Adaptation of the Relationship and Motivation Scale to the Turkish Culture

ERIC Educational Resources Information Center

Dibek, Munevver Ilgun; Yavuz, Hatice C.; Tavsancil, Ezel; Yalcin, Seher

2017-01-01

The purpose of the present study was twofold: first to adapt the Relationship and Motivation (REMO) scale addressing role of peers and teachers in students' motivations into Turkish culture, and second to determine whether there were any differences between girls and boys regarding the scores obtained from this scale. To achieve these aims, the…

Achievement Motivation Development Project. Final Report.

ERIC Educational Resources Information Center

McClelland, Dave C.; Alschuler, Alfred S.

Two efforts were made to develop achievement motivation in school children and to observe the effect of such training on their behavior in and out of school. These studies were undertaken because: (1) Achievement motivation might help children think more seriously about their work habits and career planning; (2) It might improve the grades of…

Motivation and social contexts: a crossnational pilot study of achievement, power, and affiliation motives.

PubMed

Xu, Xiaoyan; Xu, Yangang; Mellor, David; Duan, Liqiong

2012-01-01

Previous research suggests that there is a relationship between social contexts (e.g., economic growth, engagement in wars) and motives within populations. In particular, high achievement motive is associated with subsequent economic growth, which in turn increases power motive. Increased national achievement and power motives have been argued to precede social changes that lead to decreased affiliation motives, and engagement in wars. The present study aimed to examine differences in achievement, power, and affiliation motives between 266 college students in China (a nation with sustained high economic growth) and 255 college students in the USA (a nation with previously strong but now slowing economic growth, and engaged in war). Analysis of personal strivings suggested that Chinese college students showed significantly higher levels of achievement motive than the American college students, but American college students showed significantly higher levels of affiliation motive than Chinese college students. Overall, males exhibited higher achievement motivation than females. No significant interaction effects were found for gender by location for any of the three motives. The findings are discussed in relation to previous research.

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.…

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

PubMed

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

2014-12-01

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

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…

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

Students' motivational beliefs in science learning, school motivational contexts, and science achievement in Taiwan

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Wang, Cheng-Lung; Liou, Pey-Yan

2017-05-01

Taiwanese students are featured as having high academic achievement but low motivational beliefs according to the serial results of the Trends in Mathematics and Science Study (TIMSS). Moreover, given that the role of context has become more important in the development of academic motivation theory, this study aimed to examine the relationship between motivational beliefs and science achievement at both the student and school levels. Based on the Expectancy-Value Theory, the three motivational beliefs, namely self-concept, intrinsic value, and utility value, were the focuses of this study. The two-level hierarchical linear model was used to analyse the Taiwanese TIMSS 2011 eighth-grade student data. The results indicated that each motivational belief had a positive predictive effect on science achievement. Additionally, a positive school contextual effect of self-concept on science achievement was identified. Furthermore, school-mean utility value had a negative moderating effect on the relationship between utility value and science achievement. In conclusion, this study sheds light on the functioning of motivational beliefs in science learning among Taiwanese adolescents with consideration of the school motivational contexts.

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.

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)…

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…

Achievement Motivation: From the Perspective of Learned Hopelessness.

ERIC Educational Resources Information Center

Au, Chung-park

1995-01-01

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

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

ERIC Educational Resources Information Center

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

2013-01-01

The urge to excel or perform maximally in mathematics varies from individual to individual because achievement motivation is often developed or learnt during socialization and learning experiences. The study examined the relationship between College of Education students' achievement motivation and mathematics achievement, correlation coefficient…

Impression management and achievement motivation: Investigating substantive links.

PubMed

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

2018-02-01

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

Achievement Motivation: A Rational Approach to Psychological Education

ERIC Educational Resources Information Center

Smith, Robert L.; Troth, William A.

1975-01-01

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

Black Women's Achievement Orientation: Motivational and Cognitive Factors

ERIC Educational Resources Information Center

Murray, Saundra Rice; Mednick, Martha Tamara Shuch

1977-01-01

The literature on motivational and cognitive factors related to the achievement orientation of black women is reviewed. Achievement motivation and fear of success are discussed, and the inconclusiveness of the findings for black women is noted. Limited data concerning black women's expectations for and causal attributions about achievement…

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,…

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

PubMed

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

2016-01-01

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

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

PubMed

Waskiewicz, Rhonda A

2012-05-10

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

Achievement Goal Orientation and Situational Motivation for a Low-Stakes Test of Content Knowledge

PubMed Central

2012-01-01

Objective. To determine the extent of the relationship between students’ inherent motivation to achieve in a doctor of pharmacy program and their motivation to achieve on a single low-stakes test of content knowledge. Method. The Attitude Toward Learning Questionnaire (ATL) was administered to 66 third-year pharmacy students at the beginning of the spring 2011 semester, and the Student Opinion Scale (SOS) was administered to the same group immediately following completion of the Pharmacy Curricular Outcomes Assessment (PCOA). Results. Significant differences were found in performance approach and work avoidance based on situational motivation scores. Situational motivation was also found to be directly correlated with performance and mastery approaches and inversely correlated with work avoidance. Criteria were met for predicting importance and effort from performance and mastery approaches and work avoidance scores of pharmacy students. Conclusions. The ability to predict pharmacy students’ motivation to perform on a low-stakes standardized test of content knowledge increases the test’s usefulness as a measure of curricular effectiveness. PMID:22611274

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

PubMed

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

1997-04-01

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

Motivation and Achievement of Middle School Mathematics Students

ERIC Educational Resources Information Center

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

2017-01-01

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

The 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…

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.

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.

A Psychometric Investigation of the Academic Motivation Scale Using a United States Sample.

ERIC Educational Resources Information Center

Cokley, Kevin O.; Bernard, Naijean; Cunningham, Dana; Motoike, Janice

2001-01-01

Examines the factor structure of the Academic Motivation Scale with a United States student population. There was some support for a 7-factor structure. Evidence of construct validity examining the relationship with academic self concept and academic achievement is mixed. Discusses ethnic and gender differences in motivation. (Contains 37…

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.

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…

The effect of homework choices on achievement and intrinsic motivation

NASA Astrophysics Data System (ADS)

Christensen, Emily Fast

The purpose of this research was to test an intervention of choices in homework on the achievement and intrinsic motivation of seventh-grade science students at a middle school. The intervention was based on concepts from the cognitive evaluation theory of Edward L. Deci and Richard M. Ryan (1985). The subjects were sixteen heterogeneous classes of seventh-grade students, who were divided among four teachers. Two randomly chosen classes from each teacher received choices in their homework and the remaining two classes of each teacher received similar homework assignments without choices. Two hypotheses were developed for this study: (1) Seventh-grade science students given choices in their homework would show an increase in intrinsic motivation as measured on a motivation orientation measure, compared to students not given choices in their homework, and (2) Seventh-grade science students given choices in their homework would show an increase in achievement on an achievement measure, compared to students not given choices in their homework. Having choices in homework did not increase intrinsic motivation or achievement. However, students who did their homework did significantly better on the posttest, and students who were more intrinsically motivated did significantly better on the posttest. Just doing the homework was important for achievement, and intrinsic motivation was linked to achievement.

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…

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…

Beyond Motivation: Initial validation of the Commitment to Sobriety Scale

PubMed Central

Kelly, John F.; Greene, M. Claire

2013-01-01

From an addiction treatment and recovery standpoint maladaptive motivational hierarchies lie at the core of the challenge in mobilizing salutary behavior change. Motivation has been conceptualized as dynamic, interactive and modifiable, as well as multidimensional. Measures of recovery motivation have been developed and validated, but are generally only modest and variable predictors of future behavior. A related, but potentially more potent, construct, is that of commitment to sobriety as it denotes a clearer re-ranking of motivational hierarchies such that the recovery task is now given a top priority potentially less susceptible to the risks associated with undulating future circumstance. This study investigated the psychometric properties of a novel commitment to sobriety scale (CSS). Results revealed a coherent, psychometrically valid, and reliable tool that outperformed an existing commitment to abstinence scale (ATAQ; Morgenstern et al, 1996) and a gold standard measure of motivation (SOCRATES; Miller and Tonigan, 1996). This study highlights commitment to sobriety as an important addiction construct. Researchers and theoreticians may find the CSS useful in helping to explain how individuals achieve recovery, and practitioners may find clinical utility in the CSS in helping identify patients in need of more intensive or alternative intervention. PMID:23953168

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.…

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

NASA Astrophysics Data System (ADS)

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

2017-08-01

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

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

ERIC Educational Resources Information Center

Wang, Cheng-Lung; Liou, Pey-Yan

2018-01-01

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

The important to growing self-efficacy to improve achievement motivation

NASA Astrophysics Data System (ADS)

Benawa, Arcadius

2018-03-01

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

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

ERIC Educational Resources Information Center

Marcon, Rebecca A.

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

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

PubMed

Khalaila, Rabia

2015-03-01

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

An Attributional Theory of Achievement Motivation and Emotion.

ERIC Educational Resources Information Center

Weiner, Bernard

1985-01-01

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

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

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…

Unconscious Motivation. Part II: Implicit Attitudes and L2 Achievement

ERIC Educational Resources Information Center

Al-Hoorie, Ali H.

2016-01-01

This paper investigates the attitudinal/motivational predictors of second language (L2) academic achievement. Young adult learners of English as a foreign language (N = 311) completed several self-report measures and the Single-Target Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that…

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.

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

Criterion-Related Validity of the Nowicki-Strickland Locus of Control Scale with Academic Achievement.

ERIC Educational Resources Information Center

Nunn, Gary D.; And Others

1986-01-01

Investigated the relationships between student locus of control and academic achievement in grades five through eight. The Nowicki-Strickland Locus of Control Scale (NSLOCS) was used to measure motivation, and the Iowa Tests of Basic Skills (ITBS) to assess academic achievement. Results indicated moderate inverse relationships between level of…

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…

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

ERIC Educational Resources Information Center

Anderson, Patricia N.

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

The influence of formative assessments on student motivation, achievement, and conceptual change

NASA Astrophysics Data System (ADS)

Yin, Yue

2005-07-01

This study connected research on formative assessment, motivation, and conceptual change. In particular, it examined three research questions: (1) Can formative assessment improve students' motivational beliefs? (2) Can formative assessment improve students' achievement in science and bring about conceptual change? and (3) Are students' science achievement and conceptual change correlated with their motivational beliefs? Formative assessment in this study refers to assessments embedded in an inquiry-based curriculum. To answer those questions, a randomized experiment was conducted. One thousand and two 6th or 7th graders of 12 teachers in 12 different schools in six states participated in the study. The 12 teachers were matched in pairs and randomly assigned to the experimental and control group. The experimental group employed embedded formative assessments while teaching a science curriculum unit and the control group taught the same unit without formative assessments. All the students were given a motivation survey and one or more achievement tests at pre- and posttest. By comparing the experimental and control students' motivation and achievement scores at pretest and posttest, I examined whether the formative assessment treatment affected students' motivation, learning, and conceptual change. By correlating students' posttest motivation, achievement as well as conceptual change scores, I examined whether students' motivation was related to their achievement and conceptual change. Analyses indicated that, the embedded assessments used by the experimental group did not significantly influence students' motivation, achievement, or conceptual change compared to students in the control group. Most motivation beliefs were correlated with students' achievement in a way similar to what has been reported in the literature. They were not correlated with students' conceptual change scores as hypothesized. Teachers, as well as some contextual factors associated with

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

PubMed

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

2010-12-01

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

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…

Achievement Motivation Training and Executive Advancement

ERIC Educational Resources Information Center

Aronoff, Joel; Litwin, George H.

1971-01-01

Executives who were given a program designed to strengthen their need for achievement were matched with comparable executives chosen to attend the corporation's executive development course during approximately the same period. In a followup study, participants in the motivation training course had performed significantly better than their matched…

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…

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"…

Interpersonal impact messages associated with different forms of achievement motivation.

PubMed

Conroy, David E; Pincus, Aaron L

2011-08-01

Two studies evaluated relations between different forms of achievement motivation and transactional interpersonal impact messages during a dyadic puzzle-solving task. In Study 1,400 college students received no formal competence feedback during the task. In Study 2, competence feedback was manipulated for 600 college students and used to create high-, low-, and mixed-status dyads. Expectancies of success had robust actor and partner effects on submission in both studies. Competence valuation was linked with communal partner effects in Study 1 and a generalized interpersonal sensitivity in Study 2. When competence was ambiguous, approach and avoidance achievement motives exhibited affectively driven actor and partner effects consistent with their roots in pride and shame, respectively; however, when competence was established formally, motives had more cognitively driven effects on person perception and behavior (e.g., rejection sensitivity). Collectively, these findings highlight the importance of the achievement motivation system for organizing interpersonal impact messages during competence pursuits. © 2011 The Authors. Journal Compilation © 2011, Wiley Periodicals, Inc.

Factorial validity and internal consistency of the motivational climate in physical education scale.

PubMed

Soini, Markus; Liukkonen, Jarmo; Watt, Anthony; Yli-Piipari, Sami; Jaakkola, Timo

2014-01-01

The aim of the study was to examine the construct validity and internal consistency of the Motivational Climate in Physical Education Scale (MCPES). A key element of the development process of the scale was establishing a theoretical framework that integrated the dimensions of task- and ego involving climates in conjunction with autonomy, and social relatedness supporting climates. These constructs were adopted from the self-determination and achievement goal theories. A sample of Finnish Grade 9 students, comprising 2,594 girls and 1,803 boys, completed the 18-item MCPES during one physical education class. The results of the study demonstrated that participants had highest mean in task-involving climate and the lowest in autonomy climate and ego-involving climate. Additionally, autonomy, social relatedness, and task- involving climates were significantly and strongly correlated with each other, whereas the ego- involving climate had low or negligible correlations with the other climate dimensions.The construct validity of the MCPES was analyzed using confirmatory factor analysis. The statistical fit of the four-factor model consisting of motivational climate factors supporting perceived autonomy, social relatedness, task-involvement, and ego-involvement was satisfactory. The results of the reliability analysis showed acceptable internal consistencies for all four dimensions. The Motivational Climate in Physical Education Scale can be considered as psychometrically valid tool to measure motivational climate in Finnish Grade 9 students. Key PointsThis study developed Motivational Climate in School Physical Education Scale (MCPES). During the development process of the scale, the theoretical framework using dimensions of task- and ego involving as well as autonomy, and social relatedness supporting climates was constructed. These constructs were adopted from the self-determination and achievement goal theories.The statistical fit of the four-factor model of the

Factorial Validity and Internal Consistency of the Motivational Climate in Physical Education Scale

PubMed Central

Soini, Markus; Liukkonen, Jarmo; Watt, Anthony; Yli-Piipari, Sami; Jaakkola, Timo

2014-01-01

The aim of the study was to examine the construct validity and internal consistency of the Motivational Climate in Physical Education Scale (MCPES). A key element of the development process of the scale was establishing a theoretical framework that integrated the dimensions of task- and ego involving climates in conjunction with autonomy, and social relatedness supporting climates. These constructs were adopted from the self-determination and achievement goal theories. A sample of Finnish Grade 9 students, comprising 2,594 girls and 1,803 boys, completed the 18-item MCPES during one physical education class. The results of the study demonstrated that participants had highest mean in task-involving climate and the lowest in autonomy climate and ego-involving climate. Additionally, autonomy, social relatedness, and task- involving climates were significantly and strongly correlated with each other, whereas the ego- involving climate had low or negligible correlations with the other climate dimensions.The construct validity of the MCPES was analyzed using confirmatory factor analysis. The statistical fit of the four-factor model consisting of motivational climate factors supporting perceived autonomy, social relatedness, task-involvement, and ego-involvement was satisfactory. The results of the reliability analysis showed acceptable internal consistencies for all four dimensions. The Motivational Climate in Physical Education Scale can be considered as psychometrically valid tool to measure motivational climate in Finnish Grade 9 students. Key Points This study developed Motivational Climate in School Physical Education Scale (MCPES). During the development process of the scale, the theoretical framework using dimensions of task- and ego involving as well as autonomy, and social relatedness supporting climates was constructed. These constructs were adopted from the self-determination and achievement goal theories. The statistical fit of the four-factor model of the

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.

