' Reading Achievement and Motivation

    ERIC Educational Resources Information Center

    Huang, SuHua

    2012-01-01

    The mixed-method explanatory research design was employed to investigate the effectiveness of the Accelerated Reader (AR) program on middle school students' reading achievement and motivation. A total of 211 sixth to eighth-grade students provided quantitative data by completing an AR Survey. Thirty of the 211 students were randomly selected to…

  18. Motivating Your Kids from Crayons to Career: How To Boost Your Child's Learning and Achievement without Pressure.

    ERIC Educational Resources Information Center

    Fuller, Cheri

    Based on the premise that children need to be motivated to learn in school to achieve success, this guide is intended for parents who want to help their children realize the benefits of learning and knowledge. The guide offers effective methods for challenging and supporting children at school and throughout their lives, provide insights into how…

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

    ERIC Educational Resources Information Center

    Saeid, Nasim; Eslaminejad, Tahere

    2017-01-01

    Self-directed learning readiness to expand and enhance learning, This is an important goal of higher education, Besides his academic self-efficacy can be improved efficiency and Achievement Motivation, so understanding how to use these strategies by students is very important. Because the purpose this study is determination of relationship between…

  20. The Relationship of Mental Pressure with Optimism and Academic Achievement Motivation among Second Grade Male High School Students

    ERIC Educational Resources Information Center

    Sarouni, Ali Sedigh; Jenaabadi, Hossein; Pourghaz, Abdulwahab

    2016-01-01

    The present study aimed to examine the relationship of mental pressure with optimism and academic achievement motivation among second grade second period male high school students. This study followed a descriptive-correlational method. The sample included 200 second grade second period male high school students in Sooran. Data collection tools in…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    Jalongo, Mary Renck

    2007-01-01

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

  3. The Role of Teachers' Classroom Discipline in Their Teaching Effectiveness and Students' Language Learning Motivation and Achievement: A Path Method

    ERIC Educational Resources Information Center

    Rahimi, Mehrak; Karkami, Fatemeh Hosseini

    2015-01-01

    This study investigated the role of EFL teachers' classroom discipline strategies in their teaching effectiveness and their students' motivation and achievement in learning English as a foreign language. 1408 junior high-school students expressed their perceptions of the strategies their English teachers used (punishment, recognition/reward,…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  5. Personal Best (PB) and "Classic" Achievement Goals in the Chinese Context: Their Role in Predicting Academic Motivation, Engagement and Buoyancy

    ERIC Educational Resources Information Center

    Yu, Kai; Martin, Andrew J.

    2014-01-01

    Prior research has shown personal best (PB) goals to be significantly related to students' motivation, engagement and achievement. However, research thus far has investigated PB goals only among Western samples and it is unclear to what extent PB goals hold academic merit in the Asian context. It is also unclear whether PB goals explain variance…

  6. An Integrative Cultural View of Achievement Motivation: Parental and Classroom Predictors of Children's Goal Orientations when Learning Mathematics in Korea

    ERIC Educational Resources Information Center

    Kim, Jung-In; Schallert, Diane L.; Kim, Myoungsook

    2010-01-01

    Our goal was to identify how students' perceptions of their parents shape the kind and degree of motivational goal orientations that they adopt in their mathematics classroom, broadening the application of achievement goal orientation theory and self-determination theory to students in Korea. Two groups of students participated, one from a middle…

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

    ERIC Educational Resources Information Center

    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…

  8. A Path Analysis of the Relationship among Critical Motivational Variables and Achievement in Reform-Oriented Mathematics Curriculum

    ERIC Educational Resources Information Center

    Middleton, James A.; Leavy, Aisling; Leader, Lars

    2013-01-01

    This study investigated the relationship among critical motivational variables and mathematics achievement as middle grades students engaged in a reform-oriented curriculum, "Mathematics in Context." We tested 327 students in fifth, sixth, and seventh grade before and after two years of implementation. We performed a path analysis with…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  11. Dropout Reduction through Education, Achievement, and Motivation (Project DREAM). Transitional Bilingual Education, 1991-92. Final Evaluation Profile. OREA Report.

    ERIC Educational Resources Information Center

    Guadalupe, Deana R.

    Dropout Reduction through Education, Achievement, and Motivation (Project DREAM) was designed to serve the needs of Latino immigrants who had scored at or below the 40th percentile on the Language Assessment Battery. The design-incorporating plans for group and individual guidance sessions to help students improve their interpersonal skills. It…

  12. The Effects of Captioning Videos on Academic Achievement and Motivation: Reconsideration of Redundancy Principle in Instructional Videos

    ERIC Educational Resources Information Center

    Ozdemir, Muzaffer; Izmirli, Serkan; Sahin-Izmirli, Ozden

    2016-01-01

    The purpose of the present study was to investigate the effect of captioned vs. non-captioned instructional videos on the motivation and achievement. To this end, a pre-test and post-test experimental design was used on 109 sophomores from a Turkish state university. Videos with and without captions of the unit in question were prepared by the…

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

    ERIC Educational Resources Information Center

    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…

  14. Academic Achievement, Academic Self-Concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools

    ERIC Educational Resources Information Center

    Areepattamannil, Shaljan; Freeman, John G.

    2008-01-01

    The study examined the self-reported academic achievement, academic self-concept, and academic motivation of 573 immigrant and nonimmigrant adolescents in the Greater Toronto Area (GTA) secondary schools. Descriptive Discriminant Analyses indicated that the immigrant adolescents had higher performance in mathematics, higher math and school…

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

    ERIC Educational Resources Information Center

    Chu, Hui-Chun; Hung, Chun-Ming

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  17. Is the Achievement Motive Gender-Biased? The Validity of TAT/PSE in Women and Men.

    PubMed

    Gruber, Nicole

    2017-01-01

    In picture story exercises like the Thematic Apperception Test (TAT; Heckhausen, 1963), different pictures are presented to a person with the instruction to create a story using the scenes portrayed in the image. It is assumed, that people identify themselves with the people in the images and project their unconscious motives (e.g., achievement motive) onto them. As the TAT shows only men in the pictures, critics claimed the test is gender-biased; assuming women cannot identify with men in pictures. However, it was not assessed, whether female protagonists of the picture really trigger the same achievement motive as men. Therefore, two studies were conducted to address the gender difference and validity of the TAT using a version with only men in the pictures (study 1) or only women in the pictures (study 2). The results shows that the original TAT of Heckhausen is a valid instrument for women and men, but the modified version with only women in the pictures cannot validly measure the achievement motive in the male sample.

  18. Is the Achievement Motive Gender-Biased? The Validity of TAT/PSE in Women and Men

    PubMed Central

    Gruber, Nicole

    2017-01-01

    In picture story exercises like the Thematic Apperception Test (TAT; Heckhausen, 1963), different pictures are presented to a person with the instruction to create a story using the scenes portrayed in the image. It is assumed, that people identify themselves with the people in the images and project their unconscious motives (e.g., achievement motive) onto them. As the TAT shows only men in the pictures, critics claimed the test is gender-biased; assuming women cannot identify with men in pictures. However, it was not assessed, whether female protagonists of the picture really trigger the same achievement motive as men. Therefore, two studies were conducted to address the gender difference and validity of the TAT using a version with only men in the pictures (study 1) or only women in the pictures (study 2). The results shows that the original TAT of Heckhausen is a valid instrument for women and men, but the modified version with only women in the pictures cannot validly measure the achievement motive in the male sample. PMID:28261126

  19. Exploring the Intrinsic Motivation of Hedonic Information Systems Acceptance: Integrating Hedonic Theory and Flow with TAM

    NASA Astrophysics Data System (ADS)

    Wang, Zhihuan

    Research on Information Systems (IS) acceptance is substantially focused on extrinsic motivation in workplaces, little is known about the underlying intrinsic motivations of Hedonic IS (HIS) acceptance. This paper proposes a hybrid HIS acceptance model which takes the unique characteristics of HIS and multiple identities of a HIS user into consideration by interacting Hedonic theory, Flow theory with Technology Acceptance Model (TAM). The model was empirically tested by a field survey. The result indicates that emotional responses, imaginal responses, and flow experience are three main contributions of HIS acceptance.

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

    PubMed Central

    Gerstenberg, Friederike X. R.; Imhoff, Roland; Banse, Rainer; Schmitt, Manfred

    2014-01-01

    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 etal., 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. PMID:24575063

  1. Implications of Teacher Motivation and Renewal Indicators in Arkansas toward Professional Growth and Achievement

    ERIC Educational Resources Information Center

    Whitten, Lary D.

    2014-01-01

    This qualitative study was designed to determine if the teaching population in the state of Arkansas had a more favorable attitude toward specific motivational theories and practices; and to determine if that attitude significantly affected the teacher retention rate and the quality of work produced. The literature reviewed included the role of…

  2. The L2 Motivational Self System and L2 Achievement: A Study of Saudi EFL Learners

    ERIC Educational Resources Information Center

    Moskovsky, Christo; Assulaimani, Turki; Racheva, Silvia; Harkins, Jean

    2016-01-01

    The research reported in this article explores the relationship between Dörnyei's (2005, 2009) Second Language Motivational Self System (L2MSS) and the L2 proficiency level of Saudi learners of English as a foreign language (EFL). Male and female participants (N = 360) responded to a questionnaire relating to the main components of L2MSS, the…

  3. Role of the Big Five Personality Traits in Predicting College Students' Academic Motivation and Achievement

    ERIC Educational Resources Information Center

    Komarraju, Meera; Karau, Steven J.; Schmeck, Ronald R.

    2009-01-01

    College students (308 undergraduates) completed the Five Factor Inventory and the Academic Motivations Scale, and reported their college grade point average (GPA). A correlation analysis revealed an interesting pattern of significant relationships. Further, regression analyses indicated that conscientiousness and openness explained 17% of the…

  4. The Impact of Generic Language about Ability on Children's Achievement Motivation

    ERIC Educational Resources Information Center

    Cimpian, Andrei

    2010-01-01

    Nuances in how adults talk about ability may have important consequences for children's sustained involvement and success in an activity. In this study, I tested the hypothesis that children would be less motivated while performing a novel activity if they were told that boys or girls in general are good at this activity (generic language) than if…

  5. Effects of Extracurricular Participation during Middle School on Academic Motivation and Achievement at Grade 9

    ERIC Educational Resources Information Center

    Im, Myung Hee; Hughes, Jan N.; Cao, Qian; Kwok, Oi-man

    2016-01-01

    We investigated the effect of participating in two domains of extracurricular activities (sports and performance arts/clubs) in Grades 7 and 8 on Grade 9 academic motivation and letter grades, above baseline performance. Participants were 483 students (55% male; 33% Euro-American, 25% African American, and 39% Latino). Propensity score weighting…

  6. Science Literacy in School and Home Contexts: Kindergarteners' Science Achievement and Motivation

    ERIC Educational Resources Information Center

    Mantzicopoulos, Panayota; Patrick, Helen; Samarapungavan, Ala

    2013-01-01

    We examined science learning and motivation outcomes as a function of children's participation in the classroom and classroom-plus-home components of the Scientific Literacy Project (SLP). The sample was comprised of kindergarten children in 4 low income, neighboring schools. Children in Schools 1 and 2 (n = 120) participated in the SLP science…

  7. Teachers' Behavior and Pupils' Achievement Motivation as Determinants of Intended Helping Behavior in Physical Education

    ERIC Educational Resources Information Center

    Kokkonen, Juha A.; Kokkonen, Marja T.; Telama, Risto K.; Liukkonen, Jarmo O.

    2013-01-01

    The present two-wave longitudinal study examined the extent to which physical education (PE) teachers' democratic and socially supportive behavior, pupils' goal orientations, and the perceived motivational climate in PE explained differences in pupils' intended helping behavior by gender in PE classes. The results of 105 boys and 109 girls based…

  8. Achieving Faculty Buy-In: Motivation Performance in Learning Outcome Assessment

    ERIC Educational Resources Information Center

    Sujitparapitaya, Sutee

    2014-01-01

    Despite the great value of student learning outcome assessment (SLOA), faculty have not fully embraced the assessment movement, and many remain locked in debates on its merits. To gain faculty buy-in and explain why many faculty were motivated to engage in outcome assessment, the modified CANE (Commitment And Necessary Effort) model was used to…

  9. The Blended Learning Environment on the Foreign Language Learning Process: A Balance for Motivation and Achievement

    ERIC Educational Resources Information Center

    Isiguzel, Bahar

    2014-01-01

    The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative…

  10. Employment and First-Year College Achievement: The Role of Self-Regulation and Motivation

    ERIC Educational Resources Information Center

    Huie, Faye C.; Winsler, Adam; Kitsantas, Anastasia

    2014-01-01

    Students often work in order to meet monetary requirements for college. However, employment reduces the time students can devote to their studies, which can hinder performance. This study examined whether motivation (self-efficacy goal orientation) and self-regulated learning (help-seeking, metacognitive self-regulation, time management and effort…

  11. Motivational and Judgment Predictors of African American Academic Achievement at PWIs and HBCUs

    ERIC Educational Resources Information Center

    Reeder, Matthew C.; Schmitt, Neal

    2013-01-01

    In this study we investigated whether African American students at historically Black colleges and universities (HBCUs) differ from African American students at predominantly White institutions (PWIs) in academic motivation and judgment, and whether type of academic institution (HBCU, PWI) moderates relationships between these differences and…

  12. Effects of Digital Story on Academic Achievement, Learning Motivation and Retention among University Students

    ERIC Educational Resources Information Center

    Aktas, Elif; Yurt, Serap Uzuner

    2017-01-01

    The aim of this study was to determine the effect of the learning environment where digital stories are used as a learning material on the motivation, academic success, retention, and students' opinions. The study was carried out with mixed method which is a combination of quantitative and qualitative research approach. The study was implemented…

  13. Academic Motivation and Self-Regulated Learning in Predicting Academic Achievement in College

    ERIC Educational Resources Information Center

    Çetin, Baris

    2015-01-01

    The purpose of this study was to determine whether academic motivation and academic self-regulated learning predicted students' GPAs in the Early Childhood Education Department. The study participants consisted of 166 early childhood education majors enrolled in the 2014 spring semester at Georgia Southern University, USA. Data were gathered using…

  14. The Influence of Instrumentality Beliefs on Intrinsic Motivation: A Study of High-Achieving Adolescents

    ERIC Educational Resources Information Center

    Kover, David J.; Worrell, Frank C.

