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Journal articles on the topic 'Academic motivation'
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Cai, Guodong. "CLASSROOM TRANSFORMATIONAL LEADERSHIP PRACTICES ON VOCATIONAL STUDENTS' ACADEMIC MOTIVATION." Pacific International Journal 7, no. 1 (February 15, 2024): 44–51. http://dx.doi.org/10.55014/pij.v7i1.508.
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With the strategic expansion of vocational education in China, enhancing student motivation is imperative yet challenging. This mixed methods study investigates how vocational college administrators’ leadership styles correlate to student motivation. Surveying 370 students across 7 colleges in Shandong Province revealed moderate transformational leadership positively predicted intrinsic motivation and negatively predicted amotivation, while showing negligible association with controlled extrinsic motivations. Interviews with 15 students and 7 administrators offered qualitative insights into leadership’s motivational impact. Although moderately transformational overall, administrators lacking strategic vision and overemphasizing skills dampened engagement. Students desired more inspiration, participation, and individualized support. Findings suggest extending transformational leadership development in vocational colleges to foster internalized motivation. This study provides empirical evidence and guidance to enhance leadership strategies for motivating China’s emerging generation of vocationally-trained talent.
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Al Mamun, Molla Muhammad Abdullah, Kazi Khairul Alam, Humayun Kabir Talukder, Sharmin Jahan, Nazifa Islam, and Mahfuza Chowdhury. "Medical students’ motivational factors and academic performance – undergraduate level of Bangladesh." Bangladesh Journal of Medical Education 15, no. 1 (January 12, 2024): 67–74. http://dx.doi.org/10.3329/bjme.v15i1.70951.
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Background: Motivation is the most essential influencing factor in academic performance. It plays an important role in academics, through its persistence and involvement which correlates with different academic dimensions and achievements. Motivational processes influence an individual’s acquisition, transfer, and use of knowledge and skills. Educationally relevant concept of motivation is yet to be revealed. High intrinsic and extrinsic motivation scores are associated with higher academic achievement; whereas low intrinsic and extrinsic motivations are associated with low academic achievement. Aim: To determine students’ academic motivational factors and its relationship with professional result. Method: A descriptive cross-sectional quantitative study conducted from January 2022 to December 2022 over 540 students; among the students 209, 119, 101 and 111 were from first, second, third and fourth phases of MBBS course respectively. A self-administered semi structured questionnaire was used for quantitative data collection. For statistical analysis chi squared tests were applied. Result: Important motivational factor for the learning was to become a good doctor (80.00%) and then to pass in the examination (65.40%). Most of the students were motivated by combined intrinsic and extrinsic mode of motivation; but these findings had no association with the performance of professional examinations. Conclusion: This study has found that academic motivation of medical students could be influence by different factors. The existence of correlations between academic motivation and professional performance is still questionable and nonconclusive. BJME, Volume-15, Issue-01, January 2024: 67-74
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KOCA, Nurettin. "Akademisyenlerin Kişilik Özellikleri ile Muhasebe Eğitimi Alan Öğrencilerin Akademik Güdülenmeleri ve Akademik Öz Yeterlikleri Arasındaki İlişki." Muhasebe ve Vergi Uygulamaları Dergisi, no. 16 (September 22, 2023): 53–67. http://dx.doi.org/10.29067/muvu.1294393.
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The present study aims to investigate the relationship between academics’ personality traits and accounting students’ academic motivation and academic self-efficacy within the framework of Structural Equation Modelling (SEM). Five-factor personality traits were considered as independent variables, while academic self-efficacy is the dependent variable, academic motivation is the moderator variable. The study population consists of accounting students studying at Kahramanmaraş Sütçü İmam University in Turkey. The data were collected using five-factor personality traits and academic self-efficacy and academic motivations scales and analyzed using SPSS 25.0 and SmartPLS 4. The findings suggest that among different personality traits, while openness affects academic motivation significantly and positively, emotional instability affects academic motivation significantly and negatively. As a result, academic motivation affects academic self-efficacy significantly and positively.
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Blašková, Martina, Justyna Majchrzak-Lepczyk, Dominika Hriníková, and Rudolf Blaško. "Sustainable Academic Motivation." Sustainability 11, no. 21 (October 25, 2019): 5934. http://dx.doi.org/10.3390/su11215934.
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The article examines motivation in higher education and relates it to the concept of sustainability. It consists of a theoretical examination of the terms ‘sustainable motivation’ and ‘academic motivation’, and specifically postulates and explains the concept of ‘sustainable academic motivation’. Sustainable academic motivation is defined as proactive interconnection of basic ideas of sustainability and basic characteristics of academic motivation. With primary attention on disclosing appropriate measures for building sustainable academic motivation, an empirical part presents the results of sociological questioning carried out on n = 181 teachers, administrators, and managers of Slovak and Polish universities. Higher financial evaluation and creating good relationships were found to be the most desirable motivation measures. Results also emphasized a discrepancy between opinions of university managers versus opinions of scientists and teachers regarding effective motivation. Based on the results, and with the support of other opinions, sustainable academic motivation is subsequently defined from five perspectives: (a) As the most important component of conscious behavior; (b) as the starting point of behavior; (c) as the accelerator of behavior and development; (d) as the process; and (e) as the resultative level of all motivational efforts and powers at higher-education institutions. The final part of the article contains recommendations for university management, when affecting and building sustainable academic motivation.
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Al-Aufi, Ali, and Khulood Ahmed Al-Kalbani. "Assessing work motivation for academic librarians in Oman." Library Management 35, no. 3 (March 4, 2014): 199–212. http://dx.doi.org/10.1108/lm-03-2013-0020.