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.

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

ERIC Educational Resources Information Center

Wang, Cheng-Lung; Liou, Pey-Yan

2017-01-01

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

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

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.

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…

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.

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…

The Adaptation of Academic Motivation Scale to Turkish

ERIC Educational Resources Information Center

Karaguven, M. Hulya Unal

2012-01-01

The current study evaluated the psychometric evidence of Turkish form of the Academic Motivation Scale. The scale was based on the tenets of self-determination theory. It was designed to assess an individual's academic motivation if intrinsically or extrinsically driven with 28 questions. University form of the scale was translated into Turkish…

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

ERIC Educational Resources Information Center

Nie, Youyan; Liem, Gregory Arief D.

2013-01-01

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

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,…

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

On Subject Variations in Achievement Motivations: A Study in Business Subjects

ERIC Educational Resources Information Center

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

2011-01-01

Student achievement motivations are crucial in learning in two ways: as a determinant and an aim of learning. In this study, we focus on two related questions with regard to achievement motivations: to what extent are they subject-specific, and to what extent are they malleable? Answers to both questions are especially important when aiming to…

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. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

A scale-free systems theory of motivation and addiction.

PubMed

Chambers, R Andrew; Bickel, Warren K; Potenza, Marc N

2007-01-01

Scale-free organizations, characterized by uneven distributions of linkages between nodal elements, describe the structure and function of many life-based complex systems developing under evolutionary pressures. We explore motivated behavior as a scale-free map toward a comprehensive translational theory of addiction. Motivational and behavioral repertoires are reframed as link and nodal element sets, respectively, comprising a scale-free structure. These sets are generated by semi-independent information-processing streams within cortical-striatal circuits that cooperatively provide decision-making and sequential processing functions necessary for traversing maps of motivational links connecting behavioral nodes. Dopamine modulation of cortical-striatal plasticity serves a central-hierarchical mechanism for survival-adaptive sculpting and development of motivational-behavioral repertoires by guiding a scale-free design. Drug-induced dopamine activity promotes drug taking as a highly connected behavioral hub at the expense of natural-adaptive motivational links and behavioral nodes. Conceptualizing addiction as pathological alteration of scale-free motivational-behavioral repertoires unifies neurobiological, neurocomputational and behavioral research while addressing addiction vulnerability in adolescence and psychiatric illness. This model may inform integrative research in defining more effective prevention and treatment strategies for addiction.

A Scale-Free Systems Theory of Motivation and Addiction

PubMed Central

Bickel, Warren K.; Potenza, Marc N.

2007-01-01

Scale-free organizations, characterized by uneven distributions of linkages between nodal elements, describe the structure and function of many life-based complex systems developing under evolutionary pressures. We explore motivated behavior as a scale-free map toward a comprehensive translational theory of addiction. Motivational and behavioral repertoires are reframed as link and nodal element sets, respectively, comprising a scale-free structure. These sets are generated by semi-independent information-processing streams within cortical-striatal circuits that cooperatively provide decision-making and sequential processing functions necessary for traversing maps of motivational links connecting behavioral nodes. Dopamine modulation of cortical-striatal plasticity serves a central-hierarchical mechanism for survival-adaptive sculpting and development of motivational-behavioral repertoires by guiding a scale-free design. Drug-induced dopamine activity promotes drug-taking as a highly connected behavioral hub at the expense of natural-adaptive motivational links and behavioral nodes. Conceptualizing addiction as pathological alteration of scale-free motivational-behavioral repertoires unifies neurobiological, neurocomputational and behavioral research while addressing addiction vulnerability in adolescence and psychiatric illness. This model may inform integrative research in defining more effective prevention and treatment strategies for addiction. PMID:17574673

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

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…

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…

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

PubMed

Feri, Rose; Soemantri, Diantha; Jusuf, Anwar

2016-12-29

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

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.…

More than Motivation: The Combined Effects of Critical Motivational Variables on Middle School Mathematics Achievement

ERIC Educational Resources Information Center

Middleton, James A.

2013-01-01

The role of mathematical interest, identity, utility, self-efficacy, and effort was examined as a set of interdependent factors leading to students' mathematics achievement. A structural equations model, testing a hypothesized structure of motivation variables and their impact on middle school mathematics achievement was developed utilizing the…

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…

Perceiving the Causes of Success and Failure in Achievement; Sex, Race, and Motivational Comparisons

ERIC Educational Resources Information Center

Murray, Saundra Rice; Mednick, Martha Tamara Shuch

1975-01-01

Men high and low in resultant achievement motivation related luck to outcome. High-achievement women related luck, ability, and effort to outcome, whereas low-achievement-motivated women attributed outcome to task difficulty. Implications of these findings for the understanding of sex and race differences in achievement are discussed. (Author)

The Sport Motivation Scale for Children: preliminary analysis in physical education classes.

PubMed

Zahariadis, Panayotis N; Tsorbatzoudis, Haralambos; Grouios, George

2005-08-01

This study was done to test the psychometric properties of the modified version of the Sport Motivation Scale adapted for children in physical education. Participants were elementary school students (N = 452, M(age) = 13.9 +/- 1.04) who responded to the Sport Motivation Scale for Children. The scale assesses three types of motivation at the contextual level, namely, Intrinsic Motivation, Extrinsic Motivation, and Amotivation. Results supported the construct validity (CFI = .95), and internal consistency of the scale (Cronbach alpha > .65). Correlations indicated Sport Motivation Scale for Children simplex pattern exhibiting higher correlations among adjacent subscales than subscales farther apart. The concurrent validity, examined through correlations with scores on the Physical Self-description Questionnaire was satisfactory. Sex differences were examined to assess the discriminant validity. Boys were more intrinsically motivated than girls. Overall, the scale seems a useful one for assessment of motivation in physical education.

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

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…

ACHIEVEMENT MOTIVE IN HIGH SCHOOL BOYS AND TRAINING FOR IT. PROJECT REPORT.

ERIC Educational Resources Information Center

MEHTA, PRAYAG

IN DELHI, INDIA, TWO STUDIES WERE MADE OF ACHIEVEMENT MOTIVATION (N ACH). IN THE FIRST STUDY, 1,000 IX CLASS BOYS IN SECONDARY SCHOOLS WERE GIVEN A THEMATIC APPERCEPTIVE MEASURE OF N ACH AND AN ACHIEVEMENT MOTIVATION INVENTORY. THE RESULTS AND LIMITATIONS OF THE STUDY ARE DISCUSSED, AND SUGGESTIONS FOR FURTHER RESEARCH ARE MADE. THE SECOND STUDY…

Achievement Motivation and Gender as Determinants of Attributions for Success and Failure.

ERIC Educational Resources Information Center

Bar-Tal, Daniel; Frieze, Irene Hanson

Research designed to analyze the effect of achievement motivation and gender as determinants of attributions for success and failure is described. One-hundred and twenty male and female subjects, divided according to levels of achievement motivation, were asked to do an anagram task at which they were made to succeed or fail. Ratings of ability,…

Measuring motivation for medical treatment: confirming the factor structure of the Achievement Motivation Index for Medical Treatment (AMI-MeT).

PubMed

Hatta, Taichi; Narita, Keiichi; Naria, Keiichi; Yanagihara, Kazuhiro; Ishiguro, Hiroshi; Murayama, Toshinori; Yokode, Masayuki

2016-02-19

Developments in chemotherapy have led to changes in cancer care in Japan, with the government promoting a transition to outpatient chemotherapy. This requires patients and their families to participate more actively in treatment than in the past. However, it remains unclear how patients' motivation for medical treatment affects clinical consultations with their physicians. To investigate this, we developed a psychological index called the Achievement Motive Index for Medical Treatment (AMI-MeT), which comprises self-derived achievement motivation (AMS) and achievement motivation derived from others (AMO). However, its factor structure has not yet been confirmed in populations other than healthy university students. Thus, the aims of this study were to confirm the factor structure of the AMI-MeT in other groups and to determine the convergent and divergent validity of the AMI-MeT. The AMI-MeT was administered to university students (n = 414), apparently healthy workers (n = 154), and cancer patients (n = 51). Multi-group confirmatory factor analysis was conducted and the mean scores of the AMI-MeT were compared between the groups. Correlations between the AMI-MeT and the Self-Construal Scale, comprising independent self-construal (IndSC) and interdependent self-construal (InterSC) subscales, were investigated in another group of students (n = 335). The multi-group confirmatory factor analysis supported a two-factor structure of the AMI-MeT: the weak invariance model was the best fit for the data. The mean scores of the AMI-MeT in apparently healthy workers and cancer patients were significantly higher than that in students (P < .01). The correlation analysis revealed that AMS scores were associated with IndSC scores (r = .25, P < .01) and AMO scores with InterSC scores (r = .30, P < .01). The two-factor model of the AMI-MeT was deemed appropriate for all three groups, and the subscales of the AMI-MeT successfully reflected the

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…

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…

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

ERIC Educational Resources Information Center

Ilker, Gokce Erturan; Demirhan, Giyasettin

2013-01-01

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

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

ERIC Educational Resources Information Center

Martin, Larry G.

1983-01-01

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

The Work Tasks Motivation Scale for Teachers (WTMST)

ERIC Educational Resources Information Center

Fernet, Claude; Senecal, Caroline; Guay, Frederic; Marsh, Herbert; Dowson, Martin

2008-01-01

The authors developed and validated a measure of teachers' motivation toward specific work tasks: The Work Tasks Motivation Scale for Teachers (WTMST). The WTMST is designed to assess five motivational constructs toward six work tasks (e.g., class preparation, teaching). The authors conducted a preliminary (n = 42) and a main study among…

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.

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

PubMed

Schoel, Christiane; Zimmer, Katharina; Stahlberg, Dagmar

2015-01-01

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

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…

The Relation between Motivational Patterns and Achievement Cognitions through the Elementary School Years.

ERIC Educational Resources Information Center

Cain, Kathleen M.; Dweck, Carol S.

1995-01-01

Assessed the beliefs of first, third, and fifth graders about their ability and achievement and their motivational responses to challenging puzzles. Suggests that individual differences in children's cognition about ability and achievement are related to their motivational responses throughout the school years. Points out ways that these…

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…

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

PubMed

Shaikholeslami, Razieh; Khayyer, Mohammad

2006-12-01

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

Bicultural Work Motivation Scale for Asian American College Students

ERIC Educational Resources Information Center

Chen, Yung-Lung; Fouad, Nadya A.

2016-01-01

The bicultural work motivations of Asian Americans have not yet been comprehensively captured by contemporary vocational constructs and scales. For this study, we conducted two studies on the initial reliability and validity of the Bicultural Work Motivation Scale (BWMS) by combining qualitative and quantitative methods. First, a pilot study was…

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…

MOTIVES INFLUENCING NEEDS TO ACHIEVE IN VOCATIONAL EDUCATION.

ERIC Educational Resources Information Center

HELTZEL, FRANCES B.

THIS RESEARCH SOUGHT TO MEASURE M TIVATION UNDERLYING ACHIEVEMENT-ORIENTED BEHAVIOR AT THE SECONDARY LEVEL, SPECIFICALLY OF STUDENTS IN VOCATIONAL PROGRAMS. PARALLEL INSTRUMENTS OF 42 ITEMS WERE CONSTRUCTED TO MEASURE MOTIVE FOR STRIVING, BASED ON MASLOW'S HIERARCHY OF NEED FOR SECURITY, BELONGINGNESS, ESTEEM, AND SELF-ACTUALIZATION. STRENGTH OF…

Museum-based learning: Informal learning settings and their role in student motivation and achievement in science

NASA Astrophysics Data System (ADS)

Holmes, Julie Ann

This study examined changes in student motivation and achievement in science in relationship with a visit to the IDEA Place Experiment Gallery. The study was based on the pretest-posttest control comparison group design with four treatment groups: control, exhibit, lesson, and exhibit/lesson. The sample was 228 sixth grade students from a public north central Louisiana school who were randomly assigned to one of the four experimental groups. Pretest, posttest, and delayed posttest measures of intrinsic motivation and achievement in science were determined using the Children's Academic Intrinsic Motivation Inventory and an achievement test written to measure areas of science incorporated in the Experiment Gallery exhibits. The data were analyzed using a one way Analysis of Variance (ANOVA), dependent t tests, and Pearson r. Statistical analysis revealed: (a) no significant differences in motivation or achievement on pretest and posttest scores between groups and, (b) no significant relationships between motivation level and achievement between groups on the posttest. Significant differences were found within groups for (a) the lesson group in motivation, and (b) the exhibit group in achievement from pretest to posttest and from posttest to delayed posttest. A significant relationship between level of motivation and science achievement was revealed for the exhibit group on the delayed posttests. There were no other significant findings to support that the effects of the treatment led to any long term effects on motivation or achievement within any of the four experimental groups.

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

PubMed

Standage, Martyn; Treasure, Darren C

2002-03-01

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

Achievement Motivations of the Students Studying at Computer and Instructional Technologies Teaching Department

ERIC Educational Resources Information Center

Semerci, Cetin; Duman, Burcu

2013-01-01

The aim of this research is to determine achievement motivations of the students studying at Computer and Instructional Technologies Teaching (CITT) Department. In this research, survey method is used. In the frame of this method, the existing situation about the achievement motivations of CITT students in Yuzuncu Yil and Firat Universities in…

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…

Critical Thinking Motivational Scale: A Contribution to the Study of Relationship between Critical Thinking and Motivation

ERIC Educational Resources Information Center

Valenzuela, Jorge; Nieto, Ana M.; Saiz, Carlos

2011-01-01

Introduction: The present work reports the characteristics of an instrument measuring the degree of motivation that people possess to think critically. The "Critical Thinking Motivation Scales" ("CTMS") is based on a theoretical option that affords precedence to the perspective of motivation for over the perspective of dispositions. Motivation is…

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…

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…

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…

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…

The Motivation of Stereotypic and Repetitive Behavior: Examination of Construct Validity of the Motivation Assessment Scale

ERIC Educational Resources Information Center

Joosten, Annette V.; Bundy, Anita C.

2008-01-01

Construct validity of the Motivation Assessment Scale (MAS) (Durand, Crimmins, The Motivation Assessment Scale 1988) was studied using Rasch analysis data from 67 children (246 MASs), with dual diagnosis of autism and intellectual disability or with intellectual disability only. Results failed to support the proposed unidimensional construct or…

Predicting the Motivation in College-Aged Learning Disabled Students Based on the Academic Motivation Scale

ERIC Educational Resources Information Center

Luna, Alberto D.

2013-01-01

Given the paucity of research on factors associated with motivation in learning disabled college students, the present study investigated the motivation levels in college students with learning disabilities. The Academic Motivation Scale (AMS) has been validated cross-nationally and across all educational age groups of students having various…

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

PubMed

Baeten, Marlies; Dochy, Filip; Struyven, Katrien

2013-09-01

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

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

PubMed

Clayton, Karen E; Zusho, Akane

2016-03-01

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

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…

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

ERIC Educational Resources Information Center

Han, Jing; Lu, Qingsheng

2018-01-01

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

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

NASA Astrophysics Data System (ADS)

Mekarina, M.; Ningsih, Y. P.

2017-09-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

The Development of Chorus Motivation Scale (CMS) for Prospective Music Teacher

ERIC Educational Resources Information Center

Ozgul, Ilhan; Yigit, Nalan

2017-01-01

The purpose of this study was to develop a Chorus Motivation Scale (CMS) that is tested in terms of reliability and construct validity by determining the student perceptions of effective motivation strategies in Chorus training in Turkish Music Teacher Training Model. In order to develop a Chorus Motivation Scale, Questionnaire-Effective…

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,…

Development of the Free Time Motivation Scale for Adolescents.