    2010-01-01

    For many students, school is a forward-looking endeavor, with implications for future educational opportunity, job prospects, and financial success. How does believing that school is linked to a desired future outcome--known as an instrumentality belief--influence motivation? A number of studies have indicated that rewards, or other concerns that…

  15. Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School

    ERIC Educational Resources Information Center

    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…

  16. Learner Characteristics and Motivation: How to Achieve Efficient and Effective Learning

    ERIC Educational Resources Information Center

    Bates, Catherine Marie Fraser

    2015-01-01

    During the Society for Teaching and Learning in Higher Education Conference 2014, a workshop was held three consecutive times as part of the Pedagogical Speed Dating sessions to introduce experienced college/university faculty and instructional designers to an approach to instructional design that is based on increasing motivation. The purpose of…

  17. An Interview with Allan Wigfield: A Giant on Research on Expectancy Value, Motivation, and Reading Achievement

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    2012-01-01

    This article presents an interview with Allan Wigfield, professor and chair of the Department of Human Development and distinguished scholar-teacher at the University of Maryland. He has authored more than 100 peer-reviewed journal articles and book chapters on children's motivation and other topics. He is a fellow of Division 15 (Educational…

  18. College Students' Motivation and Learning Strategies Profiles and Academic Achievement: A Self-Determination Theory Approach

    ERIC Educational Resources Information Center

    Liu, Woon Chia; Wang, Chee Keng John; Kee, Ying Hwa; Koh, Caroline; Lim, Boon San Coral; Chua, Lilian

    2014-01-01

    The development of effective self-regulated learning strategies is of interest to educationalists. In this paper, we examine inherent individual difference in self-regulated learning based on Motivated Learning for Learning Questionnaire (MLSQ) using the cluster analytic approach and examine cluster difference in terms of self-determination theory…

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

    ERIC Educational Resources Information Center

    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…

  20. A Structural Equation Model Analyzing the Relationship of Student Achievement Motivations and Personality Factors in a Range of Academic Subject-Matter Areas

    ERIC Educational Resources Information Center

    Tempelaar, Dirk T.; Gijselaers, Wim H.; Schim van der Loeff, Sybrand; Nijhuis, Jan F. H.

    2007-01-01

    The question of subject-specificity of achievement motivations is important, both for educational psychology, as well as for educational policy. This study contributes to the investigation of the heterogeneity in achievement motivations in the context of the expectancy-value model. Whereas existing research deals with middle and high school…

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

    ERIC Educational Resources Information Center

    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…

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

    PubMed Central

    McManus, IC; Livingston, G; Katona, Cornelius

    2006-01-01

    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 indirect effects upon the factors

  3. The Effect of Applying Podcast Multimedia Teaching System on Motivational Achievement and Learning Among the Boy Students

    PubMed Central

    Nozari, Ali Yazdanpanah; Siamian, Hasan

    2015-01-01

    Background: Traditional education classes are no more effective because they are tied to a particular place and time. Podcast complete the defection of other educational resources. In this study we aimed to address whether utilizing podcast multimedia training system has an effect on the motivational achievement and students learning of the Arabic course in high school. Methods: In this practical-purposed, descriptive and quasi-experimental study, pre- and post-test method in control and experiment groups was used. Researchers used simple random sampling method to form the groups. Results: The results showed the normal distribution of data according to the value of z (0.09) in the pre- and post-tests in both control and experiment groups. Therefore, the data distribution was normal (P>0.925). Significant differences between experimental and control groups in terms of academic level were not observed in the pre-test. There was no significant difference between the motivational achievement of education in post-test of control and experiment group (p>0.89). Conclusion: The results showed that teaching with podcast multimedia systems significantly increased learning of Arabic in the high school level. But of motivation reinforcement between traditional method and system for multimedia podcasts, showed no significant differences. Each variety of multimedia techniques can be beneficial for a specific course. Therefore, more studies on the effectiveness of podcast method in different courses to determine its effects are necessary. PMID:25870488

  4. Achieving New Levels of Recall in Consent to Research by Combining Remedial and Motivational Techniques

    PubMed Central

    Festinger, David S.; Dugosh, Karen L.; Marlowe, Douglas B.; Clements, Nicolle

    2015-01-01

    Introduction Research supports the efficacy of both a remedial consent procedure (corrected feedback) and a motivational consent procedure (incentives) for improving recall of informed consent to research. Although these strategies were statistically superior to standard consent, effects were modest and not clinically significant. This study examines a combined incentivized consent and corrected feedback that simplifies the cognitive task and increases motivation to learn consent information. Methods We randomly assigned 104 individuals consenting to an unrelated host study to a consent as usual (CAU) condition (n = 52) or an incentivized corrected feedback (ICF) condition (n = 52). All participants were told they would be quizzed on their consent recall following their baseline assessment and at 4 monthly follow-ups. ICF participants were also informed that they would earn $5.00 for each correct answer and receive corrected feedback as needed. Results Quiz scores in the two conditions did not differ at the first administration (p = 0.39, d = 0.2), however ICF scores were significantly higher at each subsequent administration (second : p = 0.003, Cohen’s d = 0.6; third: p < 0.0001, d = 1.4; fourth: p < 0.0001, d = 1.6; fifth: p < 0.0001, d = 1.8.) Conclusions The ICF procedure increased consent recall from 72% to 83%, compared to the CAU condition in which recall decreased from 69% to 59%. This supports the statistical and clinical utility of a combined remedial and motivational consent procedure for enhancing recall of study information and human research protections. PMID:23557912

  5. Achievement Goals, Motivation to Learn, and Mathematics Anxiety among Pre-Service Teachers

    ERIC Educational Resources Information Center

    Vásquez-Colina, María D.; Gonzalez-DeHass, Alyssa R.; Furner, Joseph M.

    2014-01-01

    This paper reports findings of a pilot study examining the feasibility of a research design to investigate how achievement goals relate to the construct of math anxiety. In addition, we also consider how other important achievement-related behaviors, like self-efficacy, help-seeking, and self-regulation, might also relate to students' math…

  6. Predicting Students' Academic Achievement: Contributions of Perceptions of Classroom Assessment Tasks and Motivated Learning Strategies

    ERIC Educational Resources Information Center

    Alkharusi, Hussain

    2016-01-01

    Introduction: Students are daily exposed to a variety of assessment tasks in the classroom. It has long been recognized that students' perceptions of the assessment tasks may influence student academic achievement. The present study aimed at predicting academic achievement in mathematics from perceptions of the assessment tasks after controlling…

  7. Comparison of Self-Beliefs for Predicting Student Motivation and Achievement

    ERIC Educational Resources Information Center

    Bong, Mimi; Cho, Catherine; Ahn, Hyun Seon; Kim, Hye Jin

    2012-01-01

    The authors examined whether self-concept, self-efficacy, and self-esteem show differential predictive utility for academic achievement across age groups and domains. More specifically, the relationships of 3 self-constructs with achievement were examined in mathematics for elementary school students and mathematics and language arts for middle…

  8. Minority Reading Achievement: Motivational, Instructional, and Familial Variables for Black and White Males and Females.

    ERIC Educational Resources Information Center

    Guthrie, John T.; And Others

    A study examined the relationships of reading achievement and constructs about student literacy activities for four ethnic-gender groups. A secondary analysis of nearly 3,000 9-, 13-, and 17-year-olds' reading achievement and student questionnaire data from the 1986 National Assessment of Educational Progress was undertaken. The constructs varied…

  9. Achievement Goals during Middle Childhood: Individual Differences in Motivation and Social Adjustment

    ERIC Educational Resources Information Center

    Wilson, Travis M.; Zheng, Chanjin; Lemoine, Katherine A.; Martin, Caroline P.; Tang, Yue

    2016-01-01

    Person-centered analyses of achievement goals have been scarce in studies of elementary school children. In this investigation, the authors examined the natural combinations of achievement goals (mastery, performance-approach, performance-avoidance) among 3rd grade students (N = 195) and how clusters differed in self-, teacher-, and peer-reported…

  10. Case study: Comparison of motivation for achieving higher performance between self-directed and manager-directed aerospace engineering teams

    NASA Astrophysics Data System (ADS)

    Erlick, Katherine

    "The stereotype of engineers is that they are not people oriented; the stereotype implies that engineers would not work well in teams---that their task emphasis is a solo venture and does not encourage social aspects of collaboration" (Miner & Beyerlein, 1999, p. 16). The problem is determining the best method of providing a motivating environment where design engineers may contribute within a team in order to achieve higher performance in the organization. Theoretically, self-directed work teams perform at higher levels. But, allowing a design engineer to contribute to the team while still maintaining his or her anonymity is the key to success. Therefore, a motivating environment must be established to encourage greater self-actualization in design engineers. The purpose of this study is to determine the favorable motivational environment for design engineers and describe the comparison between two aerospace design-engineering teams: one self-directed and the other manager directed. Following the comparison, this study identified whether self-direction or manager-direction provides the favorable motivational environment for operating as a team in pursuit of achieving higher performance. The methodology used in this research was the case study focusing on the team's levels of job satisfaction and potential for higher performance. The collection of data came from three sources, (a) surveys, (b) researcher observer journal and (c) collection of artifacts. The surveys provided information regarding personal behavior characteristics, potentiality for higher performance and motivational attributes. The researcher journal provided information regarding team dynamics, individual interaction, conflict and conflict resolution. The milestone for performance was based on the collection of artifacts from the two teams. The findings from this study illustrated that whether the team was manager-directed or self-directed does not appear to influence the needs and wants of the

  11. The effects of training and competition on achievement goals, motivational responses, and performance in a golf-putting task.

    PubMed

    van de Pol P, K C; Kavussanu, Maria; Ring, Christopher

    2012-12-01

    This study examined whether (a) training and competition influence achievement goals, effort, enjoyment, tension, and performance; (b) achievement goals mediate the effects of training and competition on effort, enjoyment, tension, and performance; and (c) the context influences the relationships between goals and effort, enjoyment, tension, and performance. Participants (32 males, 28 females; M age = 19.12 years) performed a golf-putting task in a training condition and a competition condition and completed measures of goal involvement, effort, enjoyment, and tension; putting performance was also measured. Both task and ego involvement varied across training and competition, and variation in ego involvement explained variation in effort and enjoyment between these conditions. Ego involvement positively predicted effort in training and performance in competition, and interacted positively with task involvement to predict effort and enjoyment in competition. Our findings suggest that the distinction between training and competition is a valuable one when examining individuals' achievement motivation.

  12. Integrating social networks and human social motives to achieve social influence at scale.

    PubMed

    Contractor, Noshir S; DeChurch, Leslie A

    2014-09-16

    The innovations of science often point to ideas and behaviors that must spread and take root in communities to have impact. Ideas, practices, and behaviors need to go from accepted truths on the part of a few scientists to commonplace beliefs and norms in the minds of the many. Moving from scientific discoveries to public good requires social influence. We introduce a structured influence process (SIP) framework to explain how social networks (i.e., the structure of social influence) and human social motives (i.e., the process of social influence wherein one person's attitudes and behaviors affect another's) are used collectively to enact social influence within a community. The SIP framework advances the science of scientific communication by positing social influence events that consider both the "who" and the "how" of social influence. This framework synthesizes core ideas from two bodies of research on social influence. The first is network research on social influence structures, which identifies who are the opinion leaders and who among their network of peers shapes their attitudes and behaviors. The second is research on social influence processes in psychology, which explores how human social motives such as the need for accuracy or the need for affiliation stimulate behavior change. We illustrate the practical implications of the SIP framework by applying it to the case of reducing neonatal mortality in India.

  13. Integrating social networks and human social motives to achieve social influence at scale

    PubMed Central

    Contractor, Noshir S.; DeChurch, Leslie A.

    2014-01-01

    The innovations of science often point to ideas and behaviors that must spread and take root in communities to have impact. Ideas, practices, and behaviors need to go from accepted truths on the part of a few scientists to commonplace beliefs and norms in the minds of the many. Moving from scientific discoveries to public good requires social influence. We introduce a structured influence process (SIP) framework to explain how social networks (i.e., the structure of social influence) and human social motives (i.e., the process of social influence wherein one person’s attitudes and behaviors affect another’s) are used collectively to enact social influence within a community. The SIP framework advances the science of scientific communication by positing social influence events that consider both the “who” and the “how” of social influence. This framework synthesizes core ideas from two bodies of research on social influence. The first is network research on social influence structures, which identifies who are the opinion leaders and who among their network of peers shapes their attitudes and behaviors. The second is research on social influence processes in psychology, which explores how human social motives such as the need for accuracy or the need for affiliation stimulate behavior change. We illustrate the practical implications of the SIP framework by applying it to the case of reducing neonatal mortality in India. PMID:25225373

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

    PubMed

    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.

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

    PubMed

    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 < .001) than the players of the other groups. The life spheres balance group shows higher levels of autonomous motivation (η2 = .10, F(2, 475) = 13.597, p < .001), autonomy (η2 = .07, F(2, 475) = 6.592, p < .01) and relatedness satisfaction (η2 = .07, F(2, 475) = 5.603, p < .01) than the sport oriented group as well as lower levels of amotivation (η2 = .04, F(2, 475) = 6.665, p < .01) than the private life oriented group. This study suggests players who perceive equal future importance in their life spheres appear to be more resourceful than the other two groups regarding athletes' internal resources, such as passion and motivation, to cope with the transition to professional soccer.

  16. Little-known truths, quirky anecdotes, seething scandals, and even some science in the history of (primarily achievement) motivation.

    PubMed

    Weiner, Bernard

    2013-08-01

    This article presents a history of the study of motivation from approximately 1900-1975, focusing on achievement strivings and containing little-known and often surprising facts about the main contributors to this field. Four theorists are highlighted: David McClelland, Kurt Lewin, John Atkinson, and Fritz Heider, each associated with a different theoretical approach (respectively and in order of historical emergence: trait, Gestalt, expectancy/value, and attribution theory). A fifth conception, drive theory, is also represented. In addition, a number of individuals who influenced these theorists and others who followed them are discussed. The article emphasizes the interrelations between the theorists and the interaction between personal and scientific life.