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Purpose – This study aims to identify and assess the status and level of motivation of employees working in the Omani academic libraries at Muscat Governorate according to Maslow's hierarchy of needs. Design/methodology/approach – A quantitative approach containing a questionnaire survey was used for collecting data from 111 librarians and library employees in 29 identified academic libraries. Findings – Findings pointed out that the motivation level was modest with varied attitudes for individual motivational needs. The need for security was indicated as the least motivating with an average mean score below agreement. Their lower-order motivational needs are apparently satisfied except for security needs which indicated a level below satisfaction. On the other hand, the upper-level needs of self-esteem were not adequately satisfied. Research limitations/implications – Motivation has the potential to satisfy the five essential needs that Maslow built up in hierarchy. However, library managers are also responsible to determine every individual behavior of employees and accordingly adopt the proper motivational strategy. The study recommends developing and implementing local standards for a motivational system appropriate for all academic libraries in Oman, taking into consideration the respondents' needs for security. The study also recommends conducting further studies on work motivation in other library settings such as learning resource centers and public libraries. Originality/value – The study helps assess the status of motivation in the academic libraries of a developing country. It also helps describe and explain motivation from the perspectives of librarians and other employees. The literature in the region does not indicate similar studies that addressed the issue of motivation in the academic libraries or other library settings. This study, however, is the first to deal with motivation in academic libraries in Oman.
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Park, Hyekyoung, and Soohyun Cho. "Exploratory Study on Profiles of Academic-work Mental Health: Focused on Academic Motivation." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 13 (July 15, 2024): 665–80. http://dx.doi.org/10.22251/jlcci.2024.24.13.665.
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Objectives The present study aimed to explore the profiles of academic-work mental health among Korean high school students, with a focus on academic motivation, which further contribute to providing fundamental evidence to preventive academic-work counseling. Methods The data, self-reported by 391 students in the first and second years from 7 high schools, measured exhaustion, vigor, approach-avoidance motivation, and self-determination motivations were employed for latent profile analysis. Based on this, the profiles of academic-work mental health were investigated, and then multinomial logistic regression analysis was conducted with academic motivation as antecedents. Results Four profiles were observed: the engaged, the burned-out, the studyholic, and the unidentified. Only avoidance motivation significantly distinguished the studyholic from the engaged. Within self-determination motivations, no motivation distinguished it from the engaged and the unidentified except the burned-out. Amotivation and introjected motivation showed the differences between the engaged and the identified/ the burned-out. Conclusions The present findings imply the necessity of early-intervention for the studyholic, featured with the exhausted but engaged. Even with indistinctiveness in appearance between the engaged and the studyholic, screening by avoidance motivation enables their distinction. Further, practical implications lie in the potential possibility for intervention strategy for an adaptive academic-work mental health profile.
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Mikhalkina, Elena V., and Lyudmila S. Skachkova. "Measuring academic motivation." Terra Economicus 19, no. 3 (September 25, 2021): 121–34. http://dx.doi.org/10.18522/2073-6606-2021-19-3-121-134.
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Nirbhik, Dey. "MOTIVATIONAL FACTORS AND ACADEMIC ACHIEVEMENT IN BENGALI LANGUAGE AMONG SECONDARY STUDENTS." Scholarly Research Journal For Humanity Science & English Language 11, no. 59 (October 1, 2023): 30–37. https://doi.org/10.5281/zenodo.8416494.
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Language acquisition and proficiency play a vital role in educational attainment, with motivation serving as a crucial determinant of success. This study delves into the complex interplay between motivational factors and academic achievement in Bengali language learning among secondary students. Recognizing Bengali's profound cultural and societal significance, we aim to uncover the nuanced motivations that drive students towards linguistic mastery and subsequent academic success. Drawing on a qualitative research approach, we engaged fifteen secondary students in individual semi-structured interviews. Thematic analysis revealed five key motivational themes: intrinsic motivation and personal goals, teacher support and encouragement, perceived relevance to future goals, peer influence and collaborative learning, and resilience in overcoming challenges. These findings underscore the importance of recognizing students' personal goals and aspirations in language learning. Supportive teacher-student relationships emerged as pivotal in fostering motivation, as did the perceived practical relevance of Bengali proficiency in future endeavors. Peer interactions and the ability to surmount challenges further contributed to students' motivation. Theoretical frameworks, including Social Cognitive Theory, Self-Determination Theory, and Expectancy-Value Theory, offer valuable insights into the motivational dynamics at play. Implications for practice highlight the need for tailored interventions that nurture intrinsic motivation, promote positive teacher-student interactions, emphasize the practical value of language proficiency, and encourage collaborative learning. While this study provides valuable insights, it is essential to acknowledge its limitations, including the specific demographic focus. Future research could explore motivational factors in broader contexts and consider additional variables that may impact language learning motivation. This research advances our understanding of the motivational landscape in Bengali language learning among secondary students. The findings offer practical guidance for educators and policymakers to enhance language education practices, with broader implications for language acquisition in diverse educational settings. Keywords: Motivation, Bengali Language Learning, Secondary Students, Academic Achievement
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Moreira-Morales, Denny Beatriz, and María Inés García-Loor. "Motivation in academic performance." International research journal of management, IT and social sciences 11, no. 1 (January 14, 2024): 30–38. http://dx.doi.org/10.21744/irjmis.v11n1.2403.
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Motivation is an essential component of the educational process, which influences learning: what, when and how one learns, contributing to academic performance. The study was developed in the field of psych pedagogy, the objective was to analyze motivation in academic performance, in its development the importance of motivation in the school environment is diagnosed, motivating methodologies in the teaching-learning process are analyzed, and They identify methodologies that favor academic performance. The applied methodology has a mixed approach, it is based on the collection of specialized information on motivation and academic performance, it is descriptive and field, and the data is collected from primary sources of the “Bachillero” Educational Unit. Inductive, analytical, synthetic, and statistical methods and survey, interview and observation techniques are used. The study population is made up of students, teachers and directors, the intentional sample corresponds to 37 people made up of 30 students from the Eighth Basic Year, 6 teachers and the director of the Bachillero Educational Unit. The results show the contribution that motivation generates in academic performance.
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Dev, Poonam C. "Intrinsic Motivation and Academic Achievement." Remedial and Special Education 18, no. 1 (January 1997): 12–19. http://dx.doi.org/10.1177/074193259701800104.
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Encouraging children's intrinsic motivation can help them to achieve academic success (adelman, 1978; adelman & taylor, 1986; gottfried, 1983, 1985). To help students with and without learning disabilities to develop academic intrinsic motivation, it is impoptant to define the factors that affect motivation (adelman & chaney, 1982; adelman & taylor, 1983). This article offers educators an insight into the effects of different motivational orientations on the school learning of students with learning disabilities, as well as into the variables affecting intrinsic and extrinsic motivation. Also included are recommendations, based on empirical evidence, for enhancing academic intrinsic motivation in learners of varying abilities at all grade levels.