ERIC Educational Resources Information Center

Baldwin, Cheryl K.; Caldwell, Linda L.

2003-01-01

Developed a self-report measure of adolescent free time motivation based in self-determination theory, using data from 634 seventh graders. The scale measured five forms of motivation (amotivation, external, introjected, identified, and intrinsic motivation). Examination of each of the subscales indicated minimally acceptable levels of fit. The…

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.

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…

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…

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)

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

Psychometric properties of the Social Comparison Motives Scale.

PubMed

Tigges, Beth Baldwin

2009-01-01

This article describes the 19-item Social Comparison Motive Scale [SCMS], a measure of adolescents' motives for social comparison related to pregnancy. Dimensions and items were developed based on adolescent focus groups. The instrument was reviewed for content validity, pilot tested, and administered to 431 adolescents aged 14-18 years. Principal axis factor analysis with oblique rotation supported five dimensions. Convergent and discriminant validity were demonstrated by moderate correlations (r = .50) between the SCMS and the Iowa-Netherlands Comparison Orientation Measure and low correlations (r = .15) between the SCMS and the Rosenberg Self-Esteem Scale. Cronbach's alphas were .91 overall and .71 to .85 for the subscales. The SCMS demonstrated reliability and validity as a measure of adolescents' motives for comparing themselves with others about pregnancy.

Adapting the academic motivation scale for use in pre-tertiary mathematics classrooms

NASA Astrophysics Data System (ADS)

Lim, Siew Yee; Chapman, Elaine

2015-09-01

The Academic Motivation Scale ( ams) is a comprehensive and widely used instrument for assessing motivation based on the self-determination theory. Currently, no such comprehensive instrument exists to assess the different domains of motivation (stipulated by the self-determination theory) in mathematics education at the pre-tertiary level (grades 11 and 12) in Asia. This study adapted the ams for this use and assessed the properties of the adapted instrument with 1610 students from Singapore. Exploratory and confirmatory factor analyses indicated a five-factor structure for the modified instrument (the three original ams intrinsic subscales collapsed into a single factor). Additionally, the modified instrument exhibited good internal consistency (mean α = .88), and satisfactory test-retest reliability over a 1-month interval (mean r xx = .73). The validity of the modified ams was further demonstrated through correlational analyses among scores on its subscales, and with scores on other instruments measuring mathematics attitudes, anxiety and achievement.

First Generation College Students: Motivation, Integration, and Academic Achievement

ERIC Educational Resources Information Center

Prospero, Moises; Vohra-Gupta, Shetal

2007-01-01

The study reported in this article investigated motivation and integration dimensions that influence college academic achievement of first-generation students compared to nonfirst-generation students. Participants consisted of 277 ethnically diverse students who were attending a community college. Bivariate and multivariate statistical analyses…

Competence, achievement goals, motivational climate, and pleasant psychobiosocial states in youth sport.

PubMed

Bortoli, Laura; Bertollo, Maurizio; Comani, Silvia; Robazza, Claudio

2011-01-01

We examined the three-way interactions among competence (actual and perceived), individuals' dispositional goal orientation (task/ego), and perceived sport motivational climate (mastery/performance) in the prediction of pleasant psychobiosocial states (i.e. emotion, cognition, motivation, bodily reaction, movement, performance, and communication) as conceptualized by the Individual Zones of Optimal Functioning model. The sample consisted of 320 Italian youths (160 girls and 160 boys) aged 13-14 years who were involved in individual or team sports. The assessment included a perceived competence scale, a goal orientation questionnaire, a motivational climate inventory, and pleasant psychobiosocial descriptors. An actual competence scale was also administered to coaches asking them to assess their youngsters. Moderated hierarchical regression analysis showed that perceived competence, actual competence, and task orientation were the strongest predictors of pleasant psychobiosocial states. Moreover, actual competence and perceived competence interacted in different ways with dispositional goal orientations and motivational climate perceptions in the prediction of psychobiosocial states. It is therefore recommended that both constructs be included in motivational research.

A computer-based measure of resultant achievement motivation.

PubMed

Blankenship, V

1987-08-01

Three experiments were conducted to develop a computer-based measure of individual differences in resultant achievement motivation (RAM) on the basis of level-of-aspiration, achievement motivation, and dynamics-of-action theories. In Experiment 1, the number of atypical shifts and greater responsiveness to incentives on 21 trials with choices among easy, intermediate, and difficult levels of an achievement-oriented game were positively correlated and were found to differentiate the 62 subjects (31 men, 31 women) on the amount of time they spent at a nonachievement task (watching a color design) 1 week later. In Experiment 2, test-retest reliability was established with the use of 67 subjects (15 men, 52 women). Point and no-point trials were offered in blocks, with point trials first for half the subjects and no-point trials first for the other half. Reliability was higher for the atypical-shift measure than for the incentive-responsiveness measure and was higher when points were offered first. In Experiment 3, computer anxiety was manipulated by creating a simulated computer breakdown in the experimental condition. Fifty-nine subjects (13 men, 46 women) were randomly assigned to the experimental condition or to one of two control conditions (an interruption condition and a no-interruption condition). Subjects with low RAM, as demonstrated by a low number of typical shifts, took longer to choose the achievement-oriented task, as predicted by the dynamics-of-action theory. The difference was evident in all conditions and most striking in the computer-breakdown condition. A change of focus from atypical to typical shifts is discussed.

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…

A Comparison of Physical Education Students’ Motivation Using Polish and Turkish Versions of the Academic Motivation Scale

PubMed Central

Tomik, Rajmund; Berber, Serkan; Düz, Burak; Çivak, Barış; Çalişkan, Uğur; Ogrodnik, Joanna

2016-01-01

Abstract Motivation is an important phenomenon in the realm of education, particularly in the university fields connected with physical education and sport, where it is necessary to accommodate and balance intellectual abilities and physical fitness. The present study tested motivation levels among university students in the fields connected with physical education and sport in Poland and Turkey. It was based on the Self-Determination Theory (Deci and Ryan, 1985), namely intrinsic motivation, extrinsic motivation and amotivation which impact human behaviour. The Academic Motivation Scale was used (Vallerand et al., 1992). The aims of the study were twofold, first, to crossculturally validate Polish and Turkish versions of the Academic Motivation Scale and second, to identify and compare the motivation to study depending on nationality and gender. Both Polish and Turkish versions of the questionnaire were validated and converted to a four-factorial structure. The findings indicated that Polish and Turkish students’ motivation especially differed in amotivation and intrinsic motivation to know and experience stimulation. Moreover, Turkish female students proved to be at the lowest estimate of amotivation. PMID:28031771

A Comparison of Physical Education Students' Motivation Using Polish and Turkish Versions of the Academic Motivation Scale.

PubMed

Ardeńska, Agnieszka; Tomik, Rajmund; Berber, Serkan; Düz, Burak; Çivak, Barış; Çalişkan, Uğur; Ogrodnik, Joanna

2016-12-01

Motivation is an important phenomenon in the realm of education, particularly in the university fields connected with physical education and sport, where it is necessary to accommodate and balance intellectual abilities and physical fitness. The present study tested motivation levels among university students in the fields connected with physical education and sport in Poland and Turkey. It was based on the Self-Determination Theory (Deci and Ryan, 1985), namely intrinsic motivation, extrinsic motivation and amotivation which impact human behaviour. The Academic Motivation Scale was used (Vallerand et al., 1992). The aims of the study were twofold, first, to crossculturally validate Polish and Turkish versions of the Academic Motivation Scale and second, to identify and compare the motivation to study depending on nationality and gender. Both Polish and Turkish versions of the questionnaire were validated and converted to a four-factorial structure. The findings indicated that Polish and Turkish students' motivation especially differed in amotivation and intrinsic motivation to know and experience stimulation. Moreover, Turkish female students proved to be at the lowest estimate of amotivation.

The Miller Motivation Scale: A New Counselling and Research Tool.

ERIC Educational Resources Information Center

Miller, Harold J.

The Miller Motivation Scale is a 160-item computer scored scale. It was developed to measure quickly and easily and display the motivational profile of the client. It has eight subscales. Five subscales measure encouragement, self-fulfillment and social interest. They are called Creative, Innovative, Productive, Cooperative, and Power. Three…

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…

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…

Predicting Achievement Using Intellectual, Academic-Motivational, and Selected Non-Intellectual Factors

ERIC Educational Resources Information Center

Lehrer, Barry E.; Hieronymous, Albert N.

1977-01-01

This research attempts to determine the usefulness of assessing academic achievement motivation, biographical information, and parental perceptions in the prediction of academic achievement and reading efficiency. The Iowa Test of Basic Skills (ITBS) and the Lorge-Thorndike IQ test provided data for criterion measures of educational achievement…

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…

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.

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.

Book Reading Motivation Scale: Reliability and Validity Study

ERIC Educational Resources Information Center

Katranci, Mehmet

2015-01-01

Book reading enhances the intellectual world of people. It is very important to know the factors that motivate children to read books as it will help to instill book reading habit in them. As such, the present study aims to develop a "Book Reading Motivation Scale" to determine elementary and secondary school students' reading…

Age migraine and achievement motivation related? A psychophysiological study of responses to real-life achievement stress in young headache sufferers.

PubMed

Passchier, J; Goudswaard, P; Orlebeke, J F; Verhage, F

1990-01-01

Achievement motivation and its physiological correlates were studied in 37 young migrainous headache sufferers (30 females and 7 males) and in 37 matched controls. Temporal and digital pulse amplitude, the EMGs of the m. frontalis, anterior temporalis and corrugator supercilii, heart and respiration rate, head temperature and electrodermal activity were measured during an adaptation session, an examination and an intelligence test. An abnormal response in the temporal artery, which was present in the migrainous headache sufferers, was not associated with achievement motivation. But the latter was positively associated with a high skin conductance level, a greater number of spontaneous skin conductance responses (SCRs) during the examination and a lower digital pulse amplitude in both the migrainous headache and control groups. Higher sympathetic activity in subjects with high achievement motivation was interpreted as an indication of greater mental effort and is a possible contributory factor to an attack in those with migraine.

Personality, Motivation, and Math Achievement Among Turkish Students.

PubMed

Akben-Selcuk, Elif

2017-04-01

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

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.

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

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.

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

Motivational Factors in Continuing Education an Academic Achievement of Adult Learners

ERIC Educational Resources Information Center

Lee, Pei Ling; Pang, Vincent

2013-01-01

Purpose: The purpose of this study is to examine the relationship between motivational factors in continuing education and academic achievement of adult learners. The study is conducted due to a lack of research pertaining to academic achievement among adult learners particularly in Malaysia. Methodology: A random sample of 150 part-time adult…

Culture, Motivation, and Reading Achievement: High School Students in 41 Countries

ERIC Educational Resources Information Center

Chiu, Ming Ming; Chow, Bonnie Wing Yin

2010-01-01

This study examined how cultural values and family cultural capital were linked to adolescents' motivation and reading achievement using multilevel analyses on reading tests and questionnaire responses of 193,841 fifteen-year-olds in 41 countries. In countries that valued more rigid gender roles, girls had lower reading achievement than girls in…

Validation of the Treatment Motivation Scales for Forensic Outpatient Treatment (TMS-F)

ERIC Educational Resources Information Center

Drieschner, Klaus H.; Boomsma, Anne

2008-01-01

The validity of the Treatment Motivation Scales for outpatient offender treatment (TMS-F), a self-report questionnaire with scales for the motivation of patients to engage in the treatment and six cognitive and emotional determinants of this motivation, is evaluated in two studies. In Study 1 (N = 620), the "construct validity" of the…

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…

The Relation between Lifelong Learning Tendency and Achievement Motivation

ERIC Educational Resources Information Center

Yilmaz, Emrullah; Kaygin, Hüseyin

2018-01-01

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

Psychometric Validation of the Academic Motivation Scale in a Dental Student Sample.

PubMed

Orsini, Cesar; Binnie, Vivian; Evans, Phillip; Ledezma, Priscilla; Fuentes, Fernando; Villegas, Maria J

2015-08-01

The Academic Motivation Scale is one of the most frequently used instruments to assess academic motivation. It relies on the self-determination theory of human motivation. However, motivation has been understudied in dental education. Therefore, to address the lack of valid instruments to assess academic motivation in dental education and contribute to future research in the field, the aim of this study was to analyze the psychometric properties of this instrument in a sample of dental students. Participants were 989 Chilean undergraduate dental students (86% response rate) who completed a survey containing a Chilean face-valid version of the Spanish Academic Motivation Scale and three other motivation-related instruments to assess the survey's construct and criterion validity. Later, 76 of the students (out of 100 invited) took the survey again to assess its test-retest stability. The instrument's construct validity was supported by the superior goodness of fit of the seven-subscale Academic Motivation Scale over competing models through confirmatory factor analysis and by the expected correlations among its subscales. The concurrent criterion validity was supported by the confirmation of correlations between its subscales and external criteria. Adequate internal consistency and test-retest correlations were also found. The evidence from this study suggests that the Academic Motivation Scale is a preliminarily valid and reliable instrument to assess motivation in the predoctoral dental context. Future research in this area is needed to confirm or refute these results.

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.

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.…

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

ERIC Educational Resources Information Center

Dagnew, Asrat

2017-01-01

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

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

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…

Investigating Transactions among Motives, Emotional Regulation Related to Testing, and Test Emotions

ERIC Educational Resources Information Center

DeCuir-Gunby, Jessica T.; Aultman, Lori Price; Schutz, Paul A.

2009-01-01

The authors examined the relationships among achievement motives, emotional regulation, and emotions. They collected data from 425 college undergraduates (110 men, 315 women) and used several scales, including the Achievement Motives Scales (K. Hagtvet & L. Zou, 2000), the Emotional Regulation During Testing Scale (P. A. Schutz, C. DiStefano,…

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…

Assessment of Motivational Cognitions in Diabetes Self-Care: the Motivation Thought Frequency Scales for Glucose Testing, Physical Activity and Healthy Eating.

PubMed

Parham, Sophie C; Kavanagh, David J; Gericke, Christian A; King, Neil; May, Jon; Andrade, Jackie

2017-06-01

There is a need for improved measurement of motivation for diabetes self-care. The Elaborated Intrusion Theory of Desire offers a coherent framework for understanding and identifying the cognitive-affective events that constitute the subjective experience of motivation and may therefore inform the development of such an instrument. Recent research has shown the resultant Motivation Thought Frequency scale (MTF) to have a stable factor structure (Intensity, Incentives Imagery, Self-Efficacy Imagery, Availability) when applied to physical activity, excessive snacking or alcohol use in the general population. The current study aimed to confirm the four-factor structure of the MTF for glucose testing, physical activity and healthy eating in people with type 2 diabetes. Associations with self-reports of concurrent diabetic self-care behaviours were also examined. Confirmatory factor analyses tested the internal structure, and multiple regressions assessed the scale's relationship with concurrent self-care behaviours. The MTF was completed by 340 adults with type 2 diabetes, and 237 from that sample also reported self-care behaviours. Separate MTFs assessed motivation for glucose testing, physical activity and healthy eating. Self-care was assessed using questions from the Summary of Diabetes Self-Care Activities. The MTF for each goal achieved an acceptable fit on all indices after selected errors within factors were allowed to intercorrelate. Intensity and Self-Efficacy Imagery provided the strongest and most consistent correlations with relevant self-care behaviours. Results provide preliminary support for the MTF in a diabetes sample. Testing of its sensitivity to change and its predictive utility over time is needed.

Assessment of motivation to control alcohol use: The motivational thought frequency and state motivation scales for alcohol control.