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

    PubMed

    Gareau, Alexandre; Gaudreau, Patrick

    2017-03-10

    In previous research, autonomous motivation (AM) has been found to be associated with school achievement, but the relation has been largely heterogeneous across studies. AM has typically been assessed with explicit measures such as self-report questionnaires. Recent self-determination theory (SDT) research has suggested that converging implicit and explicit measures can be taken to characterize the integrative process in SDT. Drawing from dual-process theories, we contended that explicit AM is likely to promote school achievement when it is part of an integrated cognitive system that combines easily accessible mental representations (i.e., implicit AM) and efficient executive functioning. A sample of 272 university students completed a questionnaire and a lexical decision task to assess their explicit and implicit AM, respectively, and they also completed working memory capacity measures. Grades were obtained at the end of the semester to examine the short-term prospective effect of implicit and explicit AM, working memory, and their interaction. Results of moderation analyses have provided support for a synergistic interaction in which the association between explicit AM and academic achievement was positive and significant only for individuals with high level of implicit AM. Moreover, working memory was moderating the synergistic effect of explicit and implicit AM. Explicit AM was positively associated with academic achievement for students with average-to-high levels of working memory capacity, but only if their motivation operated synergistically with high implicit AM. The integrative process thus seems to hold better proprieties for achievement than the sole effect of explicit AM. Implications for SDT are outlined.

  18. An evaluation of training for lay providers in the use of Motivational Interviewing to promote academic achievement among urban youth.

    PubMed

    Simon, Patricia; Ward, Nadia L

    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 and minority youth. Seventeen lay academic advisors received 16 hours of training in MI. Two, two-hour booster sessions plus five, two- hour weekly group supervision sessions were conducted with lay advisors over a period of seven months. One-hundred percent of lay advisors (n =17) participated in all training, booster sessions and assessments. Seventy-one percent of lay advisors (n=12) completed all group supervision sessions and submitted tapes for review. MI training was associated with increased knowledge of MI principles among lay service providers; increased proficiency in responding to simulated clients in an MI consistent style; increased use of MI adherent behaviors in sessions with real clients and maintenance of high motivation to use MI from pretest to posttest. Although lay advisors increased their knowledge of MI, further training is required for advisors to increase competence in delivering MI. Overall, Implications for using MI in the context of school-based settings is discussed.

  19. Making it without losing it: Type A, achievement motivation, and scientific attainment revisited

    NASA Technical Reports Server (NTRS)

    Helmreich, Robert L.; Spence, Janet T.; Pred, Robert S.

    1987-01-01

    In a study by Matthews et al. (1980), responses by academic psychologists to the Jenkins Activity Survey for Health Prediction, a measure of the Type A construct, were found to be significantly, positively correlated with two measures of attainment, citations by others to published work and number of publications. In the present study, JAS responses from the Matthews et al. sample were subjected to a factor analysis with oblique rotation and two new subscales were developed on the basis of this analysis. The first, Achievement Strivings (AS) was found to be significantly correlated with both the publication and citation measures. The second scale, Impatience and Irritability (I/I), was uncorrelated with the achievement criteria. Data from other samples indicate that I/I is related to a number of health symptoms. The results suggest that the current formulation of the Type A construct may contain two components, one associated with positive achievement and the other with poor health.

  20. Invited commentary: the politics of human embryo research and the motivation to achieve PGD.

    PubMed

    Yovich, John L

    2011-05-01

    The idea that biomedical research can be influenced by political events implies a teleological basis indicating that scientific achievements occur because there is a political need. Such a concept appears to have been the reason PGD was fast-tracked to emerge as a biomedical achievement well before its due date, occurring at a time when human embryology was still struggling to reach a reasonable level of efficiency and become adopted as a clinically relevant advance around the world. One story underlying the historical achievement of the HFE Act 1990, enabling regulated embryo research, steps outside the firm ground of biomedical science and encourages the idea that Reproductive BioMedicine Online should embrace a further section enabling articles dealing with 'History, politics and personalities' where these influence biomedical research.

  1. Making it without losing it: Type A, achievement motivation, and scientific attainment revisited

    NASA Technical Reports Server (NTRS)

    Helmreich, R. L.; Spence, J. T.; Pred, R. S.

    1988-01-01

    In a study by Matthews, Helmreich, Beane, and Lucker (1980), responses by academic psychologists to the Jenkins Activity Survey for Health Prediction (JAS), a measure of the Type A construct, were found to be significantly, positively correlated with two measures of attainment, citations by others to published work and number of publications. In the present study, JAS responses from the Matthews et al. sample were subjected to a factor analysis with oblique rotation and two new subscales were developed on the basis of this analysis. The first, Achievement Strivings (AS) was found to be significantly correlated with both the publication and citation measures. The second scale, Impatience and Irritability (I/I), was uncorrelated with the achievement criteria. Data from other samples indicate that I/I is related to a number of health symptoms. The results suggest that the current formulation of the Type A construct may contain two components, one associated with positive achievement and the other with poor health.

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

    PubMed Central

    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

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

    PubMed

    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.

  4. Developing Intrinsic Motivation: Student Perceived Autonomy, Relatedness and Competence and the Relationship to Achievement

    ERIC Educational Resources Information Center

    Heck, DeAnn M.

    2013-01-01

    This mixed methods action study examines the relationship of students' three psychological needs of autonomy, relatedness and competence as presented in the Self-Determination Theory (Deci & Ryan, 1985) to the level of achievement of high school seniors at Litchfield High School. In the quantitative phase of the study, the quantitative…

  5. One to One Technology and Its Effect on Student Academic Achievement and Motivation

    ERIC Educational Resources Information Center

    Harris, Jennifer L.; Al-Bataineh, Mohammed T.; Al-Bataineh, Adel

    2016-01-01

    This research was a quantitative study using 4th grade participants from a Title 1 elementary school in Central Illinois. This study set out to determine whether one to one technology (1:1 will be used hereafter) truly impacts and effects the academic achievement of students. This study's second goal was to determine whether 1:1 Technology also…

  6. Relationships among Achievement Goal Motivation, Impulsivity, and the Music Practice of Collegiate Brass and Woodwind Players

    ERIC Educational Resources Information Center

    Miksza, Peter

    2011-01-01

    The primary purpose of this study was to investigate relationships between observed practice behaviors consistent with conceptions of deliberate practice (Lehmann & Ericsson, 1997) and the performance achievement of collegiate wind players (N = 55). The secondary purpose of this study was to explore relationships among observed practice…

  7. Achievement Motivation: Conceptions of Ability, Subjective Experience, Task Choice, and Performance.

    ERIC Educational Resources Information Center

    Nicholls, John G.

    1984-01-01

    Achievement behavior is defined as behavior directed at demonstrating high ability. Ability is conceived as relative to one's own past performance, or relative to that of others. Conditions under which these conceptions of ability function as individual's goals and the nature of subjective experience in each case are specified. (Author/BW)

  8. Mathematically Gifted Students and High Achievement: The Role of Motivation and Classroom Structure

    ERIC Educational Resources Information Center

    Lüftenegger, Marko; Kollmayer, Marlene; Bergsmann, Evelyn; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara

    2015-01-01

    One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don't. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current…

  9. Engaging Young Readers: Promoting Achievement and Motivation. Solving Problems in the Teaching of Literacy.

    ERIC Educational Resources Information Center

    Baker, Linda, Ed.; Dreher, Mariam Jean, Ed.; Guthrie, John T., Ed.

    Blending research evidence with practical recommendations, this book demonstrates how promoting children's engagement with reading can greatly enhance reading achievement. A collection of articles from leading literacy researchers and educators, the book illuminates what a child needs to become an engaged reader and presents a set of instructional…

  10. Testing Multiple Goals Theory in an Asian Context: Filipino University Students' Motivation and Academic Achievement

    ERIC Educational Resources Information Center

    Dela Rosa, Elmer D.; Bernardo, Allan B. I.

    2013-01-01

    Achievement goals research has focused on the importance of mastery relative to performance goals, but the multiple goals perspective asserts that performance goals also lead to positive outcomes and that learners adopt multiple goals in adaptive ways. However, this multiple-goals perspective has not been extensively studied in Asian students. The…

  11. Longitudinal Investigation into the Role of Perceived Social Support in Adolescents' Academic Motivation and Achievement

    ERIC Educational Resources Information Center

    Song, Juyeon; Bong, Mimi; Lee, Kyehyoung; Kim, Sung-il

    2015-01-01

    We examined (a) the relative importance of perceived social support from parents, peers, and teachers; (b) the consequences associated with different types of perceived social support; and (c) the mediation by achievement goals in the relationship between perceived social support and academic outcomes. We analyzed the first 3 waves of the Korean…

  12. Modeling Student Test-Taking Motivation in the Context of an Adaptive Achievement Test

    ERIC Educational Resources Information Center

    Wise, Steven L.; Kingsbury, G. Gage

    2016-01-01

    This study examined the utility of response time-based analyses in understanding the behavior of unmotivated test takers. For the data from an adaptive achievement test, patterns of observed rapid-guessing behavior and item response accuracy were compared to the behavior expected under several types of models that have been proposed to represent…

  13. On Money and Motivation: A Quasi-Experimental Analysis of Financial Incentives for College Achievement

    ERIC Educational Resources Information Center

    Scott-Clayton, Judith

    2011-01-01

    Programs linking college aid to academic achievement could work either by lowering the cost of college or by inducing additional student effort. I examine the PROMISE program in West Virginia, which offers free tuition to students who maintain a minimum GPA and course load. Using administrative data, I exploit discontinuities in the eligibility…

  14. A Structural Equation Model of Parental Involvement, Motivational and Aptitudinal Characteristics, and Academic Achievement.

    ERIC Educational Resources Information Center

    Gonzalez-Pienda, Julio Antonio; Nunez, Jose Carlos; Gonzalez-Pumariega, Soledad; Alvarez, Luis; Roces, Cristina; Garcia, Marta

    2002-01-01

    Used the structural equation model approach to test a model hypothesizing the influence of parental involvement on students' academic aptitudes, self-concept, and causal attributions, as well as the influence of these variables on academic achievement. Results for 261 adolescents aged 12 to 18 years suggest that cognitive-affective variables are…

  15. Learning Motivation Mediates Gene-by-Socioeconomic Status Interaction on Mathematics Achievement in Early Childhood

    ERIC Educational Resources Information Center

    Tucker-Drob, Elliot M.; Harden, K. Paige

    2012-01-01

    There is accumulating evidence that genetic influences on achievement are more pronounced among children living in higher socioeconomic status homes, and that these gene-by-environment interactions occur prior to children's entry into formal schooling. We hypothesized that one pathway through which socioeconomic status promotes genetic influences…

  16. Student-Oriented versus Teacher-Centred: The Effect of Learning at Workstations about Birds and Bird Flight on Cognitive Achievement and Motivation

    ERIC Educational Resources Information Center

    Sturm, Heike; Bogner, Franz X.

    2008-01-01

    The study investigated cognitive and motivational effects of two educational interventions, a conventional versus a student-oriented approach. We monitored the impact on the cognitive achievement outcome and the motivation of students. Both approaches dealt with the subject of birds and bird flight; the student-oriented approach consisted of a…

  17. Using Learner Controlled Progress-Based Rewards to Promote Motivation and Achievement of At-Risk Students in Managed Online Learning Environments

    ERIC Educational Resources Information Center

    Cunningham, Carlton A.

    2011-01-01

    Technology enhancements of the past two decades have not successfully overcome the problem of low motivation in Kindergarten through Grade 12 (K-12). Motivation and math achievement have been identified as major factors contributing to the high school dropout problem (30-50% in traditional/online programs). The impact of extrinsic rewards on…

  18. The Impact of Interactive Lecture Experiments on Student Academic Achievement, Motivation and Attitudes towards Science (Part II)

    NASA Astrophysics Data System (ADS)

    Milner-Bolotin, Marina M.; Moll, R.; Kotlicki, A.; Bates, F.; Rieger, G.; Nashon, S.

    2006-12-01

    Interactive Lecture Experiments (ILE) have been used in the introductory physics course at the University of British Columbia for over two years. During the Fall of 2006 a systematic study was conducted using the Colorado Learning Attitudes about Science Survey (CLASS), Force Concept Inventory (FCI), physics open-ended exam problems and focus group interviews to determine the impact of ILE on student academic achievement, motivation and attitudes towards physics. Three sections of students (750 students) experienced four ILE experiments. FCI and CLASS were administered twice and academic results for students who experienced the ILE for a particular topic were compared to students, from a different section, who did not complete the ILE for that topic. Qualitative data on students’ attitudes was also collected using open ended survey questions and interviews. Preliminary results will be presented with conclusions about the impact of using ILE as an effective pedagogy in large introductory physics courses.