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Grant, Nicolle. "Motivational Media and Academic Success." Journal of Student Research 4, no. 1 (February 1, 2015): 160–63. http://dx.doi.org/10.47611/jsr.v4i1.220.
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Motivating students to do well in courses that fail to interest them can be challenging. The current study was designed to assess the potential impact of priming motivational media on academic performance. Students in six sections of introductory psychology courses (n = 128) completed a quiz after watching a 4 minute inspirational video (experimental group, n = 63), or without watching the video (control group, n = 65). The video selected showed scenes of individuals pushing their limits in all aspects of life and a commentary of a motivational commencement speech by Arnold Schwarzenegger given to college graduates. After completing the quiz participants were given a survey with questions pertaining to their motivation, positive and negative emotions, demographics, and their reactions to the video. Students who were primed by the video reported greater academic motivation and planned to study more for the next quiz than students who did not watch the video. Females reported lower GPA and lower positive emotions in the experimental condition. While there was not an overall effect of the video on quiz scores, male students who watched the video performed 10% better on the quiz than males in the control condition. Implications of these findings suggest that motivational information may be beneficial in inspiring academic performance in certain circumstances.
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Lee, Jooyoung, and Ki Han Kwon. "Verification of the Relationship between Academic Motivation, Growth Mindset, Academic Expectations, and Academic Adaptation of Beauty Majors." Korean Society of Culture and Convergence 45, no. 2 (February 28, 2023): 787–99. http://dx.doi.org/10.33645/cnc.2023.02.45.02.787.
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The purpose of this study was to find out the intrinsic and extrinsic motivations of 373 middle school students, high school students, male and female students in Seoul, and to identify the relationship between the academic adjustment of beauty major youth, and to study individual learning. It is to foster academic adaptation to a positive academic environment by improving the level of motivation for students. As a research method, the correlation between variables was investigated through Pearson's correlation coefficient, and structural equation analysis was conducted to find out the relationship between variables, and SPSS 21 and AMOS 18 were used. As a result of the study, academic motivation had a positive effect on academic adjustment, and the moderating effect of academic expectations on academic motivation, growth mindset, and academic adjustment showed statistically significant results. It was confirmed that academic motivation and growth mindset, which are intrinsic motives, and academic expectations, which are extrinsic motives, have an integrated impact on academic adjustment of beauty major learners. In future research, we suggest a longitudinal study to find out about academic adjustment through comparison between students majoring in the arts and physical education and students majoring in general fields.
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Zhou, Fangpu, and Raja Azrul Hisham Raja Ahmad. "The Impact of Learning Motivation on Students' Academic Performance: A Self-Determination Theory Perspective." Journal of Education, Humanities, and Social Research 2, no. 1 (March 10, 2025): 155–63. https://doi.org/10.71222/p1ck9h68.
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Learning motivation plays a crucial role in students' academic performance. Self-determination theory (SDT), a theoretical framework for explaining human behavioral motivation, provides an important perspective for examining the impact of learning motivation on academic achievement. Based on SDT, this study conducts an in-depth analysis of the influence of intrinsic motivation, extrinsic motivation, and motivational regulation on students' academic performance. By comparing different types of motivation, the research finds that intrinsic motivation has a significant positive relationship with academic achievement, while extrinsic motivation can also enhance academic performance under certain conditions. This study aims to provide educational strategies for educators to improve students' academic performance, particularly in terms of motivation stimulation and autonomy support.
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Holy Greata & Reno Laila Fitria, Annisya Apriliani, Dina Syakina, Nur Zaskia Rahmayanti,. "THE ROLE OF ACADEMIC MOTIVATION IN PREVENTING STUDENTS' ACADEMIC PROCRASTINATION DURING ONLINE LEARNING AMID THE COVID-19 PANDEMIC." Journal of Southeast Asia Psychology (SAPJ) 10, no. 1 (February 8, 2024): 16. http://dx.doi.org/10.51200/sapj.v10i1.4918.
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Academic procrastination is a severe problem students faced during online learning amid the Covid-19 pandemic. One of the predictors that can reduce academic procrastination is increasing academic motivation. This research aimed to determine how academic motivation could affect students' academic procrastination during online learning amid the Covid-19 pandemic. A total of 619 students participated in this research. The Yockey Academic Procrastination Short Scale (APS-S) and Vallerand's Academic Motivation Scale (AMS) were used to measure procrastination and motivation, respectively. Academic motivation and academic procrastination were analyzed using multiple regression analysis. The results showed that academic motivation consisting of intrinsic, extrinsic, and amotivation influenced 15.6% of academic procrastination behavior. Intrinsic motivation and amotivation had a significant effect on academic procrastination. Procrastination tended to be done by men. Meanwhile, women's intrinsic motivation tended to be higher than men's, with higher extrinsic motivation in academics.
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Cannizzo, Fabian. "‘You’ve got to love what you do’: Academic labour in a culture of authenticity." Sociological Review 66, no. 1 (February 1, 2017): 91–106. http://dx.doi.org/10.1177/0038026116681439.
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Past research on values change in academia has largely focused on changes perceived to emerge from managerial organisational cultures. What has received less attention is the degree to which broader cultural phenomena have contributed to these processes of change. Using data from a study of academics from across the Australian university sector, this article explores how academia’s presence within a culture of authenticity influences values change among academic labourers. Managerial values are contrasted against an idealised past – the Golden Age of academia – enabling the potential for both critique and compliance with those values. Discourses of ‘passionate’ labour, self-authenticity and personal freedom are hence central to academic governance. Moving beyond the dichotomy of managerial/academic values, the data presented here suggest that the motivations of academic labourers are influenced by the ideal of an authentic self that may be realised through engaging a range of values and professional norms. Beyond narratives of ‘compliance’ and ‘resistance’ to organisational change, studies of values change and motivation in academia need to further contextualise values formation. Situating the motivations of academic labourers through a culture of authenticity offers insight into the cultural structures that influence how values are normalised amid higher education reforms.