PubMed

Robinson, Nicole; Kavanagh, David; Connor, Jason; May, Jon; Andrade, Jackie

2016-08-01

The Elaborated Intrusion Theory of Desire holds that desires for functional and dysfunctional goals share a common form. Both are embodied cognitive events, characterised by affective intensity and frequency. Accordingly, we developed scales to measure motivational cognitions for functional goals (Motivational Thought Frequency, MTF; State Motivation, SM), based on the existing Craving Experience Questionnaire (CEQ). When applied to increasing exercise, MTF and SM showed the same three-factor structure as the CEQ (Intensity, Imagery, Availability). The current study tested the internal structure and concurrent validity of the MTF and SM Scales when applied to control of alcohol consumption (MTF-A; SM-A). Participants (N=417) were adult tertiary students, staff or community members who had recently engaged in high-risk drinking or were currently trying to control alcohol consumption. They completed an online survey comprising the MTF-A, SM-A, Alcohol Use Disorders Identification Test (AUDIT), Readiness to Change Questionnaire (RCQ) and demographics. Confirmatory Factor Analysis gave acceptable fit for the MTF-A, but required the loss of one SM-A item, and was improved by intercorrelations of error terms. Higher scores were associated with more severe problems on the AUDIT and with higher Contemplation and Action scores on the RCQ. The MTF-A and SM-A show potential as measures of motivation to control drinking. Future research will examine their predictive validity and sensitivity to change. The scales' application to both increasing functional and decreasing dysfunctional behaviours is consistent with EI Theory's contention that both goal types operate in similar ways. Copyright © 2016 Elsevier Ltd. All rights reserved.

Predicting Kindergarteners' Achievement and Motivation from Observational Measures of Teaching Effectiveness

ERIC Educational Resources Information Center

Mantzicopoulos, Panayota; Patrick, Helen; Strati, Anna; Watson, Jesse S.

2018-01-01

We investigated the premise that observation measures of instruction are indicators of effective teaching, using the definition of effectiveness articulated by departments of education: teaching that boosts student achievement. We argued that student motivation is equally as important as achievement in the evaluation of teaching effectiveness…

The PMA Scale: A Measure of Physicians' Motivation to Adopt Medical Devices.

PubMed

Hatz, Maximilian H M; Sonnenschein, Tim; Blankart, Carl Rudolf

2017-04-01

Studies have often stated that individual-level determinants are important drivers for the adoption of medical devices. Empirical evidence supporting this claim is, however, scarce. At the individual level, physicians' adoption motivation was often considered important in the context of adoption decisions, but a clear notion of its dimensions and corresponding measurement scales is not available. To develop and subsequently validate a scale to measure the motivation to adopt medical devices of hospital-based physicians. The development and validation of the physician-motivation-adoption (PMA) scale were based on a literature search, internal expert meetings, a pilot study with physicians, and a three-stage online survey. The data collected in the online survey were analyzed using exploratory factor analysis (EFA), and the PMA scale was revised according to the results. Confirmatory factor analysis (CFA) was conducted to test the results from the EFA in the third stage. Reliability and validity tests and subgroup analyses were also conducted. Overall, 457 questionnaires were completed by medical personnel of the National Health Service England. The EFA favored a six-factor solution to appropriately describe physicians' motivation. The CFA confirmed the results from the EFA. Our tests indicated good reliability and validity of the PMA scale. This is the first reliable and valid scale to measure physicians' adoption motivation. Future adoption studies assessing the individual level should include the PMA scale to obtain more information about the role of physicians' motivation in the broader adoption context. Copyright © 2017 International Society for Pharmacoeconomics and Outcomes Research (ISPOR). Published by Elsevier Inc. All rights reserved.

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

The significance of motivation in periodontal treatment: validity and reliability of the motivation assessment scale among patients undergoing periodontal treatment.

PubMed

Pac, A; Oruba, Z; Olszewska-Czyż, I; Chomyszyn-Gajewska, M

2014-03-01

The individual evaluation of patients' motivation should be introduced to the protocol of periodontal treatment, as it could impact positively on effective treatment planning and treatment outcomes. However, a standardised tool measuring the extent of periodontal patients' motivation has not yet been proposed in the literature. Thus, the objective of the present study was to determine the validity and reliability of the Zychlińscy motivation scale adjusted to the needs of periodontology. Cross sectional study. Department of Periodontology and Oral Medicine, Dental University Clinic, Jagiellonian University, Krakow, Poland. 199 adult periodontal patients, aged 20-78. 14-item questionnaire. The items were adopted from the original Zychlińscy motivation assessment scale. Validity and reliability of the proposed motivation assessment instrument. The assessed Cronbach's alpha of 0.79 indicates the scale is a reliable tool. Principal component analysis revealed a model with three factors, which explained half of the total variance. Those factors represented: the patient's attitude towards treatment and oral hygiene practice; previous experiences during treatment; and the influence of external conditions on the patient's attitude towards treatment. The proposed scale proved to be a reliable and accurate tool for the evaluation of periodontal patients' motivation.

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

PubMed

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

2018-04-01

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

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…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

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…

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…

Validating the Physical Activity and Leisure Motivation Scale (PALMS).

PubMed

Molanorouzi, Keyvan; Khoo, Selina; Morris, Tony

2014-09-03

Although there is abundant evidence to recommend a physically active lifestyle, adult physical activity (PA) levels have declined over the past two decades. In order to understand why this happens, numerous studies have been conducted to uncover the reasons for people's participation in PA. Often, the measures used were not broad enough to reflect all the reasons for participation in PA. The Physical Activity and Leisure Motivation Scale (PALMS) was created to be a comprehensive tool measuring motives for participating in PA. This 40-item scale related to participation in sport and PA is designed for adolescents and adults. Five items constitute each of the eight sub-scales (mastery, enjoyment, psychological condition, physical condition, appearance, other's expectations, affiliation, competition/ego) reflecting motives for participation in PA that can be categorized as features of intrinsic and extrinsic motivation based on self-determination theory. The aim of the current study was to validate the PALMS in the cultural context of Malaysia, including to assess how well the PALMS captures the same information as the Recreational Exercise Motivation Measure (REMM). To do so, 502 Malaysian volunteer participants, aged 18 to 67 years (mean ± SD; 31.55 ± 11.87 years), from a variety of PA categories, including individual sports, team sports, martial arts and exercise, completed the study. The hypothesized 8-factor model demonstrated a good fit with the data (CMIN/DF = 2.820, NFI = 0.90, CFI = 0.91, RMSEA = 0.06). Cronbach's alpha coefficient (α = 0.79) indicated good internal consistency for the overall measure. Internal consistency for the PALMS subscales was sound, ranging from 0.78 to 0.82. The correlations between each PALMS sub-scale and the corresponding sub-scale on the validated REMM (the 73-item questionnaire from which the PALMS was developed) were also high and varied from 0.79 to 0.95. Also, test-retest reliability for the questionnaire sub-scales was

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…

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.

Spanish adaptation of social withdrawal motivation and frequency scales.

PubMed

Indias García, Sílvia; De Paúl Ochotorena, Joaquín

2016-11-01

To adapt into Spanish three scales measuring frequency (SWFS) and motivation for social withdrawal (CSPS and SWMS) and to develop a scale capable of assessing the five motivations for social withdrawal. Participants were 1,112 Spanish adolescents, aged 12-17 years. The sample was randomly split into two groups in which exploratory and confirmatory (CFA) factor analyses were performed separately. A sample of adolescents in residential care (n = 128) was also used to perform discriminant validity analyses. SWFS was reduced to eight items that account for 40% of explained variance (PVE), and its reliability is high. SWMS worked adequately in the original version, according to CFA. Some items from the CSPS were removed from the final Spanish version. The newly developed scale (SWMS-5D) is composed of 20 items including five subscales: Peer Isolation, Unsociability, Shyness, Low Mood and Avoidance. Analyses reveal adequate convergent and discriminant validities. The resulting SWFS-8 and SWMS-5D could be considered useful instruments to assess frequency and motivation for social withdrawal in Spanish samples.

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…

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

ERIC Educational Resources Information Center

Tambunan, Hardi

2018-01-01

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

Development and Validation of the Work Role Motivation Scale for School Principals (WRMS-SP)

ERIC Educational Resources Information Center

Fernet, Claude

2011-01-01

Purpose: The aim of this study was to develop and validate a scale to assess work role motivation in school principals: the Work Role Motivation Scale for School Principals (WRMS-SP). The WRMS-SP is designed to measure intrinsic motivation, three types of extrinsic motivation (identified, introjected, and external), and amotivation with respect to…

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

PubMed

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

2018-04-25

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

The Revision and Validation of the Academic Motivation Scale in China

ERIC Educational Resources Information Center

Zhang, Bo; Li, Yi Ming; Li, Jian; Li, Ye; Zhang, Houcan

2016-01-01

Self-determination theory (SDT) has contributed greatly to our understanding of human motivation. Based on SDT, the Academic Motivation Scale (AMS) was developed to assess students' motivation to learn. AMS has been successfully applied to the educational context in Western cultures. However, no psychometrically validated version is available in…

The Role of Motivation and Cognitive Engagement in Science Achievement

ERIC Educational Resources Information Center

Bircan, Hasan; Sungur, Semra

2016-01-01

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

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…

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

2017-08-01

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

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

NASA Astrophysics Data System (ADS)

Napitupulu, Nur Dewi; Munandar, Achmad

2017-05-01

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

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

PubMed

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

2015-02-01

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

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…

The Importance of Motivation as a Predictor of School Achievement

ERIC Educational Resources Information Center

Steinmayr, Ricarda; Spinath, Birgit

2009-01-01

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

Perceived social support and early adolescents' achievement: the mediational roles of motivational beliefs and emotions.

PubMed

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

2010-01-01

Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through which this effect operates received little empirical attention. The present study examined the multiple mediational effects of motivational beliefs (competence beliefs and subjective value) and emotions (anxiety and enjoyment) that may account for the empirical link between PSS (from parents, peers and teachers) and mathematics achievement. The participants of the study were 238 grade 7 students (average age = 13.2 years, girls = 54%, predominantly native Dutch middle class socioeconomic status). A bootstrap analysis (a relatively new technique for testing multiple mediation) revealed that the motivational beliefs and the emotions, jointly, partially mediated the effect of PSS on achievement. The proportion of the effects mediated, however, varied across the support sources from 55% to 75%. The findings lend support to the theoretical assumptions in the literature that supportive social relationships influence achievement through motivational and affective pathways.

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…

Students' Achievements in a Statistics Course in Relation to Motivational Aspects and Study Behaviour

ERIC Educational Resources Information Center

Bude, Luc; Van De Wiel, Margaretha W. J.; Imbos, Tjaart; Candel, Math J. J. M.; Broers, Nick J.; Berger, Martijn P. F.

2007-01-01

The present study focuses on motivational constructs and their effect on students' academic achievement within an existing statistics course. First-year Health Sciences students completed a questionnaire that measures several motivational constructs: dimensions of causal attributions, outcome expectancy, affect, and study behaviour, all with…

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…

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…

The Effects of Motivational Constructs and Engagements on Mathematics Achievements: A Comparative Study Using TIMSS 2011 Data of Chinese Taipei, Singapore, and the USA

ERIC Educational Resources Information Center

Ker, Hsiang-Wei

2017-01-01

Motivational constructs and students' engagements have great impacts on students' mathematics achievements, yet they have not been theoretically investigated using international large-scale assessment data. This study utilized the mathematics data of the Trends in International Mathematics and Science Study 2011 to conduct a comparative and…

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

Students as Web Site Authors: Effects on Motivation and Achievement

ERIC Educational Resources Information Center

Jones, Brett D.

2003-01-01

This study examined the effects of a Web site design project on students' motivation and achievement. Tenth-grade biology students worked together in teams on an ecology project that required them to locate relevant information on the Internet, decide which information should be included on their Web site, organize the information into Web pages,…

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…

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…

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

ERIC Educational Resources Information Center

Fan, Weihua; Dempsey, Allison G.

2017-01-01

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

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

ERIC Educational Resources Information Center

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

2010-01-01

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

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…

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…

Science Motivation across Asian Countries: Links among Future-Oriented Motivation, Self-Efficacy, Task Values, and Achievement Outcomes

ERIC Educational Resources Information Center

Chang, Yuwen

2015-01-01

The relationships among future-oriented motivation, self-efficacy, task values of science, and achievement outcomes were investigated among 15-year-olds across four Asian nations who participated in the Program for International Student Assessment (PISA) of the Organization for Economic Cooperation and Development (OECD). The factor structure of…

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;…

Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement

ERIC Educational Resources Information Center

Cleary, Timothy J.; Kitsantas, Anastasia

2017-01-01

The primary purpose of the current study was to use structural equation modeling to examine the relations among background variables (socioeconomic status, prior mathematics achievement), motivation variables (self-efficacy, task interest, school connectedness), self-regulated learning (SRL) behaviors, and performance in middle school mathematics…

The Motivation at Work Scale: Validation Evidence in Two Languages

ERIC Educational Resources Information Center

Gagne, Marylene; Forest, Jacques; Gilbert, Marie-Helene; Aube, Caroline; Morin, Estelle; Malorni, Angela

2010-01-01

The Motivation at Work Scale (MAWS) was developed in accordance with the multidimensional conceptualization of motivation postulated in self-determination theory. The authors examined the structure of the MAWS in a group of 1,644 workers in two different languages, English and French. Results obtained from these samples suggested that the…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

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

PubMed

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

2013-01-01

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

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

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.

Cooperative Learning and the Achievement of Motivation and Perceptions of Students in 11th Grade Chemistry Classes

ERIC Educational Resources Information Center

Shachar, Hanna; Fischer, Shlomit

2004-01-01

One hundred and sixty eight students from five 11th grade chemistry classes participated for 2 months in an experiment that examined the effects of the Group Investigation (GI) method of cooperative learning on students' achievement, motivation and perceptions of their experience. An achievement test and Harter's Motivation Questionnaire were…

Influence of Achievement Motivation on Nigerian Undergraduates' Attitude towards Examination

ERIC Educational Resources Information Center

Adegboyega, Lateef Omotosho

2018-01-01

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

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

PubMed

Horowitz, T R; Mosher, N

1997-01-01

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

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

NASA Astrophysics Data System (ADS)

Allen, David

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

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

ERIC Educational Resources Information Center

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

2018-01-01

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

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

NASA Astrophysics Data System (ADS)

Sofian, Siti Siryani; Rambely, Azmin Sham

2018-04-01

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

Influence of perceived motivational climate on achievement goals in physical education: a structural equation mixture modeling analysis.

PubMed

Wang, J C; Liu, W C; Chatzisarantis, N L; Lim, C B

2010-06-01

The purpose of the current study was to examine the influence of perceived motivational climate on achievement goals in physical education using a structural equation mixture modeling (SEMM) analysis. Within one analysis, we identified groups of students with homogenous profiles in perceptions of motivational climate and examined the relationships between motivational climate, 2 x 2 achievement goals, and affect, concurrently. The findings of the current study showed that there were at least two distinct groups of students with differing perceptions of motivational climate: one group of students had much higher perceptions in both climates compared with the other group. Regardless of their grouping, the relationships between motivational climate, achievement goals, and enjoyment seemed to be invariant. Mastery climate predicted the adoption of mastery-approach and mastery-avoidance goals; performance climate was related to performance-approach and performance-avoidance goals. Mastery-approach goal had a strong positive effect while performance-avoidance had a small negative effect on enjoyment. Overall, it was concluded that only perception of a mastery motivational climate in physical education may foster intrinsic interest in physical education through adoption of mastery-approach goals.

Validation Evidence of the Motivation for Teaching Scale in Secondary Education.