  19. Linking Perceptions of School Belonging to Academic Motivation and Academic Achievement amongst Student Athletes: A Comparative Study between High-Revenue Student Athletes and Non-Revenue Student Athletes

    ERIC Educational Resources Information Center

    Anderson, Christine Marie

    2010-01-01

    In this study, I examined the relationship that exists among school belonging, achievement motivation, and academic achievement in a sample of student-athletes at UC Berkeley. The goal of the study was to achieve a deeper understanding of how and why achievement motivation and academic achievement is often discrepant between revenue and…

  20. Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics

    ERIC Educational Resources Information Center

    Gambrari, Isiaka Amosa; Yusuf, Mudasiru Olalere; Thomas, David Akpa

    2015-01-01

    This study examined the effectiveness of computer-assisted instruction on Student Team Achievement Division (STAD) and Learning Together Model (LTM) cooperative learning strategies on Nigerian secondary students' achievement and motivation in physics. The efficacy of Authors developed computer assisted instructional package (CAI) for teaching…

  1. Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics

    ERIC Educational Resources Information Center

    Gambari, Amosa Isiaka; Yusuf, Mudasiru Olalere; Thomas, David Akpa

    2015-01-01

    This study examined the effectiveness of computer-assisted instruction on Student Team Achievement Division (STAD) and Learning Together (LT) cooperative learning strategies on Nigerian secondary students' achievement and motivation in physics. The effectiveness of computer assisted instructional package (CAI) for teaching physics concepts in…

  2. The Effects of Autonomy-Supportive and Controlling Teaching Behaviour in Biology Lessons with Primary and Secondary Experiences on Students' Intrinsic Motivation and Flow-Experience

    ERIC Educational Resources Information Center

    Hofferber, Natalia; Basten, Melanie; Großmann, Nadine; Wilde, Matthias

    2016-01-01

    Self-Determination Theory and Flow Theory propose that perceived autonomy fosters the positive qualities of motivation and flow-experience. Autonomy-support can help to maintain students' motivation in very interesting learning activities and may lead to an increase in the positive qualities of motivation in less interesting learning activities.…

  3. 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

    PubMed Central

    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

  4. The effects of formative assessment on student self-regulation, motivational beliefs, and achievement in elementary science

    NASA Astrophysics Data System (ADS)

    King, Melissa Digennaro

    Goals 2000 set forth a bold vision for U.S. students: they would be "first in the world in science and mathematics" by the year 2000. Performance indicators such as the TIMSS-R (1999) and NAEP (2000) reports suggest that U.S. students have not yet reached that goal. This study intended to learn how specific assessment strategies might contribute to improved student performance in science. This quasi-experimental study investigated the effects of formative assessment with reflection on students' motivational beliefs, self-regulatory skills, and achievement in elementary science. The study aimed to find out whether and how classroom applications of formative assessment during science instruction might influence fifth-grade students' attitudes and self-perceptions about science learning, self-regulatory learning behaviors, and achievement. To explore the effects of the assessment intervention, the study utilized a mixed methods approach involving quantitative and qualitative investigations of treatment and control groups during a four-week intervention period. Quantitative measures included student self-report surveys administered pre- and post-treatment and an end-of-unit science test. Qualitative measures included classroom observations, student interviews (post-treatment), and a teacher interview (post-treatment). Findings indicated that the fifth-grade students in this study had positive attitudes toward science and high levels of self-efficacy for science. Results suggested that these elementary students employed a wide variety of cognitive and metacognitive strategies to support science learning. Findings revealed that these fifth graders believed formative assessment with reflection was beneficial for science learning outcomes. Research results did not show that the formative assessment intervention contributed to significant differences between treatment and control groups. However, the data revealed different levels of academic achievement and self

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

    PubMed Central

    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. PMID:26835188

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

    PubMed

    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.

  7. Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes

    ERIC Educational Resources Information Center

    Osborne, Jason W.; Jones, Brett D.

    2011-01-01

    Authors since William James ("1892/1968") have implied that the structure of the self-concept can influence motivation and outcomes in particular domains. The value or importance an individual places on a domain influences how motivated that individual is to expend effort in that domain, ultimately influencing the positivity or negativity of the…

  8. Behavior Management Strategies for Teachers: Achieving Instructional Effectiveness, Student Success, and Student Motivation--Every Teacher and Any Student Can!

    ERIC Educational Resources Information Center

    Harlan, Joan C.

    This book provides teachers with strategies for maintaining and increasing appropriate behaviors as well as for preventing and remediating inappropriate behaviors. The 15 chapters provide suggestions and approaches to managing, motivating, and teaching students of all ability and motivational levels. The first three chapters address goals for…

  9. Positive Affect and Negative Affect as Modulators of Cognition and Motivation: The Rediscovery of Affect in Achievement Goal Theory

    ERIC Educational Resources Information Center

    Bjornebekk, Gunnar

    2008-01-01

    A central hypothesis of classical motivation theory is that affect underlies motivation and its behavioural manifestations. However, this has been largely ignored in the past 30 years because social cognitivism has been the dominant theory. As a result, studies have concentrated on social cognitive processes when analysing those factors that…

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

    PubMed

    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.

  11. Relationship between Instructional Leadership of Headmaster and Work Discipline and Work Motivation and Academic Achievement in Primary School at Special Areas of Central Jakarta

    ERIC Educational Resources Information Center

    Supriadi, Eddi; Yusof, Hj. Abdul Raheem Bin Mohamad

    2015-01-01

    The study aimed to investigate the relationship between the instructional leadership of the headmaster and the work discipline of teachers and the work motivation and the academic achievement of primary school students from Special Province of Central Jakarta. The research method will be done with quantitative research methods. The study uses data…

  12. Does Classroom Composition Make a Difference: Effects on Developments in Motivation, Sense of Classroom Belonging, and Achievement in Upper Primary School

    ERIC Educational Resources Information Center

    Hornstra, Lisette; van der Veen, Ineke; Peetsma, Thea; Volman, Monique

    2015-01-01

    The present study investigated the effects of socioeconomic and ethnic classroom composition on developments in students' motivation, sense of classroom belonging, and achievement. A sample of 722 primary school students completed questionnaires from 3rd to 6th grade. Latent growth curve analyses revealed that the reading comprehension scores of…

  13. Gender Differences in Gifted and Average-Ability Students: Comparing Girls' and Boys' Achievement, Self-Concept, Interest, and Motivation in Mathematics

    ERIC Educational Resources Information Center

    Preckel, Franzis; Goetz, Thomas; Pekrun, Reinhard; Kleine, Michael

    2008-01-01

    This article investigates gender differences in 181 gifted and 181 average-ability sixth graders in achievement, academic self-concept, interest, and motivation in mathematics. Giftedness was conceptualized as nonverbal reasoning ability and defined by a rank of at least 95% on a nonverbal reasoning subscale of the German Cognitive Abilities Test.…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  15. The Relation between Finnish University Students' Perceived Level of Study-Related Burnout, Perceptions of the Teaching-Learning Environment and Perceived Achievement Motivation

    ERIC Educational Resources Information Center

    Meriläinen, Matti; Kuittinen, Matti

    2014-01-01

    This study examined the relation between university students' perceived level of study-related burnout (SRB) and their perceptions of the teaching-learning environment (TLE), as well as their perceived achievement motivation (AM). The data are based on a survey of nine Finnish universities in the spring of 2009. Altogether, 3035 university…

  16. Mediational Role of Academic Motivation in the Association between School Self-Concept and School Achievement among Indian Adolescents in Canada and India

    ERIC Educational Resources Information Center

    Areepattamannil, Shaljan

    2012-01-01

    The present study examined the mediational role of academic motivation in the association between school self-concept and school achievement among 355 Indian immigrant adolescents in Canada and 363 Indian adolescents in India. Surveys were administered among Grades 9-12 students in Canada and India to assess their academic self-concepts, academic…

  17. The Effects of High Scientific Literacy, Self-Efficacy, and Achievement Motivation on Teachers' Ability to Compose Effective Tests: Case Study from Manado, Indonesia

    ERIC Educational Resources Information Center

    Poluakan, Cosmas

    2012-01-01

    This research was conducted to determine the effects of high scientific literacy, self-efficacy, and achievement motivation on teachers' ability to compose effective tests. It was conducted among junior high school science teachers in Manado, North Sulawesi Province, Indonesia, from April to September 2011, using a cross-sectional survey design.…

  18. My Intelligence May Be More Malleable than Yours: The Revised Implicit Theories of Intelligence (Self-Theory) Scale Is a Better Predictor of Achievement, Motivation, and Student Disengagement

    ERIC Educational Resources Information Center

    De Castella, Krista; Byrne, Donald

    2015-01-01

    The belief that intelligence is malleable has important consequences for achievement and motivation (Blackwell et al. "Child Development," v78, p246-263. 2007; Dweck, 1999; Robins & Pals, "Self and Identity," v1, p313-336, 2002). However, believing that it is possible to improve intelligence does not necessarily mean…

  19. Aloha Teachers: Teacher Autonomy Support Promotes Native Hawaiian and Pacific Islander Students' Motivation, School Belonging, Course-Taking and Math Achievement

    ERIC Educational Resources Information Center

    Froiland, John Mark; Davison, Mark L.; Worrell, Frank C.

    2016-01-01

    Among 110 Native Hawaiians and Pacific Islanders, teacher autonomy support in 9th grade significantly predicted intrinsic motivation for math in 9th grade as well as math course-taking over the next 2 years, both of which in turn significantly predicted math achievement by 11th grade. In a second model, teacher autonomy support was positively…

  20. Examining the Impact of Online Labeling on Tutoring Behavior and Its Effect on the English Learning and Motivation of Low-Achieving University Students

    ERIC Educational Resources Information Center

    Wu, Ejean; Yang, Shu Ching

    2016-01-01

    This study examines the differential impact of tutor labeling vs. non-labeling approaches on the performance; motivation beliefs; and cognitive, social, and teaching presence of low-achieving students. Two interactive tutoring strategy patterns are investigated based on the taxonomical e-moderating model of Salmon. In addition, the tutees' online…

  1. To Evaluate the Effectiveness of Achievement Motivation Training for Mental Patients Being Rehabilitated to the Community: Goal Planning in Mental Health Rehabilitation.

    ERIC Educational Resources Information Center

    Houts, Peter S.; Scott, Robert A.

    A project sought to identify how the strategies used in training programs for the development of achievement motivation could be applied to the field of mental health. In addition to using goal planning in all its aspects, if focused on the patients' strengths rather than their problems. It also trained the staff who worked with the patients…

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

    ERIC Educational Resources Information Center

    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…

  3. Foreign Language Learners' Motivation and Its Effects on Their Achievement: Implications for Effective Teaching of Students Studying Japanese at Universiti Brunei Darussalam

    ERIC Educational Resources Information Center

    Keaney, Minako; Mundia, Lawrence

    2014-01-01

    An increasing number of students at the University of Brunei Darussalam are studying the Japanese language. However, research on the relationship between learners' motivation and their achievement has not been given sufficient attention in Japanese foreign language education compared to English in Brunei. The present study, which utilized a…

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

    ERIC Educational Resources Information Center

    Prayekti

    2016-01-01

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

  5. Investigation of Academic Procrastination Prevalence and Its Relationship with Academic Self-Regulation and Achievement Motivation among High-School Students in Tehran City

    ERIC Educational Resources Information Center

    Ebadi, Setareh; Shakoorzadeh, Reza

    2015-01-01

    The present study was carried out with the aim of Investigation of academic procrastination prevalence and its relationship with academic self-regulation and achievement motivation among high-school students in Tehran city. The sample included 624 high school students (312 Boys & 312 Girls) from different areas and regions that selected using…

  6. The Interplay of Students' Motivational Orientations, Their Chemistry Achievements and Their Perception of Learning within the Hands-On Approach to Visible Spectrometry

    ERIC Educational Resources Information Center

    Jurisevic, Mojca; Vrtacnik, Margareta; Kwiatkowski, Marek; Gros, Natasa

    2012-01-01

    The purpose of the study was to determine the relationship between students' motivational orientations and their chemistry achievements and perception of learning within the original case of the hands-on approach to visible spectrometry. A total of 295 students from Polish and Slovenian vocational and technical high schools participated in the…

  7. Factors Affecting Study-Related Burnout among Finnish University Students: Teaching-Learning Environment, Achievement Motivation and the Meaning of Life

    ERIC Educational Resources Information Center

    Meriläinen, Matti

    2014-01-01

    This study of a large sample (n = 3035) examined relationships between study-related burnout and components of the teaching-learning environment, achievement motivation and the perceived meaning of life. The overall model, tested with structural equation modelling, revealed that the factor of the teaching-learning environment correlated with both…

  8. Sticks and Stones Will Break My Bones but Failure Feedback May Not Hurt Me: Gender Differences in the Relationship between Achievement Motive, Coping Strategies and Environmental Mastery

    ERIC Educational Resources Information Center

    Tan, Ser Hong; Pang, Joyce S.

    2012-01-01

    This study investigates the processes through which achievement motivation guides the selection of coping strategies which in turn affects environmental mastery post-failure feedback. Seventy-six college students received failure feedback after completing a professional aptitude test. Findings showed that gender moderated the relationship between…

  9. "I Am a Scientist": How Setting Conditions That Enhance Focused Concentration Positively Relate to Student Motivation and Achievement Outcomes in Inquiry-Based Science

    ERIC Educational Resources Information Center

    Ellwood, Robin B.

    2013-01-01

    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…

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

    PubMed

    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.

  11. Implicit motives and basic need satisfaction in extreme endurance sports.

    PubMed

    Schüler, Julia; Wegner, Mirko; Knechtle, Beat

    2014-06-01

    Previous research has shown that the effects of basic psychological needs on the flow experience in sports are moderated by implicit motives. However, so far, only leisure and health-oriented sports have been analyzed. In a pilot study and a main study (N = 29, 93), we tested whether the implicit achievement and affiliation motives interact with the need for competence and the need for social relatedness satisfaction, respectively, to predict flow experience and well-being in extreme endurance athletes. Results showed that highly achievement-motivated individuals benefited more from the need for competence satisfaction in terms of flow than individuals with a low achievement motive did. In addition, highly affiliation-motivated individuals whose need for social relatedness is satisfied reported higher positive affect and lower exercise addiction scores than athletes with a low motive. We discuss the differential effects of the interplay between the achievement and affiliation motives and basic needs on different outcome variables.

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

    PubMed

    Wang, Kenneth T

    2012-01-01

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

  13. Achieving compliance with environmental health-related land use planning conditions in Hong Kong: perspectives from traditional motivation theories.

    PubMed

    Man, Rita Li Yi

    2009-11-01

    Environmental health-related land use planning conditions can enhance the environment in Hong Kong. Previous research by others has shown, however, that a lack of compliance with planning conditions often occurs. And as no direct enforcement of planning conditions exists in Hong Kong, it is of interest to understand possible ways in which to increase the motivation of land developers and property owners to comply with planning conditions. The author looked at motivation from the perspective of three traditional motivation theories: Theory X, Theory Y, and incentive theory. While the majority of this article focuses on the enforcement and the legal tests in land use planning conditions, it also presents the results of the first study of the motivations behind Hong Kong land developers to comply with land use planning conditions.