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Fang, Minghui. "Exploring the Relationship Between Motivation and IELTS Reading Proficiency Among Chinese Learners." World Journal of English Language 14, no. 6 (July 30, 2024): 341. http://dx.doi.org/10.5430/wjel.v14n6p341.
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This study investigates the impact of motivational factors on the reading test performance of Chinese learners in the IELTS examination. The objectives are to evaluate the motivation levels, analyze the relationship between motivation and IELTS reading achievement, and identify the most influential predictors among intrinsic and extrinsic motivations. Using a quantitative research design and a sample of 242 students from 12 IELTS training centers in southwest China, data were collected through the Motivation in English Reading Questionnaire (MERQ) and Cambridge Practice Tests for IELTS. Pearson correlation coefficients and multiple regression analysis were employed to analyze the data. The results show significant positive correlations between various motivational constructs and IELTS reading scores. Total motivation (r = .634, p < .001), efficacy and engagement (r = .520, p < .001), utility value (r = .459, p < .001), and academic value (r = .424, p < .001) are all positively associated with reading proficiency. Regression analysis indicates that intrinsic motivation, specifically efficacy and engagement (β = 0.504), is the strongest predictor of reading scores, followed by utility value (β = 0.351) and academic value (β = 0.315). These findings underscore the essential role of both intrinsic and extrinsic motivations in improving reading proficiency among Chinese IELTS learners.
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ARSLANTAŞ, Süleyman. "An Investigation of Preservice Teachers’ Academic Self-Efficacy and Academic Motivation." International Journal of Modern Education Studies 5, no. 1 (May 6, 2021): 146. http://dx.doi.org/10.51383/ijonmes.2021.95.
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The purpose of this study is to determine the academic self-efficacy and motivation levels of preservice teachers and to investigate these cognitive aspects in terms of various variables. The participants of the current study consist of 621 preservice teachers studying at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in 2020-2021 academic year. The study adopted a single survey model. Research data were collected using Academic Self-Efficacy Scale and Academic Motivation Scale. Independent sample T-test and one-way ANOVA were used to analyze the data. The findings of the study revealed that the academic self-efficacy and academic motivation levels of the preservice teachers were high; academic self-efficacy did not reveal any significant difference according to gender and year of study variables. It was found out that the academic motivations of the participants revealed significant differences according to gender, year of study, academic achievement, and career expectation variables.
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Matthews, Asia R., Carolyn Hoessler, Leo Jonker, and Denise Stockley. "Academic Motivation in Calculus." Canadian Journal of Science, Mathematics and Technology Education 13, no. 1 (January 2013): 1–17. http://dx.doi.org/10.1080/14926156.2013.758328.
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CHIBA, Kazuhiro. "Motivation as Academic Researchers." Journal of The Institute of Electrical Engineers of Japan 142, no. 11 (November 1, 2022): 683. http://dx.doi.org/10.1541/ieejjournal.142.683.
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Lecera, Evilyn, Ma Izelle Gonzales, Christine Madula, Trishia Joeh Gumandal, Cristy Lou Lopez, and Carouse Tagaylo. "Motivational Variables and Academic Performance of Educational Research Course Students." Asian Journal of Education and Social Studies 51, no. 6 (May 31, 2025): 581–605. https://doi.org/10.9734/ajess/2025/v51i62019.
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Aims: This study aimed to determine the levels of motivational variables employed by Education students and their relationship with their academic performance in Research courses. Study Design: This research used a descriptive-correlational quantitative design. Place and Duration of Study: The study was conducted at one of the higher institutions in Ozamiz City during the AY 2023-2024. Methodology: This study used the survey questionnaire to describe the levels of motivational variables such as intrinsic motivation, extrinsic motivation, task value, and self-efficacy, and the academic performance of Education students. Also, this examined whether a significant relationship exists between these variables and students' academic performance. The respondents' academic performance was assessed in this study by calculating their average weighted mean grades. Results: The results showed that Education students were motivated, including intrinsic motivation (x̄ = 3.00), extrinsic motivation (x̄ = 2.67), task value motivation (x̄ = 3.10), and self-efficacy (x̄ = 2.91). The respondents’ academic performance was found to be above average. Among the motivational variables, self-efficacy and task value significantly correlated with the respondents’ academic performance. Conclusion: Although education students were highly motivated both internally and externally in the research course, this did not guarantee an impact on their academic performance. Therefore, further research is needed to identify the motivational variables that influence academic performance.
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T., Sivapakiam, and Nalinilatha M. "THE IMPACT OF MOTIVATION ON HIGHER SECONDARY SCHOOL STUDENT'S ACADEMIC PERFORMANCE." International Journal of Current Research and Modern Education 2, no. 1 (June 22, 2017): 221–24. https://doi.org/10.5281/zenodo.816261.
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The term ‘motivation’ has been derived from the word ‘motive’. Motive may be defined as an inner state of our mind that activates and directs our behaviour. It makes us move to act. It is always internal to us and is externalized via our behaviour. Motivation is one’s willingness to exert efforts towards the accomplishment of his / her goal. Let us consider a few important definitions on motivation that will help us understand the meaning of motivation more clearly. Educational psychology has identified two basic classifications of motivation - intrinsic and extrinsic. Intrinsic motivation arises from a desire to learn a topic due to its inherent interests, for self-fulfillment, enjoyment and to achieve a mastery of the subject. On the other hand, extrinsic motivation is motivation to perform and succeed for the sake of accomplishing a specific result or outcome. Students who are very grade-oriented are extrinsically motivated, whereas students who seem to truly embrace their work and take a genuine interest in it are intrinsically motivated objectives of the study. There is a both quantitative and qualitative techniques for analysis of data. The descriptive analysis like mean, and Standard Deviation, F-test.and percentage analysis was used for the study. The graphical representation of the Bar Graph. The conclusion is that Motivation of students will play great role in minimizing examination malpractices and go a long way in seeing to the realization of educational goal and the students need to be motivated so that they can do better in their academic pursuit. In motivating students, there is need to use both intrinsic and extrinsic ways of motivation. Both ways of motivation are necessary and none of them is dispensable.
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Lohrabi, Golnar, and Mina Naderi. "Examining Motivational Factors Influencing English Language Learning Among Iranian University Students: The Role of Intrinsic and Extrinsic Motivation." Journal of Cognition, Behavior, Learning 1, no. 4 (2024): 117–32. https://doi.org/10.61838/jcbl.1.4.10.