PubMed

Abós, Ángel; Sevil, Javier; Martín-Albo, José; Aibar, Alberto; García-González, Luis

2018-04-10

Grounded in self-determination theory, the aim of this study was to develop a scale with adequate psychometric properties to assess motivation for teaching and to explain some outcomes of secondary education teachers at work. The sample comprised 584 secondary education teachers. Analyses supported the five-factor model (intrinsic motivation, identified regulation, introjected regulation, external regulation and amotivation) and indicated the presence of a continuum of self-determination. Evidence of reliability was provided by Cronbach's alpha, composite reliability and average variance extracted. Multigroup confirmatory factor analyses supported the partial invariance (configural and metric) of the scale in different sub-samples, in terms of gender and type of school. Concurrent validity was analyzed by a structural equation modeling that explained 71% of the work dedication variance and 69% of the boredom at work variance. Work dedication was positively predicted by intrinsic motivation (ß = .56, p < .001) and external regulation (ß = .29, p < .001) and negatively predicted by introjected regulation (ß = -.22, p < .001) and amotivation (ß = -.49, p < .001). Boredom at work was negatively predicted by intrinsic motivation (ß = -.28, p < .005) and positively predicted by amotivation (ß = .68, p < .001). The Motivation for Teaching Scale in Secondary Education (Spanish acronym EME-ES, Escala de Motivación por la Enseñanza en Educación Secundaria) is discussed as a valid and reliable instrument. This is the first specific scale in the work context of secondary teachers that has integrated the five-factor structure together with their dedication and boredom at work.

Adapting the Academic Motivation Scale for Use in Pre-Tertiary Mathematics Classrooms

ERIC Educational Resources Information Center

Lim, Siew Yee; Chapman, Elaine

2015-01-01

The Academic Motivation Scale (AMS) is a comprehensive and widely used instrument for assessing motivation based on the self-determination theory. Currently, no such comprehensive instrument exists to assess the different domains of motivation (stipulated by the self-determination theory) in mathematics education at the pre-tertiary level (grades…

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…

Achievement Goals, Motivational Self-Talk, and Academic Engagement among Chinese Students

ERIC Educational Resources Information Center

Wang, Cen; Shim, Sungok Serena; Wolters, Christopher A.

2017-01-01

The present study investigated the mediating role of motivational self-talk strategies (i.e., mastery self-talk, extrinsic self-talk, and efficacy enhancement self-talk) in the relationships between achievement goals and academic engagement (i.e., involvement, withdrawal in the face of difficulties, avoidance of challenges, and disruptive…

An Investigation of the Relationship of Achievement Motivation with Achievement in Mathematics for Students in the United States and Japan.

ERIC Educational Resources Information Center

Harnisch, Delwyn L.; Ryan, Katherine E.

A study was made of cross-cultural patterns of achievement motivation in relationship to the mathematics achievement of Japanese and American boys and girls approximately 16 years of age. Sample sizes were 9,582 for the United States subjects (specifically, from Illinois) and 1,700 for the participants from Japan. Data came from performance on the…

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.

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

The Achievement Motivation-Performance Relationship as Moderated by Sex-Role Attitudes

ERIC Educational Resources Information Center

Thurber, Steven

1976-01-01

The moderating effect of sex-role attitudes in relation to the predictive validity of Mehrabian's achievement tendency scale for females is examined. The scale predicts better for academic achievement with females classified as non-traditional in sex-role orientation, and in social achievement for females classified as traditional. (Author/JKS)

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

PubMed Central

Fernández-Rio, Javier; Cecchini, Jose A.; Méndez-Giménez, Antonio

2017-01-01

Abstract The goal of this study was to assess the effects of two different achievement sport contexts, practice and competition, on the motivational profile of professional/semi-professional athletes. Forty-eight Spanish national/international-level female athletes (basketball = 18; handball = 12; soccer = 11; volleyball = 7), mean age 25.14 ± 3.43 years, agreed to participate in the study. They completed a questionnaire, prior and after training and competition, to assess achievement goals, achievement goal dominance, goal pursuit, motivational climate, motivation, burnout and perceived recovery-exertion. Data analyses revealed that, both in practice and competition, these team-sport athletes overwhelmingly showed a strong mastery-approach achievement goal in dominance as well as in pursuit. A significant finding was that this group of national/international-level, professional/semi-professional athletes not only adopted a mastery-approach achievement goal, but they also actively pursued it. It is also remarkable that this profile remained stable at post-tests, even after a painful defeat in competition, which produced a significant negative effect on the athletes’ burnout (emotional and physical exhaustion and devaluation of sport participation) and self-determined motivation. As expected, the difference between total recovery and perceived exertion significantly increased after practice and competition. National/international-level team-sport professional/semi-professional female athletes held and pursue stable mastery-approach goal dominance. PMID:29134051

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…

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

NASA Astrophysics Data System (ADS)

Sugi, Slamet, Achmad; Martono, S.

2018-03-01

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

[A new scale for measuring return-to-work motivation of mentally ill employees].

PubMed

Poersch, M

2007-03-01

A new scale "motivation for return to work" has been constructed to measure depressive patients' motivation to start working again in a stepwise process. The scale showed in 46 patients of a first case management (CM) sample with depressive employees a good correlation with the final social status of the CM. Only the motivated patients were successful returning to work and could be, separated clearly from the most demotivated one. Second, the scale correlated with the duration of sick leave and third showed an inverse correlation with the complete time of CM, suggesting that a successful stepwise return to work requires time. These first results need further examination.

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

PubMed

Breda, Carolyn S; Riemer, Manuel

2012-03-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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

NASA Astrophysics Data System (ADS)

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

2018-01-01

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

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.…

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…

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…

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…

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

ERIC Educational Resources Information Center

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

2005-01-01

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

Achievement in Large-Scale National Numeracy Assessment: An Ecological Study of Motivation and Student, Home, and School Predictors

ERIC Educational Resources Information Center

Martin, Andrew J.; Lazendic, Goran

2018-01-01

With the rise of large-scale academic assessment programs around the world, there is a need to better understand the factors predicting students' achievement in these assessment exercises. This investigation into national numeracy assessment drew on ecological and transactional conceptualizing involving student, student/home, and school factors.…

DEVELOPMENT OF MOTIVATION SCALE - CLINICAL VALIDATION WITH ALCOHOL DEPENDENTS

PubMed Central

Neeliyara, Teresa; Nagalakshmi, S.V.

1994-01-01

This study focusses on the development of a comprehensive multi-dimensional scale for assessing motivation for change in the alcohol dependent population. After establishing face validity, the items evolved were administered to a normal sample of 600 male subjects in whom psychiatric illness was ruled out. The data thus obtained was subjected to factor analysis. Six factors were obtained which accounted for 55.2% of variance. These together formed a 80 item five point scale and norms were established on a sample of 600 normal subjects. Further clinical validation was established on 30 alcohol dependent subjects and 30 normals. The status of motivation was found to be inadequate in alcohol dependent individuals as compared to the normals. Split-half reliability was carried out and the tool was found to be highly reliable. PMID:21743674

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…

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

NASA Astrophysics Data System (ADS)

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

2017-01-01

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

Health, Dietary Habits, and Achievement Motivation in College Students With Self-Reported ADHD Diagnosis.

PubMed

Merkt, Julia; Gawrilow, Caterina

2016-09-01

The present study aimed to investigate aspects of health and motivation in a subpopulation of college students with ADHD. Seventy-seven college students with self-reported ADHD (49 women; M age = 25.82, SD = 4.62) and 120 college students without ADHD (65 women; M age = 25.17, SD = 5.41) participated in an online survey assessing their health, dietary habits, and achievement motivation. College students with ADHD showed impairment in psychological functioning, impairment in their mental health, and reported more ambition and less self-control. Furthermore, we found gender differences: Women with ADHD reported worse psychological functioning, and the gender differences in obsessive-compulsive behavior and compensatory effort were mediated by the timing of diagnosis. College students, especially women, with ADHD struggle with health-related issues. Some of these gender differences might be due to under diagnosis of girls in childhood. Differences in achievement motivation might indicate compensatory mechanisms. © The Author(s) 2014.

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…

Perceptions of competence, implicit theory of ability, perception of motivational climate, and achievement goals: a test of the trichotomous conceptualization of endorsement of achievement motivation in the physical education setting.

PubMed

Cury, F; Da Fonséca, D; Rufo, M; Sarrazin, P

2002-08-01

To test and extend the conceptualization of the endorsement of achievement goals in the physical education setting Mastery, Performance-approach, and Performance-approach goals, Perception of the physical education competence, Implicit theory about sport ability, and Perception of the motivational climate were assessed among 682 boys attending five French schools. Analysis indicated that (1) Performance-approach goals were positively associated with perception of physical education Competence, Entity beliefs about sport ability, the Performance dimension of the motivational climate, and negatively associated with Incremental beliefs about sport ability. (2) Mastery goals were positively associated with perception of physical education Competence, Incremental beliefs about sport ability, the Mastery dimension of the motivational climate, and negatively associated with the Performance dimension of the motivational climate. Also, (3) Performance-avoidance goals were positively associated with Entity beliefs about sport ability and the Performance dimension of the motivational climate; these goals were negatively associated with Incremental beliefs about sport ability and perception of physical education Competence. These results clearly attested to the validity of the trichotomous model in the physical education setting.

The 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.

Examining the validity of the Academic Motivation Scale by comparing scale construction to self-determination theory.

PubMed

Cokley, K O

2000-04-01

This study examined the construct validity of the Academic Motivation Scale. Specifically, subscale correlations were examined to assess whether support for a continuum of self-determination would be provided. The three types of Intrinsic Motivation were significantly and positively correlated with each other .67, .62, and .58, while the three types of Extrinsic Motivation were significantly and positively intercorrelated .50, .49, and .45. The former subscales, however, correlated higher with Introjected Regulation than Identified Regulation, suggesting that Introjected Regulation may be indicative of more self-determined behavior than has previously been believed. Also, the Intrinsic Motivation To Accomplish subscale had a stronger relationship with two of the Extrinsic Motivation subscales, Identified Regulation and Introjected Regulation, than did the Extrinsic Motivation subscales with each other. This suggests that the differences between Extrinsic and Intrinsic Motivation are not as obvious as has been believed. Also, contrary to self-determination theory, Amotivation had a stronger negative correlation with Identified Regulation (r = -.31) than with any of the Intrinsic Motivation subscales (rs = -.27, -.19, and -.11).

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.…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

Development of Taiwan Undergraduates' Volunteer Service Motivation Scale

ERIC Educational Resources Information Center

Ho-Tang, Wu; Chin-Tang, Tu; Mei-Ju, Chou; Jing-Fang, Hou; Meng-Shan, Lei

2016-01-01

This study aims to develop Taiwan undergraduates' volunteer service motivation scale. To begin with, item pool was proposed on the basis of literature. After discussing with three Taiwan undergraduates, item pool, exploratory factor analysis (EFA) (N = 150) was proceeded, where three tests were conducted EFA: 1. Item analysis: comparisons of…

Self-efficacy as a mediator of children's achievement motivation and in-class physical activity.

PubMed

Gao, Zan; Lochbaum, Marc; Podlog, Leslie

2011-12-01

The present study was designed to examine the mediating effect of self-efficacy on relations of middle school students' four achievement goals with their perceptions of two motivational climates and in-class physical activity in physical education. The four achievement goals (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance), perceptions of the motivational climate (mastery- and performance-involving climates), and self-efficacy were measured in a sample of 194 students (93 boys, 101 girls) in a public school. Students' in-class physical activity was assessed using Actical Accelerometers. A series of multiple-regression analyses supported the mediating effect of self-efficacy on the relationships among students' mastery-approach goal, perceived mastery-involving climate, and physical activity.

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

PubMed Central

Riemer, Manuel

2012-01-01

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

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

NASA Astrophysics Data System (ADS)

Chandrasena, Wanasinghe Durayalage

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

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

ERIC Educational Resources Information Center

Deemer, Eric D.; Mahoney, Kevin T.; Ball, Jacqueline Hebert

2012-01-01

The authors examined the psychometric properties of the Research Motivation Scale (RMS) in a sample of faculty members (N = 337) in university science departments. It was hypothesized that the RMS would evidence partial measurement invariance across tenure status and noninvariance across gender, given the different sociocultural factors (e.g.,…

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

ERIC Educational Resources Information Center

Akpur, Ugur

2017-01-01

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

The Academic Achievement Gap between African American and White Students: An Exploratory Study on Reading Achievement and Intrinsic Motivation

ERIC Educational Resources Information Center

Herron-McCoy, La-Monica

2009-01-01

The purpose of this study was to explore the academic achievement gap between upper elementary African American and White students. This study sought to assess any relationships between whether academic reading, students attitudes toward reading, and academic intrinsic motivation related to ethnicity. This study also sought to assess whether…

Training demands on clerk burnout: determining whether achievement goal motivation orientations matter.

PubMed

Lin, Chia-Der; Lin, Blossom Yen-Ju

2016-08-22

In the education field, learning experiences are considered learners' properties and are viewed as a key determinant in explaining learners' learning processes, especially for training novices such as clerks with varying levels of commitment to the medical profession. This study explored whether clerks' achievement goal motivation orientations might buffer the negative well-being to a certain extent, considering their training demands during clinical training. Ninety-four clerks at a tertiary medical center were longitudinally traced during their 2-year clerkship spanning from September 2013 to April 2015. Web-based, validated, structured, self-administered questionnaires were used to evaluate the clerks' properties of achievement goal motivation orientation and personal background at the beginning of the clerkship. Regular surveys were conducted to evaluate their perceptions of training demands and burnout at each specialty rotation. Overall, 2230 responses were analyzed, and linear mixed-effects models were used to examine the repeated measures of the clerks. The results revealed that higher perceived psychological and physical demands of training were related to higher perceived burnout during the 2-year clerkship. Although both the clerks' task and ego orientations were related to reduced burnout (direct effects), only task orientation was indicated to exert a buffering effect on their perception of physical demands on burnout in the 1st year of the clerkship. Considering the negative effects of training demands (psychological and physical), we observed a limited effect of the task achievement motivation orientation of medical students; therefore, additional studies might focus on strategies to facilitate medical students in clerkships in addressing both the psychological and physical demands inherent in training workplaces to improve their learning experience and well-being.

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

PubMed

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

2017-01-01

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

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

ERIC Educational Resources Information Center

Wu, Fan; Fan, Weihua

2017-01-01

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

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…

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

ERIC Educational Resources Information Center

Kirkagaç, Senay; Öz, Hüseyin

2017-01-01

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

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

ERIC Educational Resources Information Center

Yu, Rongrong; Singh, Kusum

2018-01-01

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

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…

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…

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…

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…

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…

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. © 2016 International Union of Psychological Science.

Need for Achievement, Curiosity and Sense of Control: Pilot Study for a Large-Scale Investigation.

ERIC Educational Resources Information Center

Greenberger, Ellen; Entwisle, Doris R.

The introduction reviews a number of findings and problems in the measurement of achievement motivation and raises some questions concerning the possible friction between motivation to achieve and curiosity. Subjects for the two pilot studies es were ninth graders of average (95-113) and high IQ (128 +) from a predominantly upper middle-class…

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

ERIC Educational Resources Information Center

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

2007-01-01

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

Informal Learning: Student Achievement and Motivation in Science through Museum-Based Learning

ERIC Educational Resources Information Center

Holmes, Julie A.

2011-01-01

This study examined changes in student motivation and achievement in science during a visit to a university children's science museum. The study was based on the pretest-posttest control comparison group design with four treatment groups: control, exhibit, lesson and exhibit/lesson. The sample consisted of 228 sixth-grade students from a Louisiana…

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…

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…

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

PubMed

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

2017-04-01

The aim of this study was to identify burnout and quality of life profiles of medical students and determine their associations with academic motivation and achievement on progress tests using a person-oriented approach. Medical students (n = 670) in Year 3 to Year 5 at the University of Auckland were classified into three different profiles as derived from a two-step cluster analysis using World Health Organization Quality of Life-BREF scores and Copenhagen Burnout Inventory scores. The profiles were used as independent variables to assess differences in academic motivation and achievement on progress tests using a multivariate analysis of co-variance and repeated measures analysis of co-variance methods. The response rate was 47%. Three clusters were obtained: Higher Burnout Lower Quality of Life (n = 62, 20%), Moderate Burnout Moderate Quality of Life (n = 131, 41%), and Lower Burnout Higher Quality of Life (n = 124, 39%). After controlling for gender and year level, Higher Burnout Lower Quality of Life students had significantly higher test anxiety (p < 0.0001) and amotivation scores (p < 0.0001); and lower intrinsic motivation (p < 0.005), self-efficacy (p < 0.001), and progress test scores (p = 0.03) compared with the other profiles. Burnout and Quality of Life profiles of medical students are associated with differences in academic motivation and achievement over time.