  14. Effects of Student Perceptions of Teachers' Motivational Behavior on Reading, English, and Mathematics Achievement: The Mediating Role of Domain Specific Self-Efficacy and Intrinsic Motivation

    ERIC Educational Resources Information Center

    You, Sukkyung; Dang, Myley; Lim, Sun Ah

    2016-01-01

    Background: In the Korean educational system, academic achievement is one of the crucial factors in assessing a student's academic ability for postsecondary education. Thus, many researchers have been studying ways to improve students' academic achievement. Objective: The purpose of this study was to examine the relationship between students'…

  15. The Benefits of Mouse Keeping—an Empirical Study on Students' Flow and Intrinsic Motivation in Biology Lessons

    NASA Astrophysics Data System (ADS)

    Meyer, Annika; Klingenberg, Konstantin; Wilde, Matthias

    2016-02-01

    Contact with living animals is an exceptional possibility within biology education to facilitate an intense immersion into the study topic and even allow for a flow experience (Csikszentmihalyi 2000). Further, it might affect the perceptions of the students' basic needs for autonomy and competence and thereby their quality of motivation (Deci and Ryan 1985, 2002). Still, there is little empirical evidence about the duration of the exposure with living animals that is required. We investigated the students' flow experience, and the students' motivation, reported retrospectively in three different treatments: lessons involving short-term or long-term contact with living harvest mice and a control group without living animals. Our sample consisted of 156 fifth graders (10.76 years, SD = 0.513). The test instruments were adapted versions of the Flow Short Scale (FSS, Rheinberg et al. 2003) and of the Intrinsic Motivation Inventory (IMI, Ryan 1982). As expected, the control group produced significantly lower scores for both FSS and IMI. In addition, we found a significant difference between students with short-term versus long-term contact. Whereas the flow experience was indistinguishable for all pupils who had contact with living animals, those with long-term experience reported significantly higher intrinsic motivation.

  16. The Benefits of Mouse Keeping--An Empirical Study on Students' Flow and Intrinsic Motivation in Biology Lessons

    ERIC Educational Resources Information Center

    Meyer, Annika; Klingenberg, Konstantin; Wilde, Matthias

    2016-01-01

    Contact with living animals is an exceptional possibility within biology education to facilitate an intense immersion into the study topic and even allow for a flow experience (Csikszentmihalyi 2000). Further, it might affect the perceptions of the students' basic needs for autonomy and competence and thereby their quality of motivation (Deci and…

  17. Recommendations for Achieving Accurate Numerical Simulation of Tip Clearance Flows in Transonic Compressor Rotors

    NASA Technical Reports Server (NTRS)

    VanZante, Dale E.; Strazisar, Anthony J.; Wood, Jerry R,; Hathaway, Michael D.; Okiishi, Theodore H.

    2000-01-01

    The tip clearance flows of transonic compressor rotors are important because they have a significant impact on rotor and stage performance. While numerical simulations of these flows are quite sophisticated. they are seldom verified through rigorous comparisons of numerical and measured data because these kinds of measurements are rare in the detail necessary to be useful in high-speed machines. In this paper we compare measured tip clearance flow details (e.g. trajectory and radial extent) with corresponding data obtained from a numerical simulation. Recommendations for achieving accurate numerical simulation of tip clearance flows are presented based on this comparison. Laser Doppler Velocimeter (LDV) measurements acquired in a transonic compressor rotor, NASA Rotor 35, are used. The tip clearance flow field of this transonic rotor was simulated using a Navier-Stokes turbomachinery solver that incorporates an advanced k-epsilon turbulence model derived for flows that are not in local equilibrium. Comparison between measured and simulated results indicates that simulation accuracy is primarily dependent upon the ability of the numerical code to resolve important details of a wall-bounded shear layer formed by the relative motion between the over-tip leakage flow and the shroud wall. A simple method is presented for determining the strength of this shear layer.

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

    PubMed

    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.

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

    PubMed

    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.

  20. Students' perceptions of rewards for academic performance by parents and teachers: relations with achievement and motivation in college.

    PubMed

    Davis, Kelly D; Winsler, Adam; Middleton, Michael

    2006-06-01

    In the present study, the authors examined college students' (N= 136) perceptions of the provision of extrinsic rewards given by parents and teachers for academic performance from elementary school through high school. They also examined the relations between reward history and present student motivational orientation. External rewards for students' grades were common at all levels of schooling. Reward history related significantly to students' motivational orientation and performance in college, and these relations were generally stronger for boys than for girls. The authors discuss implications of these findings.

  1. An Examination of Motivational Regulations, Dispositional Flow and Social Physique Anxiety among College Students for Exercise: A Self-Determination Theory Approach

    ERIC Educational Resources Information Center

    Ersöz, Gözde

    2016-01-01

    Based on self-determination theory (SDT), the main goal of this study is to analyze dispositional flow and social physique anxiety (SPA) that could be predicted by gender, BMI and motivational regulations and to examine motivational regulations, dispositional flow and SPA of college students in terms of stage of change for exercise. Participants…

  2. Math achievement is important, but task values are critical, too: examining the intellectual and motivational factors leading to gender disparities in STEM careers

    PubMed Central

    Wang, Ming-Te; Degol, Jessica; Ye, Feifei

    2015-01-01

    Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students’ motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women’s underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices. PMID:25741292

  3. Math achievement is important, but task values are critical, too: examining the intellectual and motivational factors leading to gender disparities in STEM careers.

    PubMed

    Wang, Ming-Te; Degol, Jessica; Ye, Feifei

    2015-01-01

    Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students' motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women's underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices.

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

    PubMed

    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.

  5. The Correlation between Academic Achievements, Self-Esteem and Motivation of Female Seventh Grade Students: A Mixed Methods Approach

    ERIC Educational Resources Information Center

    Henman, Karen

    2010-01-01

    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,…

  6. Academic Resilience and Achievement: Self-Motivational Resources That Guide Faculty Participation in Instructional Technology Training at a Mexican University

    ERIC Educational Resources Information Center

    Montero-Hernandez, Virginia; Levin, John; Diaz-Castillo, Maribel

    2014-01-01

    This study uses narrative analysis to understand the ways in which Mexican university faculty members used their self-motivational resources to persist in an instructional technology training program within adverse work conditions. The methodology included interviews and participant observation. Findings suggest that faculty's academic resilience…

  7. The Actiotope Model of Giftedness: Its Relationship with Motivation, and the Prediction of Academic Achievement among Turkish Students

    ERIC Educational Resources Information Center

    Leana-Tascilar, Marilena Z.

    2015-01-01

    The Actiotope Model of Giftedness (AMG) focuses on person-environment interactions instead of on the personality traits associated with actions. Motivation is a combination of intrinsic and extrinsic forces that are fundamental to the production of actions. Therefore, the resources provided by the environment or person are important for the…

  8. Academic Motivation and Approaches to Learning in Predicting College Students' Academic Achievement: Findings from Turkish and US Samples

    ERIC Educational Resources Information Center

    Çetin, Baris

    2015-01-01

    The aim of this study is to determine if approaches to learning and academic motivation together predict grade point averages (GPAs) of students who study at Primary School Education and Preschool Education in Turkey and of students who study at Early Childhood Education in the US. The first group of participants included 166 third- and…

  9. Students' Perceptions of Rewards for Academic Performance by Parents and Teachers: Relations with Achievement and Motivation in College

    ERIC Educational Resources Information Center

    Davis, Kelly D.; Winsler, Adam; Middleton, Michael

    2006-01-01

    In the present study, the authors examined college students' (N = 136) perceptions of the provision of extrinsic rewards given by parents and teachers for academic performance from elementary school through high school. They also examined the relations between reward history and present student motivational orientation. External rewards for…

  10. The Role of Cognition, Motivation, and Emotion in Explaining the Mathematics Achievement Gap between Hispanic and White Students

    ERIC Educational Resources Information Center

    Stevens, Tara; Olivarez, Arturo, Jr.; Hamman, Doug

    2006-01-01

    The authors investigated the relationships between cognitive, motivational, and emotional variables across Hispanic and White students to predict mathematics performance. A theoretically based structural model fit a total sample of 666 4th- to 10th-grade students well, supporting that self-efficacy, sources of self-efficacy, and emotional feedback…

  11. Assessing the Effects of Interactive Blogging on Student Attitudes towards Peer Interaction, Learning Motivation, and Academic Achievements

    ERIC Educational Resources Information Center

    Yang, C.; Chang, Y. -S.

    2012-01-01

    Blogs have been increasingly used to supplement traditional classroom lectures in higher education. This paper explores the use of blogs, and how student attitudes towards online peer interaction and peer learning, as well as motivation to learn from peers, may differ when using the blog comments feature, and when students are encouraged to read…

  12. Math Achievement in Early Adolescence: The Role of Parental Involvement, Teachers' Behavior, and Students' Motivational Beliefs about Math

    ERIC Educational Resources Information Center

    Levpuscek, Melita Puklek; Zupancic, Maja

    2009-01-01

    Contributions of parental involvement in educational pursuits as well as math teachers' classroom behavior to students' motivation and performance in math were investigated. By the end of the first school term, 365 Slovene eighth graders reported on their parents' academic involvement (pressure, support, and help) and their math teachers' behavior…

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

    ERIC Educational Resources Information Center

    Espinosa, Renato

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

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

    PubMed

    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.

  15. Motivation for Instrument Education: A Study from the Perspective of Expectancy-Value and Flow Theories

    ERIC Educational Resources Information Center

    Burak, Sabahat

    2014-01-01

    Problem Statement: In the process of instrument education, students being unwilling (lacking motivation) to play an instrument or to practise is a problem that educators frequently face. Recognizing the factors motivating the students will yield useful results for instrument educators in terms of developing correct teaching methods and approaches.…

  16. A Study to Assess the Achievement Motivation of Higher Secondary Students in Relation to Their Noise Sensitivity

    ERIC Educational Resources Information Center

    Latha, Prema

    2014-01-01

    Disturbing sounds are often referred to as noise, and if extreme enough in degree, intensity or frequency, it is referred to as noise pollution. Achievement refers to a change in study behavior in relation to their noise sensitivity and learning in the educational sense by achieving results in changed responses to certain types of stimuli like…

  17. Comparing Dichotomous and Trichotomous Approaches to Achievement Goal Theory: An Example Using Motivational Regulations as Outcome Variables

    ERIC Educational Resources Information Center

    Barkoukis, Vassilis; Ntoumanis, Nikos; Nikitaras, Nikitas

    2007-01-01

    Background: It is commonly assumed that there is conceptual equivalence between the task and ego achievement goals proposed by Nicholl's (1989) dichotomous achievement goal theory (Nicholls, 1989), and the mastery and performance approach goals advanced by Elliot's (1997) trichotomous hierarchical model of approach and avoidance achievement…

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

    NASA Astrophysics Data System (ADS)

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

    2016-04-01

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

  19. Exploring the undergraduate experience of Latina students in Science, Technology, Engineering, and Mathematics (STEM) majors: Motivators and strategies for achieving baccalaureate attainment

    NASA Astrophysics Data System (ADS)

    Carbajal, Sandy C.

    Drawing from Latino/a Critical Race Theory and the related Community Cultural Wealth (CCW) model, I concentrate on three forms of CCW---aspirational, navigational, and resistance capital---for this qualitative study on the undergraduate experience of Latina students in Science, Technology, Engineering, and Mathematics (STEM) majors, focusing on strategies and achieving baccalaureate attainment. I interviewed ten Latina students and asked them questions regarding their educational experiences in STEM majors, what contributed to their degree completion, and the strategies they employed for achieving baccalaureate attainment. I identified and described six themes within the study (the underrepresentation of Latinas in STEM majors, the lack of preparation by academic programs for upper division courses, motivators, involvement, time management, and support networks) that, when combined, contributed to participants' degree attainment. This study concludes with implications for policy and practice that would allow universities to better assist Latinas in STEM majors to achieve baccalaureate attainment.

  20. Relationships among student attitudes, motivation, learning styles, learning strategies, patterns of learning, and achievement: A formative evaluation of distance education via Web-based courses

    NASA Astrophysics Data System (ADS)

    Shih, Ching-Chun

    The World Wide Web (WWW) is the latest in a long line of educational technologies, and the list of courses on it is growing daily. Formative evaluations would help educators enhance teaching and learning in Web-based courses. This study analyzed the relationships between student achievement and the following variables: attitudes, motivation, learning strategies, patterns of learning, learning styles, and selected demographics. It was a population study that included 99 students taking two non-major introductory biology courses offered over the WWW by Iowa State University in the fall of 1997. Seventy-four (75%) students completed a learning style test, an on-line questionnaire, and received a grade by the end of the semester. The learning style test was the Group Embedded Figures Test (GEFT), which classified students as either field-dependent or field-independent. The on-line questionnaire consisted of four scales (attitude, motivation, learning strategies, and patterns of learning), whose pilot-test reliabilities ranged from .71 to .91. The selected demographic variables were gender, class level, previous experience in subject area, hours per week studying and working, computer access, and types of students as off-campus, on-campus, or adult students. Over two-thirds of the students taking the Web-based courses were field-independent learners; however, there were no significant differences (.05 level) in achievement by learning style. Also, different backgrounds of students with different learning styles learned equally well in Web-based courses. The students enjoyed the convenience and self-controlled learning pace and were motivated by competition and high expectations in Web-based learning. They used most the learning strategies of finding important ideas from lectures and memorizing key words of important concepts and least the learning strategy of making charts or tables to organize the material. They seemed more interested in checking their grades than in

  1. Intention memory and achievement motivation: volitional facilitation and inhibition as a function of affective contents of need-related stimuli.

    PubMed

    Kazén, Miguel; Kuhl, Julius

    2005-09-01

    Replicating findings of J. Kuhl and M. Kazén (1999), reduction or removal of Stroop interference was achieved after short exposure to primes eliciting positive affect. This effect was need specific: Stroop interference removal (volitional facilitation) was found with positive primes related to achievement needs but not with positive primes related to affiliation or power needs. Five studies are reported. College students and unemployed university graduates participated in 2 studies each and branch managers of a large insurance company in 1 study. Whereas Stroop interference reduction or removal was found in all groups after positive-achievement primes, the 2 groups of unemployed persons additionally showed a significant increase of Stroop interference (volitional inhibition) after exposure to primes related to negative achievement episodes. Results are discussed in the context of Kuhl's personality systems interactions theory.

  2. Theory and Motivational Psychology.

    ERIC Educational Resources Information Center

    Atkinson, John W.

    Motivational psychology and test theory are compared in this discussion, which focuses on distinguishing the effects of motivation and of ability on test performance and educational achievement. Recent theory in achievement motivation considers the motivational significance of future goals as they affect present activities that are instrumental in…

  3. High-throughput pesticide residue quantitative analysis achieved by tandem mass spectrometry with automated flow injection.