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Motivation is recognized as a critical and decisive factor in the successful acquisition of a foreign language, particularly English, which holds substantial importance in today’s globalized world. Motivation serves as a driving force that encourages learners to actively engage in the process of language learning and to persist in their efforts. This study investigates the motivational factors that influence English as a Foreign Language (EFL) learning among Iranian university students. The primary objective of the research is to identify intrinsic (integrative) and extrinsic (instrumental) motivations in the English language learning process and to analyze the differences based on gender and academic discipline. The research design is quantitative and descriptive in nature. Data were collected through an online questionnaire adapted from Sugimoto et al. (2006) and completed by 383 Iranian students. The findings indicated that Iranian students possess both intrinsic and extrinsic motivations; however, intrinsic motivation was more prominent than extrinsic motivation. A significant difference was observed between male and female students regarding their language learning motivation, particularly in terms of intrinsic motivation, which was significantly higher among female students. Moreover, the results showed that academic discipline did not have a statistically significant impact on students’ motivation for learning English, as motivation levels were relatively consistent across different fields of study.
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Isah, Usman, and Syed Mohamad Syed Abdullah. "Guidance: an effective tool for learning motivation among secondary school students in Nigeria." Global Journal of Guidance and Counseling in Schools: Current Perspectives 13, no. 2 (August 31, 2023): 58–64. http://dx.doi.org/10.18844/gjgc.v13i2.8957.
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Motivating students to actively engage in the learning process is a critical aspect of education. In Nigeria, where secondary school education serves as a foundation for higher education and future career prospects, understanding the factors that influence students' learning motivation is essential. This paper explores the role of guidance as an effective tool for enhancing learning motivation among secondary school students in Nigeria. Guidance plays a pivotal role in providing students with the necessary support, encouragement, and direction needed to excel academically. This study investigates various dimensions of guidance, including academic guidance, career guidance, and personal-social guidance, and their impact on learning motivation. It examines how guidance interventions can contribute to enhancing students' motivation levels and subsequently improve their academic performance. Keywords: Academics; Guidance, learning motivation, secondary school.
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Thupakula, Linga Murthy. "EFFECT OF YOGA PRACTICE ON ACADEMIC MOTIVATION AMONG DISADVANTAGED COMMUNITY STUDENTS." Scholarly Research Journal for Interdisciplinary Studies 11, no. 77 (July 8, 2023): 106–12. https://doi.org/10.5281/zenodo.8126038.
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<em>Motivational orientation refers to the motivational attitude that the student adopts in learning inside the classroom, and thus the student integrates it into school activities for internal or external reasons. Students’ motivational attitudes and beliefs about the learning process are related to cognitive engagement and classroom performance.</em> <em>Motivation is the activation of goal-oriented behaviour. Motivation is said to be intrinsic or extrinsic. The term is generally used for humans but, theoretically, it can also be used to describe the causes for animal behaviour as well. Various theories state that, motivation may be rooted in the basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object, hobby, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality. This article studies the effect of yoga practice on academic motivation among experimental and control group of disadvantaged community students with reference to gender.</em> <strong><em>Keywords: </em></strong><em> Academic Motivation, Goal, Disadvantaged Community.</em>
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Simbolon, Siti Eni Aisyah, Erika Setyanti Kusumaputri, and Almira Amilbangsa Hadji. "The Positive Impact of Parental Autonomy Support, Academic Socialization, Parental Responses, and Psychological Control on Muslim Students' Motivation." International Journal of Islamic Educational Psychology 4, no. 2 (December 30, 2023): progres. http://dx.doi.org/10.18196/ijiep.v4i2.19692.
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The encouragement of autonomy in academics is one strategy to encourage students to continue their education. Academic autonomous motivation can be generated through support relationships from the school environment and parents. This study aimed to determine the extent of prediction of autonomy, control, academic socialization, and parental response on academic scores to the academic autonomous motivation of 569 State MTs students in Sleman Regency. Data analysis was performed using Multiple Linear Regression Analysis techniques. The test results showed that three of the six tested relationships were significant, and the other three variables were insignificant. The variables parental autonomy support, behavior control, and response without punishment had a substantial relationship with students' academic autonomous motivation. Insignificant relationships were the relationship of psychological control with academic autonomous motivation, the academic socialization of students with academic autonomous motivation, and the relationship of non-punitive response with academic autonomous motivation. Research related to academic autonomous motivation with parental care is still limited, so further research is needed.
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Bagci, Sabahat Cigdem. "Does Everyone Benefit Equally From Self-Efficacy Beliefs? The Moderating Role of Perceived Social Support on Motivation." Journal of Early Adolescence 38, no. 2 (August 22, 2016): 204–19. http://dx.doi.org/10.1177/0272431616665213.
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This study investigated whether perceived goal support from family and friends may moderate the relationship between academic self-efficacy and motivational outcomes among early adolescent students recruited from a low-middle socio-economic status(SES) background school in Turkey ( N = 319, [Formula: see text]age = 13.13, SD = .80). Self-report questionnaires included measures of academic self-efficacy, perceived family and friend support, and academic and career motivations. Academic self-efficacy and perceived support from family related positively to both types of motivation. Children who perceived lower family support benefited more from the positive effects of self-efficacy on motivations, whereas children with higher family support seemed to gain less (or not gain at all) from self-enhancing functions of self-efficacy. Same findings were found for peer support, but only when family support was excluded from analyses. Findings implied the need to study larger family and peer contexts under which self-efficacy beliefs may be more or less effective on motivation.
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Morales Rodríguez, Francisco Manuel. "SCHOOL MOTIVATION AND ACHIEVEMENT OF STUDENTS IN SECONDARY EDUCATION." Problems of Psychology in the 21st Century 4, no. 1 (November 10, 2012): 39–49. http://dx.doi.org/10.33225/ppc/12.04.39.