Self-Efficacy and Academic Achievement--A Case from Turkey

ERIC Educational Resources Information Center

Köseoglu, Yaman

2015-01-01

The issues of motivational inclinations, cognitive and meta-cognitive approaches and resource management abilities of university students are considered in predicting academic achievement. First-year university students filled in the Motivated Strategies Learning Questionnaire, completed the Implicit Theories of Intelligence Scale, answered the…

The Effects of Multimedia Content Design Modalities on Students' Motivation and Achievement in History

ERIC Educational Resources Information Center

Park, Sanghoon; Braud, Allison

2017-01-01

This study examined the effects of different multimedia design modalities on middle-school students' motivation and achievement in history and also sought to determine whether an interaction effect on achievement occurs between students' prior knowledge and the different multimedia design modalities. Two groups of eighth-grade students enrolled in…

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…

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…

Comparison of Motive to Succeed, Motive to Avoid Failure, and Fear of Success Levels between Male and Female Intercollegiate Swimmers.

ERIC Educational Resources Information Center

Houseworth, Steven; Thirer, Joel

A study investigated sex based differences among intercollegiate athletes for the variables: motive to succeed (Ms), motive to avoid failure (Maf), and fear of success (FOS). Actual athletic competitions were used as target situations to elicit feelings of Ms, Maf, and FOS within each athlete. Mehrabian's scale of achieving tendencies, Martens'…

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

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.

Improving Reading Achievement Through Increased Motivation, Specific Skill Enhancement, and Practice Time for Elementary Students

ERIC Educational Resources Information Center

Ecklund, Britt K.; Lamon, Kathryn M.

2008-01-01

The action research project report began when the teacher researchers determined that students at Sites A and B struggled with reading achievement. The purpose of the project was to improve students' reading achievement through increased motivation, specific skill instruction, and additional practice time. The project involved 26 students: 17…

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…

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…

The Treatment Motivation Scales for forensic outpatient treatment (TMS-F): construction and psychometric evaluation.

PubMed

Drieschner, Klaus H; Boomsma, Anne

2008-06-01

The Treatment Motivation Scales for forensic outpatient treatment (TMS-F) is a Dutch 85-item self-report questionnaire for the motivation of forensic outpatients to engage in their treatment and six cognitive and affective determinants of this motivation. Following descriptions of the conceptual basis and construction, the psychometric properties of the TMS-F are evaluated in two studies. In Study 1 (N = 378), the factorial structure of the instrument and the dimensionality of its scales are evaluated by confirmative factor analysis. In Study 2 with a new sample (N = 376), the results of Study 1 are largely confirmed. It is found that the factorial structure of the TMS-F is in accordance with expectations, that all scales are sufficiently homogeneous and reliable to interpret the sum scores, and that these results are stable across independent samples. The relative importance of the six determinants of the motivation to engage in the treatment and the generalizability of the results are discussed.

An Empirical Analysis of an Alternative Configuration of the Academic Motivation Scale

ERIC Educational Resources Information Center

Smith, Kenneth J.; Davy, Jeanette A.; Rosenberg, Donald L.

2012-01-01

The purpose of this study was to examine an alternative configuration of the Academic Motivation Scale (AMS), a psychometric instrument used as a measure of academic motivation in various academic environments. The analyses utilised data from a convenience sample of 2354 business students, broken into two random subsamples of 1177 cases.…

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

NASA Astrophysics Data System (ADS)

Bergey, Bradley W.

Self-generated questions are a central mechanism for learning, yet students' questions are often infrequent during classroom instruction. As a result, little is known about the nature of student questioning during typical instructional contexts such as listening to a lecture, including the extent and nature of student-generated questions, how students evaluate their questions, and the relations among questions, motivations, and achievement. This study examined the questions undergraduate students (N = 103) generated during 8 lectures in an introductory chemistry course. Students recorded and appraised their question in daily question logs and reported lecture-specific self-efficacy beliefs. Self-efficacy, personal interest, goal orientations, and other motivational self-beliefs were measured before and after the unit. Primary analyses included testing path models, multiple regressions, and latent class analyses. Overall, results indicated that several characteristics of student questioning during lectures were significantly related to various motivations and achievement. Higher end-of-class self-efficacy was associated with fewer procedural questions and more questions that reflected smaller knowledge deficits. Lower exam scores were associated with questions reflecting broader knowledge deficits and students' appraisals that their questions had less value for others than for themselves. Individual goal orientations collectively and positively predicted question appraisals. The questions students generated and their relations with motivational variables and achievement are discussed in light of the learning task and academic context.

Assessing motivation orientations in schizophrenia: Scale development and validation

PubMed Central

Cooper, Shanna; Lavaysse, Lindsey M.; Gard, David E.

2014-01-01

Motivation deficits are common in several disorders including schizophrenia, and are an important factor in both functioning and treatment adherence. Self-Determination Theory (SDT), a leading macro-theory of motivation, has contributed a number of insights into how motivation is impaired in schizophrenia. Nonetheless, self-report measures of motivation appropriate for people with severe mental illness (including those that emphasize SDT) are generally lacking in literature. To fill this gap, we adapted and abbreviated the well-validated General Causality Orientation Scale for use with people with schizophrenia and with other severe mental disorders (GCOS-clinical populations; GCOS-CP). In Study 1, we tested the similarity of our measure to the existing GCOS (using a college sample) and then validated this new measure in a schizophrenia and healthy control sample (Study 2). Results from Study 1 (N=360) indicated that the GCOS-CP was psychometrically similar to the original GCOS and provided good convergent and discriminant validity. In Study 2, the GCOS-CP was given to individuals with (N=44) and without schizophrenia (N=42). In line with both laboratory-based and observer-based research, people with schizophrenia showed lower motivational autonomy and higher impersonal/amotivated orientations. Additional applications of the GCOS-CP are discussed. PMID:25454115

Assessing motivation orientations in schizophrenia: Scale development and validation.

PubMed

Cooper, Shanna; Lavaysse, Lindsey M; Gard, David E

2015-01-30

Motivation deficits are common in several disorders including schizophrenia, and are an important factor in both functioning and treatment adherence. Self-Determination Theory (SDT), a leading macro-theory of motivation, has contributed a number of insights into how motivation is impaired in schizophrenia. Nonetheless, self-report measures of motivation appropriate for people with severe mental illness (including those that emphasize SDT) are generally lacking in the literature. To fill this gap, we adapted and abbreviated the well-validated General Causality Orientation Scale for use with people with schizophrenia and with other severe mental disorders (GCOS-clinical populations; GCOS-CP). In Study 1, we tested the similarity of our measure to the existing GCOS (using a college sample) and then validated this new measure in a schizophrenia and healthy control sample (Study 2). Results from Study 1 (N=360) indicated that the GCOS-CP was psychometrically similar to the original GCOS and provided good convergent and discriminant validity. In Study 2, the GCOS-CP was given to individuals with (N=44) and without schizophrenia (N=42). In line with both laboratory-based and observer-based research, people with schizophrenia showed lower motivational autonomy and higher impersonal/amotivated orientations. Additional applications of the GCOS-CP are discussed. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change

ERIC Educational Resources Information Center

Yin, Yue; Shavelson, Richard J.; Ayala, Carlos C.; Ruiz-Primo, Maria Araceli; Brandon, Paul R.; Furtak, Erin Marie; Tomita, Miki K.; Young, Donald B.

2008-01-01

Formative assessment was hypothesized to have a beneficial impact on students' science achievement and conceptual change, either directly or indirectly by enhancing motivation. We designed and embedded formatives assessments within an inquiry science unit. Twelve middle-school science teachers with their students were randomly assigned either to…

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,…

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

ERIC Educational Resources Information Center

Marshall, Sandra J.; Wijting, Jan P.

1980-01-01

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

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…

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.

Measuring health workers' motivation composition: validation of a scale based on Self-Determination Theory in Burkina Faso.

PubMed

Lohmann, Julia; Souares, Aurélia; Tiendrebéogo, Justin; Houlfort, Nathalie; Robyn, Paul Jacob; Somda, Serge M A; De Allegri, Manuela

2017-05-22

Although motivation of health workers in low- and middle-income countries (LMICs) has become a topic of increasing interest by policy makers and researchers in recent years, many aspects are not well understood to date. This is partly due to a lack of appropriate measurement instruments. This article presents evidence on the construct validity of a psychometric scale developed to measure motivation composition, i.e., the extent to which motivation of different origin within and outside of a person contributes to their overall work motivation. It is theoretically grounded in Self-Determination Theory (SDT). We conducted a cross-sectional survey of 1142 nurses in 522 government health facilities in 24 districts of Burkina Faso. We assessed the scale's validity in a confirmatory factor analysis framework, investigating whether the scale measures what it was intended to measure (content, structural, and convergent/discriminant validity) and whether it does so equally well across health worker subgroups (measurement invariance). Our results show that the scale measures a slightly modified version of the SDT continuum of motivation well. Measurements were overall comparable between subgroups, but results indicate that caution is warranted if a comparison of motivation scores between groups is the focus of analysis. The scale is a valuable addition to the repository of measurement tools for health worker motivation in LMICs. We expect it to prove useful in the quest for a more comprehensive understanding of motivation as well as of the effects and potential side effects of interventions intended to enhance motivation.

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.

Validation of a German version of the Sport Motivation Scale (SMS28) and motivation analysis in competitive mountain runners.

PubMed

Burtscher, Johannes; Furtner, Marco; Sachse, Pierre; Burtscher, Martin

2011-06-01

This study validated a German version of the Sport Motivation Scale (SMS28) and investigated the sex-specific and age-related differences in motivation of competitive mountain runners. Translation and cross-cultural adaptation of the SMS28 was based on translation and back-translation methodology. Acceptable validity of the German version of the SMS28 was indicated by the high correlations (.81 to .98) of scores on the seven subscales for the English and German versions completed by 15 subjects. Motivation analysis was performed with 127 competitive male and female mountain runners. The seven subscales of the German version showed good internal consistency (Cronbach's coefficient alphas .70 to .85). Findings on motivation of competitive mountain runners were a decline across age groups of Intrinsic motivation toward accomplishment for both sexes and an age-related decline of External regulation only for females. These motivational changes might well be associated with the observed diminishing numbers of older participants in mountain running competitions.

Differential Relations of Constructivist and Didactic Instruction to Students' Cognition, Motivation, and Achievement

ERIC Educational Resources Information Center

Nie, Youyan; Lau, Shun

2010-01-01

This study examined how constructivist and didactic instruction was related to students' cognitive, motivational, and achievement outcomes in English classrooms, using a sample of 3000 Grade 9 students from 108 classrooms in 39 secondary schools in Singapore. Results of hierarchical linear modeling showed differential cross-level relations. After…

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…

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…

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)

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

PubMed

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

2006-02-21

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

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

Family and Motivation Effects on Mathematics Achievement: Analyses of Students in 41 Countries

ERIC Educational Resources Information Center

Chiu, Ming Ming; Xihua, Zeng

2008-01-01

This study examines family and motivation effects on student mathematics achievement across 41 countries. The Rasch estimates of PISA mathematics test scores and questionnaire responses of 107,975 15-year-old students were analyzed via multilevel analyses. Students scored higher in richer or more egalitarian countries; when living with two…

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.…

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…

Motivations Underlying Career Decision-Making Activities: The Career Decision-Making Autonomy Scale (CDMAS)

ERIC Educational Resources Information Center

Guay, Frederic

2005-01-01

The purpose of the present research was to develop and validate a measure of motivation toward career decision-making activities, the Career Decision-Making Autonomy Scale (CDMAS). The CDMAS is designed to assess the constructs of intrinsic motivation, identified regulation, introjected regulation, and external regulation. A longitudinal study was…

Development and Evaluation of a Chemistry-Specific Version of the Academic Motivation Scale (AMS-Chemistry)

ERIC Educational Resources Information Center

Liu, Yujuan; Ferrell, Brent; Barbera, Jack; Lewis, Jennifer E.

2017-01-01

Fundamentally concerned with motivation, self-determination theory (SDT) represents a framework of several mini-theories to explore how social context interacts with people's motivational types categorized by degree of regulation internalization. This paper aims to modify an existing theory-based instrument (Academic Motivation Scale, or AMS) and…

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…

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…

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…

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

ERIC Educational Resources Information Center

Adkins, Dorothy C.

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

Validity and Reliability of Trichotomous Achievement Goal Scale

ERIC Educational Resources Information Center

Ilker, Gokce Erturan; Arslan, Yunus; Demirhan, Giyasettin

2011-01-01

The Trichotomous Achievement Goal Scale was developed by Agbuga and Xiang (2008) by including selected items from the scales of Duda and Nicholls (1992), Elliot (1999), and Elliot and Church (1997) and adapting them into Turkish. The scale consists of 18 items, and students rated each item on a 7-point Likert scale. To ascertain the validity and…

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…

An examination of the validity of the Academic Motivation Scale with a United States business student sample.

PubMed

Smith, Kenneth J; Davy, Jeanette A; Rosenberg, Donald L

2010-04-01

This study examined alternative seven-, five-, and three-factor structures for the Academic Motivation Scale, with data from a large convenience sample of 2,078 students matriculating in various business courses at three AACSB-accredited regional comprehensive universities. In addition, the invariance of the scale's factor structure between male and female students and between undergraduate and Master's of Business Administration students was investigated. Finally, the internal consistency of the items loading on each of the seven AMS subscales was assessed as well as whether the correlations among the subscales supported a continuum of self-determination. Results for the full sample as well as the targeted subpopulations supported the seven factor configuration of the scale with adequate model fit achieved for all but the MBA student group. The data also generated acceptable internal consistency statistics for all of the subscales. However, in line with a number of previous studies, the correlations between subscales failed to fully support the scale's simplex structure as proposed by self-determination theory.

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

ERIC Educational Resources Information Center

Farley, Frank; And Others

1974-01-01

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

Motivational Profiles and Their Associations with Achievement Outcomes

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…

Promoting Positive Achievement in the Middle School: A Look at Teachers' Motivational Knowledge, Beliefs, and Teaching Practices

ERIC Educational Resources Information Center

Haselhuhn, Charlotte W.; Al-Mabuk, Radhi; Gabriele, Anthony; Groen, Marc; Galloway, Sarah

2007-01-01

This study was prompted by previous research showing a decline in motivation as students transition from elementary to middle school. The decline in motivation may be associated with changes in the achievement goal structures of their classrooms and schools. This study describes a survey of 69 elementary and 28 middle school teachers that explored…

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…

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

ERIC Educational Resources Information Center

Martin, Andrew J.; Lazendic, Goran

2018-01-01

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

The Effects of Cooperative Learning on Student Achievement and Motivation in a High School Geometry Class.

ERIC Educational Resources Information Center

Nichols, Joe D.; Hall, Neff

In this study, the effects of a form of cooperative group instruction (Student Teams Achievement Divisions) on student motivation and achievement in a high school geometry class were examined. Ninety (mostly 10th-grade) students were randomly assigned to either a control group receiving traditional instruction or one of two treatment groups…

Measurement Properties of the Motivation for Youth Treatment Scale with a Residential Group Home Population

ERIC Educational Resources Information Center

Lambert, Matthew C.; Hurley, Kristin Duppong; Tomlinson, M. Michele Athay; Stevens, Amy L.