    PubMed

    Nanita, Sergio C; Pentz, Anne M; Bramble, Frederick Q

    2009-04-15

    The use of automated flow injection with MS/MS detection for fast quantitation of agrochemicals in food and water samples was demonstrated in this study. Active ingredients from the sulfonylurea herbicide and carbamate insecticide classes were selected as model systems. Samples were prepared using typical procedures from residue methods, placed in an autosampler, and injected directly into a triple quadrupole instrument without chromatographic separation. The technique allows data acquisition in 15 s per injection, with samples being injected every 65 s, representing a significant improvement from the 15-30 min needed in typical HPLC/MS/MS methods. The availability of HPLC systems is an advantage since they can be used in flow-injection mode (bypassing the column compartment). Adequate accuracy, linearity, and precision (R(2) > 0.99 and RSD < 20%) were obtained using external standards prepared in each control matrix. The limit of quantitation (LOQ) achieved for all analytes was 0.01 mg/kg in food samples and 0.1 ng/mL in water; while limits of detection (LOD) were estimated to be about 0.003 mg/kg and 0.03 ng/mL in food and water, respectively. The advantages and limitations of flow injection MS/MS for ultratrace-level quantitative analysis in complex matrixes are discussed.

  4. Self-concept and self-efficacy: a test of the internal/external frame of reference model and predictions of subsequent motivation and achievement.

    PubMed

    Skaalvik, Einar M; Skaalvik, Sidsel

    2004-12-01

    We examined how final grades in mathematics and verbal arts in the first year of high school (Grade 11) were predicted in a Norwegian population by sex, previous grades in middle school (Grade 10), self-concept, self-efficacy at a domain-specific level, and intrinsic motivation. Direct and indirect relations were examined by means of a series of regression analyses. Participants were 483 students from six Norwegian high schools. End of term grades in high school correlated positively with grades in middle school in both mathematics (r = .62) and verbal arts (r = .55). The relation between grades at the two points of time was to a large extent mediated through mathematics, verbal self-concept, and self-efficacy. Intrinsic motivation also correlated positively with subsequent achievement (r = .63 and .42 in mathematics and verbal arts, respectively). However, intrinsic motivation had little predictive value for subsequent grades over and above the prediction made by self-concept and self-efficacy. Thus, self-concept and self-efficacy were the strongest predictors of subsequent grades. Predictions from the Internal/External frame of reference model were supported for self-concept but not for domain-specific self-efficacy.

  5. Chemistry to music: Discovering how Music-based Teaching affects academic achievement and student motivation in an 8th grade science class

    NASA Astrophysics Data System (ADS)

    McCammon, William Gavin Lodge, Jr.

    Teachers should have access to new and innovative tools in order to engage and motivate their students in the classroom. This is especially important as many students view school as an antiquated and dull environment - which they must seemingly suffer through to advance. School need not be a dreaded environment. The use of music as a tool for learning can be employed by any teacher to create an engaging and exciting atmosphere where students actively participate and learn to value their classroom experience. Through this study, a product and process was developed that is now available for any 8th grade science teacher interested in using music to enhance their content. In this study 8th grade students (n=41) in a public school classroom actively interacted with modern songs created to enhance the teaching of chemistry. Data were collected and analyzed in order to determine the effects that the music treatment had on student achievement and motivation, compared to a control group (n=35). Current literature provides a foundation for the benefits for music listening and training, but academic research in the area of using music as a tool for teaching content was noticeably absent. This study identifies a new area of research called "Music-based Teaching" which results in increases in motivation for 8th grade students learning chemistry. The unintended results of the study are additionally significant as the teacher conducting the treatment experienced newfound enthusiasm, passion, and excitement for her profession.

  6. Motivation and Ability: Which Students Use Online Learning and What Influence Does it Have On Their Achievement?

    ERIC Educational Resources Information Center

    Hoskins, Sherria L.; van Hooff, Johanna C.

    2005-01-01

    There has been much recent research examining online learning in universities, but two questions seem to have been largely overlooked in this context: (1) Which students voluntarily utilise web-based learning; and (2) Does this use influence their academic achievement? The current study aimed to determine whether the approaches to studying,…

  7. Analyzing Student Motivation at the Confluence of Achievement Goals and Their Underlying Reasons: An Investigation of Goal Complexes

    ERIC Educational Resources Information Center

    Hodis, Flaviu A.; Tait, Carolyn; Hodis, Georgeta M.; Hodis, Monica A.; Scornavacca, Eusebio

    2016-01-01

    This research investigated the interrelations among achievement goals and the underlying reasons for pursuing them. To do so, it utilized the framework of goal complexes, which are regulatory constructs defined at the intersection of aims and reasons. Data from two independent large samples of New Zealand university students showed that across…

  8. Mindset, Motivation and Metaphor in School and Sport: Bifurcated Beliefs and Behavior in Two Different Achievement Domains

    ERIC Educational Resources Information Center

    Atwood, Jason R.

    2010-01-01

    The belief that a trait can be cultivated with effort, known as an "incremental theory or growth mindset," promotes behavior that leads to higher levels of achievement, such as the enthusiastic embrace of challenges and resilience to obstacles. Roughly 40% of the general student population in the United States, however, conceptualizes…

  9. Game-Based Practice versus Traditional Practice in Computer-Based Writing Strategy Training: Effects on Motivation and Achievement

    ERIC Educational Resources Information Center

    Proske, Antje; Roscoe, Rod D.; McNamara, Danielle S.

    2014-01-01

    Achieving sustained student engagement with practice in computer-based writing strategy training can be a challenge. One potential solution is to foster engagement by embedding practice in educational games; yet there is currently little research comparing the effectiveness of game-based practice versus more traditional forms of practice. In this…

  10. A Mixed-Methods Study: Motivational Aspects of a Summer Reading Program for Young Adolescents with Low Reading Achievement

    ERIC Educational Resources Information Center

    Strahler, Brianna R.

    2013-01-01

    Throughout the United States, school districts are integrating programs into their reading curricula in response to an increased focus on reading achievement. While many school districts are implementing successful remedial and after-school programs, their approach does not include providing literacy instruction for students during summer…

  11. Relations of Cognitive and Motivational Variables with Students' Human Circulatory System Achievement in Traditional and Learning Cycle Classrooms

    ERIC Educational Resources Information Center

    Sadi, Özlem; Çakiroglu, Jale

    2014-01-01

    This study is aimed at investigating the relationships among students' relevant prior knowledge, meaningful learning orientation, reasoning ability, self-efficacy, locus of control, attitudes toward biology and achievement with the human circulatory system (HCS) using the learning cycle (LC) and the traditional classroom setting. The study was…

  12. Predicting High School Graduation for Latino Males Using Expectancy Value Theory of Motivation and Tenth Grade Reading Achievement Scores

    ERIC Educational Resources Information Center

    Knape, Erin Oakley

    2010-01-01

    National education data indicate that young men of color and students living in poverty are not experiencing the same academic success as their female, White, or higher socioeconomic status peers, as evidenced by low reading achievement levels and high dropout rates. Of particular concern is the underachievement of Latino males, who currently have…

  13. Learning about Genetic Engineering in an Outreach Laboratory: Influence of Motivation and Gender on Students' Cognitive Achievement

    ERIC Educational Resources Information Center

    Goldschmidt, Marlen; Bogner, Franz X.

    2016-01-01

    During the last 10 years, outreach science laboratories have become increasingly popular due to resource and time limitations in schools. Outreach laboratories offer hands-on projects in a situated and authentic learning setting, thereby promoting the development of students' scientific literacy. However, students' cognitive achievement within…

  14. The School Age Gender Gap in Reading Achievement: Examining the Influences of Item Format and Intrinsic Reading Motivation

    ERIC Educational Resources Information Center

    Schwabe, Franziska; McElvany, Nele; Trendtel, Matthias

    2015-01-01

    The importance of reading competence for both individuals and society underlines the strong need to understand the gender gap in reading achievement. Beyond mean differences in reading comprehension, research has indicated that girls possess specific advantages on constructed-response items compared with boys of the same reading ability. Moreover,…

  15. Using the Expectancy Value Model of Motivation to Understand the Relationship between Student Attitudes and Achievement in Statistics

    ERIC Educational Resources Information Center

    Hood, Michelle; Creed, Peter A.; Neumann, David L.

    2012-01-01

    We tested a model of the relationship between attitudes toward statistics and achievement based on Eccles' Expectancy Value Model (1983). Participants (n = 149; 83% female) were second-year Australian university students in a psychology statistics course (mean age = 23.36 years, SD = 7.94 years). We obtained demographic details, past performance,…

  16. Perfectionism and Achievement Motivation in High-Ability Students: An Examination of the 2 x 2 Model of Perfectionism

    ERIC Educational Resources Information Center

    Speirs Neumeister, Kristie L.; Fletcher, Kathryn L.; Burney, Virginia H.

    2015-01-01

    This study examined the relationship among subtypes of perfectionism and achievement goal orientations within the context of Gaudreau and Thompson's quadripartite framework. The authors first sought to replicate Campbell and Di Paula's factor analysis to identify subtypes of self-oriented perfectionism (SOP) and socially prescribed perfectionism…

  17. The Grasshopper and the Ant: Motivational Responses of Low-Achieving Students to High-Stakes Testing.

    ERIC Educational Resources Information Center

    Roderick, Melissa; Engel, Mimi

    2001-01-01

    Examined the responses of 102 low achieving sixth and eighth graders to Chicago's highly publicized efforts to end social promotion. Students generally described increased work efforts, and students with high levels of work effort generally had greater than average learning gains and positive outcomes in terms of promotion. About one-third of…

  18. Control-value theory: using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64.

    PubMed

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

    2012-01-01

    In this AMEE Guide, we consider the emergent theoretical and empirical work on human emotion and how this work can inform the theory, research, and practice of medical education. In the Guide, we define emotion, in general, and achievement emotions, more specifically. We describe one of the leading contemporary theories of achievement emotions, control-value theory (Pekrun 2006), and we distinguish between different types of achievement emotions, their proximal antecedents, and their consequences for motivation, learning, and performance. Next, we review the empirical support for control-value theory from non-medical fields and suggest several important implications for educational practice. In this section, we highlight the importance of designing learning environments that foster a high degree of control and value for students. Finally, we end with a discussion of the need for more research on achievement emotions in medical education, and we propose several key research questions we believe will facilitate our understanding of achievement emotions and their impact on important educational outcomes.

  19. Validity of a short form of the Achievement-Motive Grid (AMG-S): evidence for the three-factor structure emphasizing active and passive forms of fear of failure.

    PubMed

    Schmalt, Heinz-Dieter

    2005-04-01

    My primary objective in this research was to examine diverse validity aspects of a short form of the Achievement-Motive Grid (AMG-S; Schmalt, 1999). The AMG is a picture-based measure that combines features of the Thematic Apperception Test (TAT; Murray, 1943) with features of self-report questionnaires. Similar to the TAT, the motive gets aroused by presenting a set of pictured achievement situations. Similar to a questionnaire, the motive is measured with a set of statements representing characteristic components of the achievement motive. Quite in line with the original version, factor analyses of the AMG-S all recommend the adoption of a 3-factor solution in which 1 hope-of-success (HS) and 2 fear-of-failure (FF) concepts are differentiated. The HS and passive FF factor (FFp) are based on positive and negative efficacy evaluations, respectively. The active FF factor (FFa) describes anticipations of impending failure. FFp is clearly a "withdrawal" factor, whereas FFa is clearly an "invigoration" factor. In the construct validity section of this research, I focus on classical and recent elaborations of approach and avoidance motivation in which I show that HS, FFp, and FFa play a substantial role in a motive-goals-outcomes framework of achievement motivation.

  20. How does achievement motivation influence mental effort mobilization? Physiological evidence of deteriorative effects of negative affects on the level of engagement.

    PubMed

    Capa, Rémi L; Audiffren, Michel

    2009-12-01

    We tested whether the effect of achievement motivation on effort is modulated by two possible factors of the motivational intensity theory (Wright and Kirby, 2001): perceived difficulty and maximally justified effort. Approach-driven (N=16) and avoidance-driven (N=16) participants were first instructed to perform a reaction time task to the best of their abilities. Next, the participants were instructed to consistently beat their performance standard established in the first condition. Approach-driven participants showed a stronger decrease of midfrequency band of heart rate variability, which was used as an index of mental effort, than avoidance-driven participants in the second instruction condition. Moreover, avoidance-driven participants showed a higher corrugator supercilii reactivity, which was used as an index of negative affects, than approach-driven participants in the second instruction condition. No difference of perceived difficulty between groups was observed. Results suggested that avoidance-driven participants developed negative affects in the second instruction condition decreasing the maximally justified effort and their level of engagement.

  1. Motive flow calculation through ejectors for transcritical CO2 heat pumps. Comparison between new experimental data and predictive methods

    NASA Astrophysics Data System (ADS)

    Boccardi, G.; Lillo, G.; Mastrullo, R.; Mauro, A. W.; Pieve, M.; Trinchieri, R.

    2017-01-01

    The revival of CO2 as refrigerant is due to new restrictions in the use of current refrigerants in developed countries, as consequence of environmental policy agreements. An optimal design of each part is necessary to overcome the possible penalty in performance, and the use of ejectors instead of throttling valves can improve the performance. Especially for applications as CO2 HPs for space heating, the use of ejectors has been little investigated. The data collected in a cooperation project between ENEA (C.R. Casaccia) and Federico II University of Naples have been used to experimentally characterize several ejectors in terms of motive mass flow rate, both in transcritical CO2 conditions and not. A statistical comparison is presented in order to assess the reliability of predictive methods available in the open literature for choked flow conditions.