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This paper aims to analyse the importance of intrinsic motivation factors as determinants of academic achievement in English as a Foreign Language (EFL). The general aim of the present study has been to analyse the existing relationship between students’ academic motivation and performance. This paper explores the importance of motivational variables for school achievement. In particular, the present study suggests that students with a higher intrinsic motivation to learn English will achieve better grades in this subject. Participants were 542 students (male and female) of Secondary Education. Results show that there is a correlation between academic goals and academic results; in particular an association exists between learning goals (intrinsic motivation) and a high academic achievement. With regards to the importance of intrinsic motivational factors, this study concludes that these factors are determinants of academic achievement in English as a Foreign Language (EFL). Therefore, results are useful in view of improving the process of teaching/learning EFL. The relevant conclusion reached here point to the academic goals as being indicator of and decisive factor for academic achievement. Key words: academic achievement, academic goals, academic motivation, English as a foreign language.
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Xinhua, Guo. "Changes in Motivation Among Chinese English-Major Students in Different Academic Years and the Relationship Between their Motivations and Strategies." LiBRI. Linguistic and Literary Broad Research and Innovation 7, no. 1 (March 9, 2025): 29–35. https://doi.org/10.5281/zenodo.14995294.
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AbstractThe present research aims to investigate changes in Chinese English-major students’motivation and the correlation between their motivations and strategies. Through aquestionnaire survey of 263 BA students in different academic years, it was found that out ofseven different motivations, learning situation motivation shows the greatest difference;moreover, students’ motivation increases with the advancement of academic years. Inaddition, there are significant differences in strategy use by differently motivated students;cognitive strategy is positively and highly correlated with interest motivation while metacognitivestrategy is negatively correlated with context motivation.
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Kalaivani, M., and V. Rajeswari. "THE ROLE OF ACADEMIC MOTIVATION AND ACADEMIC SELF CONCEPT IN STUDENT’S ACADEMIC ACHIEVEMENT." International Journal of Research -GRANTHAALAYAH 4, no. 9(SE) (September 30, 2016): 37–49. http://dx.doi.org/10.29121/granthaalayah.v4.i9(se).2016.2508.
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Education is important to cultivate good values among the public in society. Education helps men to develop their life style. The ultimate goal of school is to educate young people to become responsible. Education is the complete development of individuality of the child so that the man can make an original contribution to human life according to the best of his capacity.. Both academic motivation and academic self-concept promote positive learning environment among the students. It is not just a desire only to achieve but it makes every student to excel in every actions. Proper motivation helps them to do their studies in the best way. Likewise highest self-concept students can easily achieve high in their academics. Both academic motivation and academic self-concept bring out the students’ potentialities and make the students to be successful in their academic prospects. Hence this paper attempts to explore the importance of academic motivation and academic self-concept in academic achievement.
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Saeed, Bakhtawar, Shafia Tabassum, Ruhullah, and Nimra Shahid. "Relationship between Academic Motivation, Academic Resilience and Academic Achievement among University Students." ACADEMIA International Journal for Social Sciences 4, no. 2 (May 3, 2025): 815–24. https://doi.org/10.63056/acad.004.02.0218.
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The present study was undertaken to find out the academic motivation, academic resilience, and academic achievement connection among university students. The dependent variable is academic achievement while motivation and resilience are independent variables. In addition, gender differences on all three variables were measured. Using the design of quantitative correlational analysis, data were collected from samples of university students through self-report questionnaires and examination records. The Pearson correlations indicated significant positive relationships between both academic motivation and academic resilience with academic achievement. The independent sample t-Test showed that female students scored significantly higher than male students on dimensions of motivation, resilience, and academic achievement. Therefore, it becomes clear that efforts need to be made to scale up motivation and resilience, which would ultimately help in improving academic performance. In clarifying these psychological factors that support students' academic success, these findings will add to existing literature and ensure gender-sensitive interventions to improve student outcomes.
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P. Libao, Nhorvien Jay, Jessie John B. Sagun, Elvira A. Tamangan, Agaton P. Pattalitan, Maria Elena D. Dupa, and Romiro Gordo Bautista. "Science learning motivation as correlate of students’ academic performances." Journal of Technology and Science Education 6, no. 3 (September 27, 2016): 209. http://dx.doi.org/10.3926/jotse.231.
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This study was designed to analyze the relationship of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, extrinsic motivation was found to be related with their academic performances among the indicators of motivations in learning science.
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Jomepour, Mohammad, Majid Ebrahimpour, Hossein Sahebdel, and Hamid Taheri. "Comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students' academic motivation." Journal of Adolescent and Youth Psychological Studies 2, no. 1 (2021): 418–31. https://doi.org/10.61838/kman.jayps.2.1.36.
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Background and Aim: Variables such as academic motivation are among the factors that have attracted the attention of education specialists and psychologists; Therefore, the current research was conducted with the aim of comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students' academic motivation. Method: The present study was a semi-experimental study with a pre-test and post-test design and a follow-up with a control group. The statistical population of the present study was made up of all secondary school students of the second year of Kashmar city; And the research sample included 45 subjects who were selected by multi-stage cluster sampling method and were randomly divided into three groups: experimental 1 (15 people), experimental 2 (15 people) and control (15 people). Wallerand et al.'s (1992) academic motivation questionnaire was used to collect information. For the statistical analysis of the data, multivariate analysis of variance with repeated measurements was used with the help of SPSS software. Results: The results showed that self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions have a significant effect on students' academic motivation (P<0.01). There is no statistically significant difference between the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students' academic motivation. In the follow-up phase, the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on academic motivation has continued. Conclusion: Therefore, self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions are an effective method in students' academic motivation.
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Manger, Terje, Jørn Hetland, Lise Øen Jones, Ole Johan Eikeland, and Arve E. Asbjørnsen. "Prisoners’ academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners." International Review of Education 66, no. 4 (August 2020): 551–74. http://dx.doi.org/10.1007/s11159-020-09855-w.
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Abstract The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using the Academic Motivation Scale (AMS). Analysing survey responses from 529 (29 female, 500 male) prisoners with Norwegian citizenship who participated in education while being incarcerated, the authors investigate how prison students’ motivation might be “reduced” or summarised using a smaller set of factors or components than extant studies. A confirmatory factor analysis suggested that a five-factor model, including intrinsic motivation, three types of extrinsic motivation (namely identified regulation, introjected regulation, and external regulation) and amotivation, yielded the best fit with the data provided by the prisoners. An alternative three-factor model created by collapsing the three extrinsic dimensions into a single dimension was found to fit the data poorly. The structural model revealed that younger prisoners displayed more controlled academic motivations than older ones, who displayed more autonomous motivations. Contrary to the authors’ expectations, prisoners with a higher level of education did not display more autonomous academic motivations than those with a lower level.