2013-01-01

Background: A client's motivation to receive services is significantly related to seeking services, remaining in services, and improved outcomes. The Motivation for Youth Treatment Scale (MYTS) is one of the few brief measures used to assess motivation for mental health treatment. Objective: To investigate if the psychometric properties of the…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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…

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

ERIC Educational Resources Information Center

Schulze, Salomé; Lemmer, Eleanor

2017-01-01

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

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

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…

Turkish version of the Academic Motivation Scale.

PubMed

Can, Gürhan

2015-04-01

The purpose of this study was to adapt the college version of the Academic Motivation Scale (AMS) into Turkish. The participants were 797 college students (437 men, 360 women) with a mean age of 20.1 yr. A seven-factor model of the scale, as well as alternative models (five-, three-, two-, and one-factor models) were investigated and compared through confirmatory factor analysis. The seven-factor model demonstrated adequate fit to the data. The fit indices obtained from the five-factor model were acceptable also. Hancock's coefficient H values and test-retest correlation coefficients of the subscales indicated that reliability of the scale was adequate except for the identified regulation subscale. The CFA conducted for the groups of men and women produced more acceptable fit indices values for men than women, but women obtained significantly higher scores from the AMS subscales. Correlations among the seven subscales partially supported the simplex pattern which claims that the neighboring subscales should have stronger positive correlations than the non-neighboring subscales and that the subscales which are the farthest apart should have the strongest negative relationships.

Developing an instrument for assessing fidelity of motivational care planning: The Aboriginal and Islander Mental health initiative adherence scale.

PubMed

Prowse, Phuong-Tu; Nagel, Tricia

2014-01-01

The aim of this study was to design and trial an Adherence Scale to measure fidelity of Motivational Care Planning (MCP) within a clinical trial. This culturally adapted therapy MCP uses a client centered holistic approach that emphasises family and culture to motivate healthy life style changes. The Motivational Care Planning-Adherence Scale (MCP-AS) was developed through consultation with Aboriginal and Islander Mental Health Initiative (AIMhi) Indigenous and non-Indigenous trainers, and review of MCP training resources. The resultant ten-item scale incorporates a 9-Point Likert Scale with a supporting protocol manual and uses objective, behaviourally anchored criteria for each scale point. A fidelity assessor piloted the tool through analysis of four audio-recordings of MCP (conducted by Indigenous researchers within a study in remote communities in Northern Australia). File audits of the remote therapy sessions were utilised as an additional source of information. A Gold Standard Motivational Care Planning training video was also assessed using the MCP-AS. The Motivational Care Planning-Adherence Scale contains items measuring both process and content of therapy sessions. This scale was used successfully to assess therapy through observation of audio or video-recorded sessions and review of clinical notes. Treatment fidelity measured by the MCP-AS within the pilot study indicated high fidelity ratings. Ratings were high across the three domains of rapport, motivation, and self-management with especially high ratings for positive feedback and engagement, review of stressors and goal setting. The Motivational Care Planning-Adherence Scale has the potential to provide a measure of quality of delivery of Motivation Care Planning. The pilot findings suggest that despite challenges within the remote Indigenous community setting, Indigenous therapists delivered therapy that was of high fidelity. While developed as a research tool, the scale has the potential to

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

NASA Astrophysics Data System (ADS)

Marniati; Wibawa, S. C.

2018-01-01

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

Differences in Achievement Motivation and Academic and Social Self-Concept in Gifted Students of Higher Education

ERIC Educational Resources Information Center

Sierra, María Dolores Valadez; Cuervo, Angel Alberto Valdés; Amezaga, Teodoro Rafael Wendlandt; Sánchez, Ana Carolina Reyes; Guzmán, Rogelio Zambrano; Agraz, Juan Pedro Navarro

2015-01-01

The purpose of this study is to identify groups of gifted university students that differ in their self-concept and achievement motivation. For this, 80 students who achieved scores of the 95th percentile or higher in the Raven's Progressive Matrices test were selected. Two groups were identified in terms of their social self-concept and the…

Testing a continuum structure of self-determined motivation: A meta-analysis.

PubMed

Howard, Joshua L; Gagné, Marylène; Bureau, Julien S

2017-12-01

Self-determination theory proposes a multidimensional representation of motivation comprised of several factors said to fall along a continuum of relative autonomy. The current meta-analysis examined the relationships between these motivation factors in order to demonstrate how reliably they conformed to a predictable continuum-like pattern. Based on data from 486 samples representing over 205,000 participants who completed 1 of 13 validated motivation scales, the results largely supported a continuum-like structure of motivation and indicate that self-determination is central in explaining human motivation. Further examination of heterogeneity indicated that while regulations were predictably ordered across domains and scales, the exact distance between subscales varied across samples in a way that was not explainable by a set of moderators. Results did not support the inclusion of integrated regulation or the 3 subscales of intrinsic motivation (i.e., intrinsic motivation to know, to experience stimulation, and to achieve) due to excessively high interfactor correlations and overlapping confidence intervals. Recommendations for scale refinements and the scoring of motivation are provided. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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,…

Cognitive Abilities and Motivational Processes in Science Achievement and Engagement: A Person-Centered Analysis

ERIC Educational Resources Information Center

Lau, Shun; Roeser, Robert W.

2008-01-01

This study adopted a person-centered approach to examine organized patterns of psychological factors and their relations to achievement and engagement in a sample of high school students. Four types of students characterized by unique configurations of cognitive, motivational, and affective characteristics were identified in both the male and…

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

PubMed

Weaver, Cameron C; Martens, Matthew P; Cadigan, Jennifer M; Takamatsu, Stephanie K; Treloar, Hayley R; Pedersen, Eric R

2013-12-01

Intercollegiate athletes report greater alcohol consumption and more alcohol-related problems than their non-athlete peers. Although college athletes share many of the same problems faced by non-athletes, there are some consequences that are unique to athletes. Studies have demonstrated that alcohol negatively affects athletic performance including increased dehydration, impeded muscle recovery, and increased risk for injury. Beyond risk factors for alcohol misuse that may affect college students in general, research has begun to examine risk factors that are unique to collegiate athletes. For example, research has found that off-season status, the leadership role, and athlete-specific drinking motives are associated with increased alcohol use. Given these findings, it is possible that other athlete-specific variables influence alcohol misuse. One such variable may be sport achievement orientation. The purpose of the current study was to examine the relationship between sport achievement orientation and alcohol outcomes. Given previous research regarding seasonal status and gender, these variables were examined as moderators. Varsity athletes (n=263) completed the Sport Orientation Questionnaire, which assesses sport-related achievement orientation on three scales (Competitiveness, Win Orientation, and Goal Orientation). In addition, participants completed measures of alcohol use and alcohol-related problems. Results indicated that Competitiveness, Win Orientation, and Goal Orientation were all significantly associated with alcohol use, but not alcohol-related problems. Moreover, these relationships were moderated by seasonal status and gender. These interactions, clinical implications, and limitations are discussed. © 2013.

Sport-Related Achievement Motivation and Alcohol Outcomes: An Athlete-Specific Risk Factor among Intercollegiate Athletes

PubMed Central

Weaver, Cameron C.; Martens, Matthew P.; Cadigan, Jennifer M.; Takamatsu, Stephanie K.; Treloar, Hayley R.; Pedersen, Eric R.

2014-01-01

Intercollegiate athletes report greater alcohol consumption and more alcohol-related problems than their non-athlete peers. Although college athletes share many of the same problems faced by non-athletes, there are some consequences that are unique to athletes. Studies have demonstrated that alcohol negatively affects athletic performance including increased dehydration, impeded muscle recovery, and increased risk for injury. Beyond risk factors for alcohol misuse that may affect college students in general, research has begun to examine risk factors that are unique to collegiate athletes. For example, research has found that off-season status, the leadership role, and athlete-specific drinking motives are associated with increased alcohol use. Given these findings, it is possible that other athlete-specific variables influence alcohol misuse. One such variable may be sport achievement orientation. The purpose of the current study was to examine the relationship between sport achievement orientation and alcohol outcomes. Given previous research regarding seasonal status and gender, these variables were examined as moderators. Varsity athletes (n = 263) completed the Sport Orientation Questionnaire, which assesses sport-related achievement orientation on three scales (Competitiveness, Win Orientation, and Goal Orientation). In addition, participants completed measures of alcohol use and alcohol-related problems. Results indicated that Competitiveness, Win Orientation, and Goal Orientation were all significantly associated with alcohol use, but not alcohol-related problems. Moreover, these relationships were moderated by seasonal status and gender. These interactions, clinical implications, and limitations are discussed. PMID:24064192

Expectancy Theory Predictions and Behaviorally Anchored Scales of Motivation: An Empirical Test of Engineers

ERIC Educational Resources Information Center

Ivancevich, John M.

1976-01-01

A behaviorally specific motivational effort rating scale was developed and tested. The organizational specific scale results were examined and compared to those generated from the Landy and Guion scale. It was found that the organizationally specific and engineer relevant scale is a better predictor of two types of expectancies. (Author)

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…

Motivators and barriers of a Healthy Lifestyle Scale: development and psychometric characteristics.

PubMed

Downes, Loureen

2008-01-01

Black individuals suffer disproportionately from diseases that are preventable by lifestyle choices. The purpose of this study was to test the internal consistency and construct validity of the newly devised instrument, Motivators and Barriers of a Healthy Lifestyle Scale (MABS). The MABS was administered to 109 community-dwelling, adult Blacks. Content validity was supported through review of the literature and the judgment of three content experts. Exploratory factor analysis supported the two dimensions, that is, motivators and barriers. The Cronbach's alphas for the motivators and barriers dimensions were .88 and .90, respectively. Results provide initial evidence that the MABS is a valid, internally consistent measure of factors that motivate or inhibit healthy lifestyle behaviors. Screening with the MABS could encourage more focused health promotion discussions between patients and practitioners.

Longitudinal Cross-Gender Factorial Invariance of the Academic Motivation Scale

ERIC Educational Resources Information Center

Grouzet, Frederick M. E.; Otis, Nancy; Pelletier, Luc G.

2006-01-01

This study examined the measurement and latent construct invariance of the Academic Motivation Scale (Vallerand, Blais, Brier, & Pelletier, 1989; Vallerand et al., 1992, 1993) across both gender and time. An integrative analytical strategy was used to assess in one set of nested models both longitudinal and cross-gender invariance, and…

Development and Validation of the Relationship and Motivation (REMO) Scale to Assess Students' Perceptions of Peers and Teachers as Motivators in Adolescence

ERIC Educational Resources Information Center

Raufelder, Diana; Drury, Kate; Jagenow, Danilo; Hoferichter, Frances; Bukowski, William

2013-01-01

Factor analyses of a newly developed measure designed to measure early adolescents' perceptions of peers and teachers as sources of scholastic motivation were conducted with a diverse sample of 7th and 8th grade students (N = 1088) in secondary schools. The Relationship and Motivation (REMO) scales measure perceptions of peers (P-REMO) and…

Achieving across-laboratory replicability in psychophysical scaling

PubMed Central

Ward, Lawrence M.; Baumann, Michael; Moffat, Graeme; Roberts, Larry E.; Mori, Shuji; Rutledge-Taylor, Matthew; West, Robert L.

2015-01-01

It is well known that, although psychophysical scaling produces good qualitative agreement between experiments, precise quantitative agreement between experimental results, such as that routinely achieved in physics or biology, is rarely or never attained. A particularly galling example of this is the fact that power function exponents for the same psychological continuum, measured in different laboratories but ostensibly using the same scaling method, magnitude estimation, can vary by a factor of three. Constrained scaling (CS), in which observers first learn a standardized meaning for a set of numerical responses relative to a standard sensory continuum and then make magnitude judgments of other sensations using the learned response scale, has produced excellent quantitative agreement between individual observers’ psychophysical functions. Theoretically it could do the same for across-laboratory comparisons, although this needs to be tested directly. We compared nine different experiments from four different laboratories as an example of the level of across experiment and across-laboratory agreement achievable using CS. In general, we found across experiment and across-laboratory agreement using CS to be significantly superior to that typically obtained with conventional magnitude estimation techniques, although some of its potential remains to be realized. PMID:26191019

Expectancy-Value Theory of Achievement Motivation.

PubMed

Wigfield; Eccles

2000-01-01

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

Developing Automatic Student Motivation Modeling System

NASA Astrophysics Data System (ADS)

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

2018-01-01

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

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

ERIC Educational Resources Information Center

Koutsoulis, Michalis K.; Campbell, James Reed

2001-01-01

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

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,…

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

Hoferichter, Frances; Raufelder, Diana; Eid, Michael

2015-01-01

The current cross-national study investigates the potential buffering role of socio-motivational relationships for the association of achievement drive (AD) and test anxiety (TX) in secondary school students from Canada and Germany. One thousand and eighty-eight students (54% girls, M age = 13.71, SD = 0.53, age span 12-15 years) from the state of Brandenburg and 389 students from Quebéc (55.9% girls, M age = 13.43, SD = 0.82, age span 12-16 years) were asked about their socio-motivational relationships with their teachers and peers, their drive for achievement, and TX. Multigroup latent moderated structural equations were conducted to test for the moderator role of socio-motivational relationships that would buffer feelings of TX related to the drive for achievement. The analyses revealed the two-sided role socio-motivational relationships can have for students with different levels of AD; intensifying or mitigating feelings of TX. Thereby, the results of this study extend the buffering hypothesis by Cohen and Wills (1985). Cross-national differences between Canada and Germany were found concerning the studied moderators on the association of AD and TX: While for German students teacher-student relationships acted as moderator, for Canadian students student-student relationships and teachers acting as positive motivators displayed a moderator role.

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

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

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

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

ERIC Educational Resources Information Center

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

2010-01-01

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

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

ERIC Educational Resources Information Center

Becirovic, Senad

2017-01-01

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

The 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…

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…

The Role of High-School Duration for University Students' Motivation, Abilities and Achievements

ERIC Educational Resources Information Center

Meyer, Tobias; Thomsen, Stephan L.

2018-01-01

We study the effects of learning intensity and duration of high school on students' motivation, abilities and achievements at university. The empirical analysis is based on primary panel data from an education reform in the German state of Saxony-Anhalt that reduced university preparatory schooling from 13 to 12 years but left the curriculum…

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…

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…

Taiwanese Sixth Graders' Achievement Goals and Their Motivation, Strategy Use, and Grades: An Examination of the Multiple Goal Perspective

ERIC Educational Resources Information Center

Shih, Shu-Shen

2005-01-01

Using the trichotomous framework of achievement goals, in the present study I investigated the effects of different combinations of achievement goals on Taiwanese sixth graders' motivation, strategy use, and performance. 242 students completed a self-report survey assessing their achievement goal orientations and a range of outcomes including…

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

Measuring the quality of motivational interviewing in primary health care encounters: The development and validation of the motivational interviewing assessment scale (MIAS).

PubMed

Campiñez Navarro, Manuel; Pérula de Torres, Luis Ángel; Bosch Fontcuberta, Josep M; Barragán Brun, Nieves; Arbonies Ortiz, Juan Carlos; Novo Rodríguez, Jesús Manuel; Bóveda Fontán, Julia; Martín Alvarez, Remedios; Prados Castillejo, Jose Antonio; Rivas Doutreleau, Gabriela Renée; Domingo Peña, Carmen; Castro Moreno, Jaime Jesús; Romero Rodríguez, Esperanza María

2016-09-01

Motivational interviewing (MI) is a collaborative, goal-oriented method to help patients change behaviour. Tools that are often used to measure MI are the motivational interviewing skills code' (MISC), the 'motivational interviewing treatment integrity' (MITI) and the 'behaviour change counselling index' (BECCI). The first two instruments have not been designed to be used in primary healthcare (PHC) settings. The BECCI actually is time-consuming. The motivational interviewing assessment scale (MIAS, 'EVEM' in Spanish) was developed to measure MI in PHC encounters as an alternative to the previous instruments. To validate MIAS as an instrument to assess the quality of MI in PHC settings. (a) Sixteen experts in MI participated in the design, face and consensus validity, using a Delphi-type methodology. (b) 27 PHC centres located in Spain. four experts in MI tested its psychometric properties with 332 video recordings coming from the Dislip-EM study (consultations provided by 37 practitioners). dimensionality, internal consistency, reliability (intra-class correlation coefficient-ICC), sensitivity to change and convergent validity with the BECCI scale. A 14-item scale was obtained after the validation process. Factor analysis: two factors explained 76.6% of the total variance. Internal consistency, α = 0.99. Reliability: intra-rater ICC = 0.96; inter-rater ICC = 0.97. Sensitivity to change: means before and after training were 23.63 versus 38.57 (P < 0.001). Spearman's coefficient between the MIAS and the BECCI scale was 0.98 (P < 0.001). The MIAS is a consistent and reliable instrument to assess the use of MI in PHC settings. [Box: see text].