  2. Science self-efficacy of African American middle school students: Relationship to motivation self-beliefs, achievement, gender, and gender orientation

    NASA Astrophysics Data System (ADS)

    Britner, Shari Lynn

    Motivation researchers have established that students' self-efficacy beliefs, the confidence they have in their academic capabilities, are related to academic outcomes. Self-efficacy has been amply researched in mathematics and language arts and nearly exclusively with White students. African American students and the area of science have each received scant attention. Typically, gender differences favor boys in mathematics and girls in language arts. Researchers have also found that these differences may be a function of gender orientation beliefs. The purpose of this study was to extend findings in science self-efficacy and to African American middle school students. I sought to determine whether self-efficacy assessed at differing levels of specificity (lab skills versus science grades) would each predict science achievement assessed at corresponding levels, to discover whether mean scores in academic motivation and achievement would differ by gender, and to determine whether these differences are a function of gender orientation (N = 268). Science grade self-efficacy was positively associated with the grades obtained by boys and by girls. For girls, grades were also associated positively with science self-concept and negatively with value of science. For reasons resulting from problematic instructional practices, lab skills self-efficacy was not associated with lab grades. Girls reported stronger science self-efficacy and received higher grades in science class. Gender orientation beliefs did not account for these differences, but masculinity and femininity were each associated with science grade self-efficacy, suggesting that androgyny is an adaptive orientation for the science self-efficacy beliefs of African American students. Findings are interpreted within the framework of A. Bandura's (1986) social cognitive theory.

  3. Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students

    PubMed Central

    de la Fuente, Jesús; Sander, Paul; Martínez-Vicente, José M.; Vera, Mariano; Garzón, Angélica; Fadda, Salvattore

    2017-01-01

    The Theory of Self- vs. Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes. PMID:28280473

  4. The impact of a science-based integrated instructional protocol on the motivation, reading comprehension, and science achievement of fourth and fifth graders

    NASA Astrophysics Data System (ADS)

    Stephens, Kathy E.

    The purpose of this study was to determine the impact of implementing an integrated instructional protocol of science-based informational texts as teacher read alouds, student independent reading, and written journal responses on motivation, reading comprehension, and science achievement of fourth- and fifth-grade students with attention to specific student groups, including gender and ethnicities. A mixed methods research design included a 12-week intervention conducted with 68 fourth and fifth graders and 30 nonintervention fourth and fifth graders. Participating fourth and fifth graders completed the comprehension subtest of the Gates-MacGinitie Reading Test ([GMRT] MacGinitie, MacGinitie, Maria, & Dreyer, 2000) and the Texas Assessment of Knowledge and Skills ([TAKS] Texas Education Agency [TEA], 2005a). The Reading Survey of the Motivation to Read Profile ([MRP], Gambrell, Palmer, Codling, & Mazzoni, 1996) served as another quantitative data source. Qualitative data sources included classroom observations, key informant interviews, and student journal entries. The GMRT results indicated that the intervention fourth graders demonstrated the largest growth in reading comprehension achievement. Significant differences were noted by GMRT results between the intervention and nonintervention fourth graders. A significant difference was found between fourth-grade males and females on the GMRT, with a larger gain posted by the females. No significant differences were found on the GMRT in fifth grade Reading TAKS results indicated a significant difference between intervention fourth-grade Hispanic and African American students, while fifth-grade Science TAKS results indicated no significant differences. The MRP Reading Survey results indicated no significant differences; however, fourth-grade Hispanic and fifth-grade male students demonstrated significant growth. Classroom observations documented the progress of the 12-week intervention; 9 primary instructional and

  5. Fan noise reduction achieved by removing tip flow irregularities behind the rotor - forward arc test configurations

    NASA Technical Reports Server (NTRS)

    Dittmar, J. H.; Woodward, R. P.; Mackinnon, M. J.

    1984-01-01

    The noise source caused by the interaction of the rotor tip flow irregularities (vortices and velocity defects) with the downstream stator vanes was studied. Fan flow was removed behind a 0.508 meter (20 in.) diameter model turbofan through an outer wall slot between the rotor and stator. Noise measurements were made with far-field microphones positioned in an arc about the fan inlet and with a pressure transducer in the duct behind the stator. Little tone noise reduction was observed in the forward arc during flow removal; possibly because the rotor-stator interaction noise did not propagate upstream through the rotor. Noise reductions were maded in the duct behind the stator and the largest decrease occurred with the first increment of flow removal. This result indicates that the rotor tip flow irregularity-stator interaction is as important a noise producing mechanism as the normally considered rotor wake-stator interaction.

  6. Toward sustainable material usage: evaluating the importance of market motivated agency in modeling material flows.

    PubMed

    Gaustad, Gabrielle; Olivetti, Elsa; Kirchain, Randolph

    2011-05-01

    Increasing recycling will be a key strategy for moving toward sustainable materials usage. There are many barriers to increasing recycling, including quality issues in the scrap stream. Repeated recycling can compound this problem through the accumulation of tramp elements over time. This paper explores the importance of capturing recycler decision-making in accurately modeling accumulation and the value of technologies intended to mitigate it. A method was developed combining dynamic material flow analysis with allocation of those materials into production portfolios using blending models. Using this methodology, three scrap allocation methods were explored in the context of a case study of aluminum use: scrap pooling, pseudoclosed loop, and market-based. Results from this case analysis suggest that market-driven decisions and upgrading technologies can partially mitigate the negative impact of accumulation on scrap utilization, thereby increasing scrap use and reducing greenhouse gas emissions. A market-based allocation method for modeling material flows suggests a higher value for upgrading strategies compared to a pseudoclosed loop or pooling allocation method for the scenarios explored.

  7. Motivating Teachers towards Expertise Development: A Mixed-Methods Study of the Relationships between School Culture, Internal Factors, and State of Flow

    ERIC Educational Resources Information Center

    Mayeaux, Amanda Shuford

    2013-01-01

    The purpose of this sequential mixed-methods research was to discover the impact school culture, internal factors, and the state of flow has upon motivating a teacher to develop teaching expertise. This research was designed to find answers concerning why and how individual teachers can nurture their existing internal factors to increase their…

  8. Intrinsic and Extrinsic Motivation, Orientation and Achievements in L2 of Arab Learners of English, French and German: A Study from Jordan

    ERIC Educational Resources Information Center

    Kreishan, Lana J.; Al-Dhaimat, Yahya

    2013-01-01

    The aim of this research is to explore Jordanian undergraduate students' intrinsic and extrinsic motivations and instrumental and integrative orientations toward learning English, French, and German as foreign languages. The paper also reflects on how subtypes of intrinsic and extrinsic motivations relate to orientations and examines possible…

  9. Effect of Self-Regulated Learning and Motivation to Achieve against Teacher Professional Capability for Student S1 PGSD of Science Field Compared with Regular Student S1 PGSD at UPBJJ Serang

    ERIC Educational Resources Information Center

    Prayekti

    2015-01-01

    This study is to know effect of self-regulated learning and motivation to achieve against teacher professional capability for student S1 PGSD of science field compared with regular student S1 PGSD. The student uses grades of Classroom Action Research (CAR) and Stabilization of Professional Capability (SPC) on curriculum of S1 PGSD to see…

  10. Achieving Fair Throughput among TCP Flows in Multi-Hop Wireless Mesh Networks

    NASA Astrophysics Data System (ADS)

    Hou, Ting-Chao; Hsu, Chih-Wei

    Previous research shows that the IEEE 802.11 DCF channel contention mechanism is not capable of providing throughput fairness among nodes in different locations of the wireless mesh network. The node nearest the gateway will always strive for the chance to transmit data, causing fewer transmission opportunities for the nodes farther from the gateway, resulting in starvation. Prior studies modify the DCF mechanism to address the fairness problem. This paper focuses on the fairness study when TCP flows are carried over wireless mesh networks. By not modifying lower layer protocols, the current work identifies TCP parameters that impact throughput fairness and proposes adjusting those parameters to reduce frame collisions and improve throughput fairness. With the aid of mathematical formulation and ns2 simulations, this study finds that frame transmission from each node can be effectively controlled by properly controlling the delayed ACK timer and using a suitable advertised window. The proposed method reduces frame collisions and greatly improves TCP throughput fairness.

  11. The effect of the 4MAT learning model on the achievement and motivation of 7th grade students on the subject of particulate nature of matter and an examination of student opinions on the model

    NASA Astrophysics Data System (ADS)

    Aktas, İdris; Bılgın, İbrahim

    2015-01-01

    Background:Many researchers agree that students, especially primary students, have learning difficulties on the 'Particulate Nature of Matter' unit. One reason for this difficulty is not considering individual differences for teaching science. In 4MAT model learning, environment is arranged according to individual differences. Purpose:The purpose of this study is to examine (1) the effects of the 4MAT learning model on the7th grade students' academic achievement and motivation on the 'Particulate Nature of Matter' unit and (2) identify student opinions on the 4MAT model. Sample:The sample consists of 235 students (115 experimental, 120 control) in Turkey. Design and methods:Experimental groups were instructed with the 4MAT model while control groups were instructed with a traditional method. Achievement Test (AchToM) and Motivation Scale (MotScl) were administered to students as pre- and post-tests. Moreover, the opinions of students in the experimental groups on the 4MAT model were ascertained through open-ended questions after the application. Results:According to independent t-test results, statistical difference in favour of the experimental groups was detected between the post-AchToM (ES = 1.43; p < .0001) and post-MotScl (ES = 0.32; p < .05) scores. According to data obtained from the questionnaire, the application of the 4MAT model increases student motivation and participation in the lesson, lessons are more amusing and enjoyable, and the self-confidence of the students increases. Besides these positive opinions, however, a few students stated that the method took too much time, they were not motivated and it did not help them in understanding the subject. Conclusions:The 4MAT model is more effective than traditional method in terms of increasing achievement and motivation. The model takes all learners into account. Thus, the teacher or educator should use the 4MAT model to ensure all students' learning in their classroom.

  12. Electrochemical flow injection analysis of hydrazine in an excess of an active pharmaceutical ingredient: achieving pharmaceutical detection limits electrochemically.

    PubMed

    Channon, Robert B; Joseph, Maxim B; Bitziou, Eleni; Bristow, Anthony W T; Ray, Andrew D; Macpherson, Julie V

    2015-10-06

    The quantification of genotoxic impurities (GIs) such as hydrazine (HZ) is of critical importance in the pharmaceutical industry in order to uphold drug safety. HZ is a particularly intractable GI and its detection represents a significant technical challenge. Here, we present, for the first time, the use of electrochemical analysis to achieve the required detection limits by the pharmaceutical industry for the detection of HZ in the presence of a large excess of a common active pharmaceutical ingredient (API), acetaminophen (ACM) which itself is redox active, typical of many APIs. A flow injection analysis approach with electrochemical detection (FIA-EC) is utilized, in conjunction with a coplanar boron doped diamond (BDD) microband electrode, insulated in an insulating diamond platform for durability and integrated into a two piece flow cell. In order to separate the electrochemical signature for HZ such that it is not obscured by that of the ACM (present in excess), the BDD electrode is functionalized with Pt nanoparticles (NPs) to significantly shift the half wave potential for HZ oxidation to less positive potentials. Microstereolithography was used to fabricate flow cells with defined hydrodynamics which minimize dispersion of the analyte and optimize detection sensitivity. Importantly, the Pt NPs were shown to be stable under flow, and a limit of detection of 64.5 nM or 0.274 ppm for HZ with respect to the ACM, present in excess, was achieved. This represents the first electrochemical approach which surpasses the required detection limits set by the pharmaceutical industry for HZ detection in the presence of an API and paves the wave for online analysis and application to other GI and API systems.

  13. Achieving tunable surface tension in the pseudopotential lattice Boltzmann modeling of multiphase flows

    NASA Astrophysics Data System (ADS)

    Li, Qing; Luo, K. H.

    2013-11-01

    In this paper, we aim to address an important issue about the pseudopotential lattice Boltzmann (LB) model, which has attracted much attention as a mesoscopic model for simulating interfacial dynamics of complex fluids, but suffers from the problem that the surface tension cannot be tuned independently of the density ratio. In the literature, a multirange potential was devised to adjust the surface tension [Sbragaglia , Phys. Rev. EPLEEE81063-651X10.1103/PhysRevE.75.026702 75, 026702 (2007)]. However, it was recently found that the density ratio of the system will be changed when the multirange potential is employed to adjust the surface tension. An alternative approach is therefore proposed in the present work. The basic strategy is to add a source term to the LB equation so as to tune the surface tension of the pseudopotential LB model. The proposed approach can guarantee that the adjustment of the surface tension does not affect the mechanical stability condition of the pseudopotential LB model, and thus provides a separate control of the surface tension and the density ratio. Meanwhile, it still retains the mesoscopic feature and the computational simplicity of the pseudopotential LB model. Numerical simulations are carried out for stationary droplets, capillary waves, and droplet splashing on a thin liquid film. The numerical results demonstrate that the proposed approach is capable of achieving a tunable surface tension over a very wide range and can keep the density ratio unchanged when adjusting the surface tension.

  14. Grade Level, Study Time, and Grade Retention and Their Effects on Motivation, Self-Regulated Learning Strategies, and Mathematics Achievement: A Structural Equation Model

    ERIC Educational Resources Information Center

    Rosário, Pedro; Núñez, José Carlos; Valle, António; González-Pienda, Julio; Lourenço, Abílio

    2013-01-01

    The present study complements previous research findings with new data to improve our understanding of the relationship between motivational variables and academic performance in math mediated by self-regulated learning (SRL). A structural equation model with predictor (i.e., grade retention, grade level, and study time), process (i.e., perceived…

  15. Engaging Struggling Adolescent Readers through Situational Interest: A Model Proposing the Relationships among Extrinsic Motivation, Oral Reading Proficiency, Comprehension, and Academic Achievement

    ERIC Educational Resources Information Center

    Paige, David D.

    2011-01-01

    Reading ability and motivation among adolescents across the country continues to be problematic, as only slightly more than one-third read at a proficient level (Grigg, Donahue, & Dion, 2007; Unrau & Schlackman, 2006). Hidi and Renninger (2006) have proposed a four-phase model of situational interest that suggests how activities involving…

  16. An Exploratory Study of the Role of Teaching Experience in Motivation and Academic Achievement in a Virtual Ninth Grade English I Course

    ERIC Educational Resources Information Center

    Carpenter, Julia Kathryn

    2011-01-01

    Virtual K-12 schools are growing rapidly in the U.S., providing students the opportunity to learn at their own pace. Lack of motivation has been cited as a major cause of failure to succeed by distance education students (Kim & Keller, 2008; Moore & Kearsley, 1996). To address this issue, distance educators need to identify what specific…

  17. Perceptions, Motivations and Barriers of Earning a High School Diploma and Achieving Higher Education among African American and Latino Adult Students

    ERIC Educational Resources Information Center

    Fears-Hackett, Lisa

    2012-01-01

    This dissertation analyzes the motivations, perspectives, and barriers of adult learners returning to school to receive a high school diploma after previously dropping out of a traditional high school setting. Specifically, this study explored the backgrounds, discrimination factors, income variables, perspectives, and environmental and emotional…

  18. Cognitive-Linguistic Skills and Motivation as Longitudinal Predictors of Reading and Arithmetic Achievement: A Follow-Up Study from Kindergarten to Grade 2

    ERIC Educational Resources Information Center

    Lepola, Janne; Niemi, Pekka; Kuikka, Mira; Hannula, Minna M.