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Kuśnierz, Cezary, Aleksandra M. Rogowska, and Iuliia Pavlova. "Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study." International Journal of Environmental Research and Public Health 17, no. 16 (August 7, 2020): 5729. http://dx.doi.org/10.3390/ijerph17165729.
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Background: This study examined the relationship of academic performance with the Big Five traits of personality, academic motivation, and gender in a cross-cultural context. Methods: Participants in the study were 424 university students of physical education (PE) departments from Poland (53%) and Ukraine (47%). Undergraduates completed a brief version of the International Personality Item Pool (Mini-IPIP) to assess the Five-Factor model of personality, the Academic Motivations Scale (AMS), and grade point average (GPA). Results: Polish PE students scored higher in emotional stability and extroversion and had a higher GPA than Ukrainian PE undergraduates. Gender differences were found in both personality traits and academic motivation scales. Intrinsic motivation may predict academic performance. Conscientiousness and intellect emerged as mediators of the relationship between intrinsic motivation and academic performance and gender was found as a moderator in the relationship between conscientiousness and academic success. Conclusions: Women are more motivated regarding academic achievements than men. In addition to intrinsic motivation, the most important factors for academic grades are some personality traits, gender, and cultural differences. Openness and conscientiousness in men are mediators between intrinsic motivation and academic performance. The results of this study may be useful for PE academic teachers to improve the motivation of their students.
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Liu, Yujuan, Brent Ferrell, Jack Barbera, and Jennifer E. Lewis. "Development and evaluation of a chemistry-specific version of the academic motivation scale (AMS-Chemistry)." Chemistry Education Research and Practice 18, no. 1 (2017): 191–213. http://dx.doi.org/10.1039/c6rp00200e.
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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 provide validity evidence for the modified instrument (Academic Motivation Scale-Chemistry) as a measure of seven types of student motivation toward chemistry. The paper explores how motivation as measured by AMS-Chemistry is related to student academic achievement and attendance. In a pilot study, the unmodified AMS showed good reliability, reasonable data fit, and the ability to detect motivational differences by sex in college chemistry courses. Based on the pilot study results, expert panel discussions, and cognitive interviews with students, the Academic Motivation Scale – Chemistry (AMS-Chemistry) was developed. AMS-Chemistry was administered to university students in a first semester general chemistry course twice within a semester. An examination of validity evidence suggested that the AMS-Chemistry data could be used to investigate student motivation toward chemistry. Results showed students were extrinsically motivated toward chemistry on average, and there was an overall motivational difference favoring males with a medium effect size. Correlation studies showed motivation was not associated with academic achievement at the beginning of the term, but intrinsic motivation subscales (to know, to experience, and to accomplish) were positively associated with academic achievement at the end of the term. Results also showed that students who persisted in class attendance scored higher on intrinsic motivation subscales than those who did not persist. The 28-item AMS-Chemistry is easy to administer and can be used to better understand students’ motivation status and how it might change across the curriculum. Faculty interested in promoting student intrinsic motivation may also use the AMS-Chemistry to evaluate the impact of their efforts.
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Clemente-Ricolfe, José-Serafín, and Paula García-Pinto. "Erasmus University Students Motivation and Segments: The Case of Universitat Politècnica de València, Spain." Journal of Educational and Social Research 9, no. 2 (May 1, 2019): 72–82. http://dx.doi.org/10.2478/jesr-2019-0015.
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Abstract This study quantified Erasmus students’ motivations for studying abroad. Surveys were completed by 120 Erasmus students at the Universitat Politècnica de València (UPV) and their motivations for studying abroad were analysed via factor analysis. A two-step cluster analysis was used to segment students’ behaviour based on their motivations. Four factors were obtained: individual development, destination choice facilitators, academic aspects and the destination’s strong points. Behaviour was not uniform, and two different segments were found. In the first, which we refer to as “without perceived motivations”, no motivation was positively rated, while in the second, “with perceived motivations”, academics were a key motivating factor. Universities should consider working with the tourism sector to offer activities related to local culture. They could also organise classes outside of school hours to help Erasmus students learn Spanish.
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Nurhidayat, Arie Ichwan, Mulawarman Mulawarman, and Sunawan Sunawan. "Group Counseling with Motivational Interviewing Approach to Enhance Intrinsic Motivation and Academic Engagement." Jurnal Kajian Bimbingan dan Konseling 9, no. 2 (July 25, 2024): 89–99. http://dx.doi.org/10.17977/um001v9i22024p89-99.
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The objective of this study was to assess the efficacy of motivational interviewing (MI) group counseling in enhancing intrinsic motivation and academic engagement among students at State Senior High School 2 Sragen, Indonesia. Students with low intrinsic motivation and academic engagement often display a lack of attention during learning activities, disinterest in school, use of cell phones for non-academic purposes during study time, and failure to complete assigned tasks. This study employed a pretest and multiple posttest design, with 14 students selected via purposive sampling and subsequently divided into two groups: the experimental group (7 students), who received group counseling with the MI approach over four meetings; and the control group (7 students), who did not receive intervention. Data were collected using the Intrinsic Motivation Scale (α = 0.92) and the Academic Engagement Scale (α = 0.89). The data were analyzed using the mixed MANOVA technique. Results demonstrated that the MI approach group counseling intervention positively influences students' intrinsic motivation and academic engagement. Additionally, a measurement effect (time) was observed in relation to students' intrinsic motivation and academic engagement. The study also showed an interaction effect between the MI approach group counseling intervention and measurement (time) on students' intrinsic motivation and academic engagement. Therefore, MI approach group counseling is an effective method for increasing students' intrinsic motivation and academic engagement. The presence of ambivalence is a crucial aspect in group counseling with the MI approach to facilitate the desired change talk.
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Sejdiu Shala, Diana, Emrush Thaçi, and Anila Shala. "Learning Styles and Motivation: Their Role in Academic Performance." Journal of Educational and Social Research 14, no. 3 (May 5, 2024): 258. http://dx.doi.org/10.36941/jesr-2024-0071.