Assessment the effect of the CBT on motivation of the nursing students.

PubMed

Mehrabi, Tayebeh; Behzadi, Somayeh; Sabouri, Farhad; Alavi, Mousa

2016-01-01

Motivation to academic achievement is critical for students of medical sciences, particularly nursing students. It is directly related to high levels of achievement and quality of life. Accordingly, diminished motivation would result in academic decline, study and work desertion and exhaustion. Therefore, this study aimed to investigate the effect of cognitive behavioural intervention on the motivation for academic achievement of the nursing students. This study was conducted on 64 female nursing students who were recruited to study based on the inclusion criteria. After sampling, the subjects were randomly assigned to study and control groups. Then, cognitive behavioural intervention was administered in study group during 60 days. Academic motivation scale was filled before, after and one month after the intervention. Data were analyzed by descriptive and inferential statistical tests (Chi-square, t-test). After the intervention, mean scores of academic motivation were significantly increased in study group, compared to control group (P < 0.001). Comparison of the mean scores of academic motivation in two groups revealed a significant increase in mean score of academic motivation 151.50 (20.22) after cognitive behavioural intervention (P < 0.001). The findings suggested that cognitive behavioural intervention was a valuable psychotherapy technique to improve academic achievement motivation among nursing students.

Assessment the effect of the CBT on motivation of the nursing students

PubMed Central

Mehrabi, Tayebeh; Behzadi, Somayeh; Sabouri, Farhad; Alavi, Mousa

2016-01-01

Background: Motivation to academic achievement is critical for students of medical sciences, particularly nursing students. It is directly related to high levels of achievement and quality of life. Accordingly, diminished motivation would result in academic decline, study and work desertion and exhaustion. Therefore, this study aimed to investigate the effect of cognitive behavioural intervention on the motivation for academic achievement of the nursing students. Materials and Methods: This study was conducted on 64 female nursing students who were recruited to study based on the inclusion criteria. After sampling, the subjects were randomly assigned to study and control groups. Then, cognitive behavioural intervention was administered in study group during 60 days. Academic motivation scale was filled before, after and one month after the intervention. Data were analyzed by descriptive and inferential statistical tests (Chi-square, t-test). Results: After the intervention, mean scores of academic motivation were significantly increased in study group, compared to control group (P < 0.001). Comparison of the mean scores of academic motivation in two groups revealed a significant increase in mean score of academic motivation 151.50 (20.22) after cognitive behavioural intervention (P < 0.001). Conclusions: The findings suggested that cognitive behavioural intervention was a valuable psychotherapy technique to improve academic achievement motivation among nursing students. PMID:27095983

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. © 2012 The British Psychological Society.

Motives Matter: Motives for Playing Pokémon Go and Implications for Well-Being.

PubMed

Yang, Chia-Chen; Liu, Dong

2017-01-01

Mobile games such as Pokémon Go have become a major form of entertainment, and yet little is known about why people play the games and how their motives associate with well-being. Although literature on motives for playing video and online games is informative, the findings may not reflect the full spectrum of mobile gaming motives due to some unique affordances of mobile games (e.g., mobility). To catch up with the evolving gaming context, a popular mobile game, Pokémon Go, was taken as an example to explore individuals' mobile gaming motives. A Pokémon Go Motive Scale was developed. Seven motives were identified through factor analyses based on survey data from 262 Pokémon Go players (45 percent women; M age  = 30.71, standard deviation = 7.77): Exercise, Fun, Escapism, Nostalgia, Friendship Maintenance, Relationship Initiation, and Achievement. Both Fun and Friendship Maintenance were positive correlates of well-being, whereas Escapism and Nostalgia were negative correlates. Relationship Initiation was associated with both better and poorer well-being. Implications of the findings are discussed.

The effects of competition on achievement motivation in Chinese classrooms.

PubMed

Lam, Shui-fong; Yim, Pui-shan; Law, Josephine S F; Cheung, Rebecca W Y

2004-06-01

Laboratory studies have consistently found that competition induces performance goals and affects learning motivation. However, the ecological validity of these results is yet to be established. There is a need for investigation of whether the results hold in both the classroom context and non-Western culture. The study investigated the effects of competition on learning motivation among Chinese students in an authentic classroom setting. The participants were 52 students of grade 7 from two Hong Kong secondary schools. They were randomly assigned to either competitive or non-competitive conditions in a 2-hour Chinese typewriting course. Students in the competitive condition performed better in easy tasks than their counterparts in the non-competitive condition. However, they were more performance-oriented and more likely to sacrifice learning opportunities for better performance. They were also prone to have worse self-evaluation after failure. Although there were no statistically significant differences between the two conditions in task enjoyment and achievement attribution, the direction of the differences was consistently unfavourable to students in the competitive condition. The findings were consistent with the predictions of goal theory. Competitiveness induces performance goals and worse self-evaluation after failure among Chinese students in a classroom setting, as was found with Western students in a laboratory setting.

Associations of Teacher Autonomy Support and Structure with Young Adolescents' Motivation, Engagement, Belonging, and Achievement

ERIC Educational Resources Information Center

Kiefer, Sarah M.; Pennington, Sarah

2017-01-01

The purpose of this short-term longitudinal quantitative study was to gain a comprehensive understanding of the influence of teacher autonomy support and structure on young adolescents' academic motivation, classroom engagement, school belonging, and achievement. Middle school students (N = 209, 61% female) self-reported perceptions of teacher…

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

ERIC Educational Resources Information Center

Tucker, Irvin B., III

1988-01-01

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

Relationship between affective determinants and achievement in science for seventeen-year-olds

NASA Astrophysics Data System (ADS)

Napier, John D.; Riley, Joseph P.

Data collected in the 1976-1977 NAEP survey of seventeen-year-olds was used to reanalyze the hypothesis that there are affective determinates of science achievement. Factor and item analysis procedures were used to examine affective and cognitive items from Booklet 4. Eight affective scales and one cognitive achievement scale were identified. Using stepwise multiple regression procedures, the four affective scales of Motivation, Anxiety, Student Choice, and Teacher Support were found to account for the majority of the correlation between the affective determinants and achievement.

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,…

Multidimensional and Hierarchical Assessment of School Motivation: Cross-Cultural Validation

ERIC Educational Resources Information Center

McInerney, Dennis M.; Ali, Jinnat

2006-01-01

This study examines the multidimensional and hierarchical structure of achievement goal orientation measured by the Inventory of School Motivation. The instrument consists of eight different scales with 43 survey items (ranging from three to seven items each). Each scale reflects one of eight specific dimensions: task, effort, competition, social…

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…

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

ERIC Educational Resources Information Center

Grajcevci, Albulene; Shala, Arif

2017-01-01

This paper sheds light on the link between achievement goals, motivation, and parental expectations in a sample of 600 students attending higher education institutions in Kosovo. Aside from exploring the stipulated link between the constructs, the research aims to discover whether cultural differences mediate expected results. The results proved…

Motivation and Mathematics Achievement: A Comparative Study of Asian-American, Caucasian-American, and East Asian High School Students.

ERIC Educational Resources Information Center

Chen, Chuansheng; Stevenson, Harold W.

1995-01-01

Examined academic achievement under a cultural motivational framework. Asian American students' performance in mathematics was found to be between that of Chinese and Japanese students and that of Caucasian Americans. Suggests that academic achievement reflects a cultural heritage that emphasizes education and the ability of all persons to benefit…

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. Copyright © 2014 Elsevier B.V. All rights reserved.

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…

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.

Development and Validation of the Teacher and Motivation (TEMO) Scale: A Self-Report Measure Assessing Students' Perceptions of Liked and Disliked Teachers as Motivators

ERIC Educational Resources Information Center

Raufelder, Diana; Hoferichter, Frances

2015-01-01

The current study presents a newly developed measurement: the TEMO (Teacher and Motivation) scale, which assesses adolescent students' perception of liked and disliked teachers and the resulting impact on their academic motivation. A total of 1,088 students from secondary schools in Germany participated in this study. To explore the underlying…

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…

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

ERIC Educational Resources Information Center

Sumantri, Mohamad Syarif; Whardani, Prayuningtyas Angger

2017-01-01

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

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

ERIC Educational Resources Information Center

Ommundsen, Yngvar

2006-01-01

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

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

ERIC Educational Resources Information Center

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

2018-01-01

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

Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs

ERIC Educational Resources Information Center

Bonk, Curtis J.; Lee, Mimi Miyoung

2017-01-01

This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners enrolled in a massive open online course (MOOC) related to online teaching hosted by Blackboard using CourseSites. Data collection included a 40-item survey, of which 159 MOOC…

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…

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

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…

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…

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…

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. © 2013 International Union of Psychological Science.

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

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…

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.

Teachers' Emotional Exhaustion Is Negatively Related to Students' Achievement: Evidence from a Large-Scale Assessment Study

ERIC Educational Resources Information Center

Klusmann, Uta; Richter, Dirk; Lüdtke, Oliver

2016-01-01

Prior research has demonstrated that teachers' professional knowledge and motivation are strongly related to students' learning and motivation. Symptoms of teachers' stress and burnout (e.g., emotional exhaustion) are also thought to influence students' achievement, but no empirical study has tested this prediction. Using multilevel analyses and a…

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'…

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…

The development of a questionnaire to measure students' motivation towards science learning

NASA Astrophysics Data System (ADS)

Tuan, Hsiao-Lin; Chin, Chi-Chin; Shieh, Shyang-Horng

2005-06-01

The purpose of this study was to develop a questionnaire that measures students' motivation toward science learning (SMTSL). Six scales were developed: self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. In total, 1407 junior high school students from central Taiwan, varying in grades, sex, and achievements, were selected by stratified random sampling to respond to the questionnaire. The Cronbach alpha for the entire questionnaire was 0.89; for each scale, alpha ranged from 0.70 to 0.89. There were significant correlations (p?<?0.01) of the SMTSL questionnaire with students' science attitudes (r?=?0.41), and with the science achievement test in previous and current semesters (rp?=?0.40 and rc?=?0.41). High motivators and low motivators showed a significant difference (p?<?0.01) on their SMTSL scores. Findings of the study confirmed the validity and reliability of the SMTSL questionnaire. Implications for using the SMTSL questionnaire in research and in class are discussed in the paper.

Evaluating Existing and New Validity Evidence for the Academic Motivation Scale

ERIC Educational Resources Information Center

Fairchild, Amanda J.; Horst, S. Jeanne; Finney, Sara J.; Barron, Kenneth E.

2005-01-01

The current study evaluates existing and new validity evidence for the Academic Motivation Scale (AMS; Vallerand et al., 1992). We first provide a narrative review synthesizing past research, and then conduct a validity investigation of the scores from the measure. Data analysis using a sample of 1406 American college students provided construct…

Large-scale neural networks and the lateralization of motivation and emotion.

PubMed

Tops, Mattie; Quirin, Markus; Boksem, Maarten A S; Koole, Sander L

2017-09-01

Several lines of research in animals and humans converge on the distinction between two basic large-scale brain networks of self-regulation, giving rise to predictive and reactive control systems (PARCS). Predictive (internally-driven) and reactive (externally-guided) control are supported by dorsal versus ventral corticolimbic systems, respectively. Based on extant empirical evidence, we demonstrate how the PARCS produce frontal laterality effects in emotion and motivation. In addition, we explain how this framework gives rise to individual differences in appraising and coping with challenges. PARCS theory integrates separate fields of research, such as research on the motivational correlates of affect, EEG frontal alpha power asymmetry and implicit affective priming effects on cardiovascular indicators of effort during cognitive task performance. Across these different paradigms, converging evidence points to a qualitative motivational division between, on the one hand, angry and happy emotions, and, on the other hand, sad and fearful emotions. PARCS suggests that those two pairs of emotions are associated with predictive and reactive control, respectively. PARCS theory may thus generate important new insights on the motivational and emotional dynamics that drive autonomic and homeostatic control processes. Copyright © 2017 Elsevier B.V. All rights reserved.

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…

Testing the simplex assumption underlying the Sport Motivation Scale: a structural equation modeling analysis.

PubMed

Li, F; Harmer, P

1996-12-01

Self-determination theory (Deci & Ryan, 1985) suggests that motivational orientation or regulatory styles with respect to various behaviors can be conceptualized along a continuum ranging from low (a motivation) to high (intrinsic motivation) levels of self-determination. This pattern is manifested in the rank order of correlations among these regulatory styles (i.e., adjacent correlations are expected to be higher than those more distant) and is known as a simplex structure. Using responses from the Sport Motivation Scale (Pelletier et al., 1995) obtained from a sample of 857 college students (442 men, 415 women), the present study tested the simplex structure underlying SMS subscales via structural equation modeling. Results confirmed the simplex model structure, indicating that the various motivational constructs are empirically organized from low to high self-determination. The simplex pattern was further found to be invariant across gender. Findings from this study support the construct validity of the SMS and have important implications for studies focusing on the influence of motivational orientation in sport.

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…

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…

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

PubMed

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

2017-05-01

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

What kind of motivation drives medical students' learning quests?

PubMed

Sobral, Dejano T

2004-09-01

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

Validation of the Physician Teaching Motivation Questionnaire (PTMQ).

PubMed

Dybowski, Christoph; Harendza, Sigrid

2015-10-02

Physicians play a major role as teachers in undergraduate medical education. Studies indicate that different forms and degrees of motivation can influence work performance in general and that teachers' motivation to teach can influence students' academic achievements in particular. Therefore, the aim of this study was to develop and to validate an instrument measuring teaching motivations in hospital-based physicians. We chose self-determination theory as a theoretical framework for item and scale development. It distinguishes between different dimensions of motivation depending on the amount of self-regulation and autonomy involved and its empirical evidence has been demonstrated in other areas of research. To validate the new instrument (PTMQ = Physician Teaching Motivation Questionnaire), we used data from a sample of 247 physicians from internal medicine and surgery at six German medical faculties. Structural equation modelling was conducted to confirm the factorial structure, correlation analyses and linear regressions were performed to examine concurrent and incremental validity. Structural equation modelling confirmed a good global fit for the factorial structure of the final instrument (RMSEA = .050, TLI = .957, SRMR = .055, CFI = .966). Cronbach's alphas indicated good internal consistencies for all scales (α = .75 - .89) except for the identified teaching motivation subscale with an acceptable internal consistency (α = .65). Tests of concurrent validity with global work motivation, perceived teaching competence, perceived teaching involvement and voluntariness of lesson allocation delivered theory-consistent results with slight deviations for some scales. Incremental validity over global work motivation in predicting perceived teaching involvement was also confirmed. Our results indicate that the PTMQ is a reliable, valid and therefore suitable instrument for assessing physicians' teaching motivation.

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

PubMed

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

2018-04-01

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

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. (c) 2015 APA, all rights reserved).

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

ERIC Educational Resources Information Center

Uyanik, Gökhan

2016-01-01

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

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

ERIC Educational Resources Information Center

d'Ailly, Hsiao

2003-01-01

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

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

ERIC Educational Resources Information Center

Topçu, Sevgi; Leana-Tascilar, Marilena Z.

2018-01-01

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

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:…

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

ERIC Educational Resources Information Center

Bariroh, Siti

2018-01-01

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

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…

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