    2005-01-01

    This 3-year longitudinal study examined how motivational tendencies, that is, task orientation and social dependence orientation, as well as cognitive-linguistic prerequisites of reading and math skills (i.e., phonological awareness, rapid naming, oral language comprehension skills, number sequence and basic arithmetic skills) measured in…

  19. The Effects of a Web-Based Information Feedback System on Academic Achievement Motivation and Performance of Junior High School Students.

    ERIC Educational Resources Information Center

    Zappe, Stephen M.; Sonak, Brian C.; Hunter, Maxwell W.; Suen, Hoi K.

    Information feedback is widely believed to play an important role in cognitive processes such as monitoring and self-regulation. It has been linked to enhanced motivation and increased performance. Assisted by feedback, students confirm or change knowledge and modify cognitive processes for better performance. This study investigated self-selected…

  20. Motivation Requires a Meaningful Task

    ERIC Educational Resources Information Center

    Frey, Nancy; Fisher, Douglas

    2010-01-01

    Motivation has long been viewed as a key element of learning. A study of over 300 high school juniors and seniors demonstrated that motivation was at least as predictive of achievement in a subject as was intelligence. Among younger students, motivation is a linchpin to learning, even at a time developmentally when overall motivation for…

  1. Motivating pharmacy employees.

    PubMed

    White, S J; Generali, J A

    1984-07-01

    Concepts from theories of motivation are used to suggest methods for improving the motivational environment of hospital pharmacy departments. Motivation--the state of being stimulated to take action to achieve a goal or to satisfy a need--comes from within individuals, but hospital pharmacy managers can facilitate motivation by structuring the work environment so that it satisfies employees' needs. Concepts from several theories of motivation are discussed, including McGregor's theory X and theory Y assumptions, Maslow's hierarchy of needs theory, Herzberg's motivation hygiene theory, and Massey's value system theory. Concepts from the Japanese style of management that can be used to facilitate motivation, such as quality circles, also are described. The autocratic, participative, and laissez faire styles of leadership are discussed in the context of the motivation theories, and suggested applications of theoretical concepts to practice are presented.

  2. Parent Involvement as Parental Monitoring of Student Motivation and Parent Expectations Predicting Later Achievement among African American and European American Middle School Age Students.

    ERIC Educational Resources Information Center

    Seyfried, Sherri F.; Ick-Joong Chung

    2002-01-01

    A study examined the effects of parent involvement and expectations on academic achievement among 567 Black and White middle school students in 18 Seattle (Washington) schools. Parent and teacher surveys indicated that parental involvement was the highest contributor to academic achievement among White students, whereas earlier educational…

  3. Methods of Motivational Teaching

    ERIC Educational Resources Information Center

    Malouff, John M.; Rooke, Sally E.; Schutte, Nicola S.; Foster, Roxanne M.; Bhullar, Navjot

    2008-01-01

    As teachers, we want to motivate our students to learn during a unit and to continue learning about the topic after the unit ends. This article describes about a hundred methods we use to help motivate students to learn. The methods form 12 categories: (1) making content relevant to student values and goals; (2) helping students achieve their…

  4. Motivation techniques for supervision

    NASA Technical Reports Server (NTRS)

    Gray, N. D.

    1974-01-01

    Guide has been published which deals with various aspects of employee motivation. Training methods are designed to improve communication between supervisors and subordinates, to create feeling of achievement and recognition for every employee, and to retain personnel confidence in spite of some negative motivators. End result of training is reduction or prevention of errors.

  5. The Benefits of a Challenge: Student Motivation and Flow Experience in Tablet-PC-Game-Based Learning

    ERIC Educational Resources Information Center

    Hung, Cheng-Yu; Sun, Jerry Chih-Yuan; Yu, Pao-Ta

    2015-01-01

    Advances in technology have led to continuous innovation in teaching and learning methods. For instance, the use of tablet PCs (TPCs) in classroom instruction has been shown to be effective in attracting and motivating students' interest and increasing their desire to participate in learning activities. In this paper, we used a TPCs game--an iPad…

  6. Effects of Using History as a Tool to Teach Mathematics on Students' Attitudes, Anxiety, Motivation and Achievement in Grade 11 Classrooms

    ERIC Educational Resources Information Center

    Lim, Siew Yee; Chapman, Elaine

    2015-01-01

    For decades, educators have advocated using history of mathematics in mathematics classrooms. Empirical research on the efficacy of this practice, however, is scarce. A quasi-experiment was used to investigate the effects of using history as a tool to teach mathematics on grade 11 students' mathematics achievement. Effects in three affective…

  7. The Impact of Differentiated Reading Homework Assignments on Students' Attitudes toward Homework, Motivation to Read, Interest in Reading, and Reading Achievement

    ERIC Educational Resources Information Center

    Hickerson, Danielle

    2012-01-01

    Previous research has indicated that there is no relationship between traditional homework completion and academic achievement among elementary grade students. Yet, elementary school teachers continue to utilize this practice. The purpose of this quantitative study was to investigate the relationship between nontraditional, differentiated reading…

  8. The Impact of Classroom Performance System-Based Instruction with Peer Instruction upon Student Achievement and Motivation in Eighth Grade Math Students

    ERIC Educational Resources Information Center

    Allison, Tracy Michelle Hunter

    2012-01-01

    The researcher employed two designs to address the research question for this particular study. This quasi-experimental non-equivalent control group study compared the math achievement of 92 eighth grade students who received Classroom Performance System (CPS)-based instruction using Peer Instruction (PI) to 76 eighth grade students who received…

  9. Parent, Teacher, and Child Participation in a Collaborative Family Literacy Program: The Effects on Attitude, Motivation, and Literacy Achievement. Reading Research Report No. 64.

    ERIC Educational Resources Information Center

    Morrow, Lesley Mandel; Young, John

    A family literacy program was designed to bridge home and school literacy contexts by involving parents and children in developmentally appropriate and culturally sensitive literacy activities. The program's purpose was to enhance children's achievement and interest in reading and writing. The family program was a mirror image of a…

  10. The Read 180 Program: Analysis of Program Effect on the Reading Achievement, Motivation, Engagement, and Self-Efficacy of Sixth Grade Middle School Students

    ERIC Educational Resources Information Center

    Lawson, Sylvia

    2011-01-01

    National testing standards have increased pressure on school personnel to identify and implement instructional practices that facilitate the academic achievement of at-risk students. No Child Left Behind legislation currently mandates that reading programs at the middle school level receiving federal funding must use scientifically validated…

  11. Does Self-Regulated Learning-Skills Training Improve High-School Students' Self-Regulation, Math Achievement, and Motivation While Using an Intelligent Tutor?

    ERIC Educational Resources Information Center

    Barrus, Angela

    2013-01-01

    This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and…

  12. Examining the Self-Congruent Engagement Hypothesis: The Link between Academic Self-Schemas, Motivational Goals, Learning Approaches and Achievement within an Academic Year

    ERIC Educational Resources Information Center

    Ng, Chi-hung Clarence

    2014-01-01

    Academic self-schemas are important cognitive frames capable of guiding students' learning engagement. Using a cohort of Year 10 Australian students, this longitudinal study examined the self-congruence engagement hypothesis which maintains that there is a close relationship among academic self-schemas, achievement goals, learning approaches,…

  13. Effective Motivation in Language Learning

    ERIC Educational Resources Information Center

    Seven, Mehmet Ali; Engin, Ali Osman

    2008-01-01

    This research is about the importance of the integrative, instrumental, and work avoidance motivation in second language learning and being successful. Firstly, we had a motivation questionnaire then we applied this questionnaire and the achievement test to 90 students in Education Faculty English Department. Before the motivation questionnaire…

  14. Cognitive Achievement and Motivation in Hands-on and Teacher-Centred Science Classes: Does an additional hands-on consolidation phase (concept mapping) optimise cognitive learning at work stations?

    NASA Astrophysics Data System (ADS)

    Gerstner, Sabine; Bogner, Franz X.

    2010-05-01

    Our study monitored the cognitive and motivational effects within different educational instruction schemes: On the one hand, teacher-centred versus hands-on instruction; on the other hand, hands-on instruction with and without a knowledge consolidation phase (concept mapping). All the instructions dealt with the same content. For all participants, the hands-on approach as well as the concept mapping adaptation were totally new. Our hands-on approach followed instruction based on "learning at work stations". A total of 397 high-achieving fifth graders participated in our study. We used a pre-test, post-test, retention test design both to detect students' short-term learning success and long-term learning success, and to document their decrease rates of newly acquired knowledge. Additionally, we monitored intrinsic motivation. Although the teacher-centred approach provided higher short-term learning success, hands-on instruction resulted in relatively lower decrease rates. However, after six weeks, all students reached similar levels of newly acquired knowledge. Nevertheless, concept mapping as a knowledge consolidation phase positively affected short-term increase in knowledge. Regularly placed in instruction, it might increase long-term retention rates. Scores of interest, perceived competence and perceived choice were very high in all the instructional schemes.

  15. The Effects on Achievement and Attitude Among Fourth Grade Students Using Calculator Flow-Charting Instruction Vs. Conventional Instruction in Arithmetic.

    ERIC Educational Resources Information Center

    Shea, James Francis

    The purpose of this study was to compare the effects of a fourth-grade arithmetic sequence based on calculator flow-charting with those of traditional textbook instruction. Both achievement and attitude were compared. Students were matched on the basis of intelligence (Otis Quick-Scoring Mental Ability Beta Test Form EM) and sex, and then randomly…

  16. Student Motivation.

    ERIC Educational Resources Information Center

    Practitioner, 1987

    1987-01-01

    Although ability partly explains why some students are eager to learn in school whereas others are disinterested, motivation is another significant factor. This newsletter discusses factors that affect students' motivation to learn, considers techniques that can increase motivation, and identifies schools that have developed activities to enhance…

  17. The Measurement of Motivation with Science Students

    ERIC Educational Resources Information Center

    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…

  18. Motivated explanation

    PubMed Central

    Patterson, Richard; Operskalski, Joachim T.; Barbey, Aron K.

    2015-01-01

    Although motivation is a well-established field of study in its own right, and has been fruitfully studied in connection with attribution theory and belief formation under the heading of “motivated thinking,” its powerful and pervasive influence on specifically explanatory processes is less well explored. Where one has a strong motivation to understand some event correctly, one is thereby motivated to adhere as best one can to normative or “epistemic” criteria for correct or accurate explanation, even if one does not consciously formulate or apply such criteria. By contrast, many of our motivations to explain introduce bias into the processes involved in generating, evaluating, or giving explanations. Non-epistemic explanatory motivations, or following Kunda's usage, “directional” motivations, include self-justification, resolution of cognitive dissonance, deliberate deception, teaching, and many more. Some of these motivations lead to the relaxation or violation of epistemic norms; others enhance epistemic motivation, so that one engages in more careful and thorough generational and evaluative processes. We propose that “real life” explanatory processes are often constrained by multiple goals, epistemic and directional, where these goals may mutually reinforce one another or may conflict, and where our explanations emerge as a matter of weighing and satisfying those goals. We review emerging evidence from psychology and neuroscience to support this framework and to elucidate the central role of motivation in human thought and explanation. PMID:26528166

  19. The motivation for special interests in individuals with autism and controls: Development and validation of the special interest motivation scale.

    PubMed

    Grove, Rachel; Roth, Ilona; Hoekstra, Rosa A

    2016-06-01

    Clinical observations and first person accounts of living with autism suggest that individuals with autism are highly motivated to engage in special interests, and that these interests remain important throughout life. Previous research assessing special interests has mainly focused on parental reports of children with autism spectrum conditions (ASC). To better understand the significance of and motivations for engaging in special interests it is essential to use self-report ratings. This paper aims to systematically explore the motivations for engagement in special interests, and whether these differ in adults with ASC, first-degree relatives and general population controls. The Special Interest Motivation Scale (SIMS) was developed to assess motivation to engage in special interests. The internal structure of this scale was evaluated using factor analysis, and mean scores on the SIMS factors were subsequently compared across individuals with autism, parents and general population controls. Factor analysis indicated a 20-item SIMS containing five factors assessing Personal life values and goals; Intrinsic interest and knowledge; Prestige; Engagement and "flow" and Achievement. Individuals with autism were more motivated by Intrinsic interest and knowledge and by Engagement and flow than controls. The 20-item SIMS is a quick to administer measure that provides a reliable description of motivation to engage in special interests. This study indicates that individuals with ASC are highly motivated to engage in their special interest, and are more motivated than controls by intrinsic motivational factors, some of which are associated with positive affect. This has implications for research and clinical practice. Autism Res 2016, 9: 677-688. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

  20. ED flow facilitators make throughput center stage, achieve decreases in LWBS, LOS, and door-to-bed times.

    PubMed

    2012-09-01

    With volume and the left-without-being-seen (LWBS) rate on the increase, Mercy Hospital in Springfield, MO, created a new ED flow facilitator position to take charge of throughput.The ED flow facilitator is a nurse who assigns patients to the east and west zones of the department, and also handles all ambulance calls. The approach has helped the ED bring the LWBS rate from 8% to the 3% to 5% range, and it has also made a dent in length-of-stay and door-to-bed times, but rising volume continues to be a challenge. When the flow facilitators were first implemented in late 2010, yearly volume in the ED was 93,000. This year the ED is on track to see 97,000 to 100,000 patients, which is still very high compared to other EDs. Good flow facilitators are nurses with supervisor potential who typically prefer to stay involved with nursing care. They need to be able to multi-task and handle high levels of stress. Hospital administrators note that patient flow patterns need to be under constant review in order to fashion solutions that make sense for the ED.