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This study examines the correlations between academic motivation, learning styles, and academic achievement in higher education. The goal of this study is to prove that there is a correlation between academic motivation, learning styles, and academic success of students. Utilizing Pearson correlation and multiple regression analyses, it explores these variables' impact on academic performance. It highlights the importance of educators recognizing the diversity in learning styles and motivational drivers among students. The results reveal a slight negative correlation between learning styles and academic achievement, but no significant correlation between academic motivation and other variables. The study also suggests that while learning styles have a modest impact on academic performance, the role of motivation is more complex and warrants further investigation. These findings suggest a modest influence of learning preferences on educational outcomes and underscore the complex nature of motivation in academic settings. The study advocates for an integrated pedagogical approach that addresses learning diversity and motivational dynamics. The research contributes to the ongoing debate about the effectiveness of tailoring educational strategies to individual learning styles. It emphasizes the need for a holistic approach in addressing student needs in academic environments. Received: 7 February 2024 / Accepted: 20 April 2024 / Published: 5 May 2024
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CRISAN-TAUSAN, Liana. "FOSTERING ACADEMIC MOTIVATION FROM A STUDENT-CENTRED PERSPECTIVE." JOURNAL PLUS EDUCATION 31, no. 2/2022 (November 1, 2022): 227–37. http://dx.doi.org/10.24250/jpe/2/2022/lct.
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The fostering of the academic motivation of pupils/students by the teachers should represent one of the fundamental and permanent objectives of the instructive-educational activity, all the more so since motivation is assigned the second place in the hierarchy of importance of academic success factors, right after academic intelligence ( D. Ausubel, F. Robinson, 1981). The quality of the results of the learning activity and the student's academic adaptation are also conditioned by the degree and type of motivation that supports the learning activity. From the set of variables that determine the students' academic motivation, the school can influence or control, through the instructive-educational activity, only the factors that pertain to its own domain: the interactions between pupils/students and teachers; the interactions between pupils/students and other pupils/students; selecting, processing, and adapting the content of the educational process, the didactic methods, the assessment methods of academic performance. Considering the importance of strategies to stimulate the motivation for learning in the context of academic performance, we set out to investigate the perception of a group of students from faculties with a technical profile regarding educational practices that favour the development of academic motivation. The research method used is the questionnaire-based survey. To identify the students' perceptions of strategies that contribute to stimulating their academic motivation, we used closed-ended items in a questionnaire.
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Onyancha, Cliff Nyakeya, Geoffrey Ababu Musera, and Jason Nganyi. "Motivational Levies and Academic Achievement in Public Day Primary Schools in Nyamira County, Kenya." African Journal of Empirical Research 6, no. 1 (February 4, 2025): 314–27. https://doi.org/10.51867/ajernet.6.1.27.
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The study dealt with the effect of motivational levies on academic achievement in public day primary schools in Nyamira County. The study explored teacher motivation levies, academic tour levies and pupil motivation levies. The study adopted the ex – post facto research design. The target population for this study comprised of 392 public day primary school head teachers in Nyamira County. A sample of 198 head teachers were selected using Slovin’s formula from the target population. The study used both a questionnaires and documentary analysis guide for data collection. The data collected were analyzed by the use of descriptive statistics (mean, frequencies and percentages) and inferential statistics using Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression. The study findings of the data analysis revealed that pupils’ motivational levies are statistically significant, with a partial regression coefficient of b = 0.0036, t = 2.75, and p = 0.007, indicating that an increase in pupils’ motivation is associated with a significant improvement in academic achievement. Specifically, the coefficient for pupils’ motivation levy (b = 0.004) showed that an increase in the levy by one Kenya shilling results in an improvement in the KCPE mean by 0.004 points. In practical terms, when a parent pays Kshs 100 for pupil motivation, the school’s KCPE mean will increase by 0.4 points. On the other hand, the regression coefficients for academic tours (b = 0.0003, t = 0.64, p = 0.520) and teachers’ motivation (b = -0.0007, t = -0.82, p = 0.414) were not statistically significant at p < .05. This indicates that there is no evidence to suggest that academic tours and teachers' motivation have a statistically significant impact on school’s academic achievement. Therefore, the study concludes that while pupils' motivational levies significantly influence academic achievement, teachers’ motivational levies and academic tours levies do not have a statistically significant effect on improving performance.
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Jarkovská, Petra, and Martina Jarkovská. "Employee Motivation in Contemporary Academic Literature: A Narrative Literature Review." Organizacija 57, no. 2 (May 1, 2024): 185–201. http://dx.doi.org/10.2478/orga-2024-0013.
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Abstract Background Using the correct type of motivation is pivotal in triggering employees’ affirmative work attitudes, such as work performance, job satisfaction, or voluntary retention, ultimately leading to increasing the organization’s overall efficiency. Despite the ongoing academic debate, academics provide practitioners with mixed results on which motivation factors are relevant for targeted employee groups whose needs are under the economic and socio-psychological pressure of the rapidly evolving environment. Elton Mayo was the first to acknowledge these socio-psychological factors as significant motivation drivers almost a century ago. Methods Therefore, the purpose of this paper, using the narrative literature review method (supported by a systematic search strategy) on 83 articles, is to evaluate the research findings on employees’ motivation (related to their affirmative work attitudes) and to unfold the motivation theory’s advancement. Results Key motivation drivers were identified and unified into five motivation sets applicable to different employee groups. The findings also suggest that most academic works, theoretically grounded in classical motivational concepts, are quantitative analysis-based. Conclusion To increase the efficiency of employees’ performance, internal motivation or internalization of external motivation seems to be the best solution. Employees’ “floating” needs call for practitioners to be trained in techniques from psychology.
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Wittman, Hana. "Promoting multilingualism in school." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 5(175) (October 2024): 123–30. https://doi.org/10.59295/sum5(175)2024_17.
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In this article, various models of motivation that influence the learning process are examined, with a particular focus on the field of foreign languages. Motivational structures, including academic self-efficacy, attributions, achievements, and internal motivational objectives, are presented as fundamental elements in promoting or hindering academic success. The diverse ways in which students can be motivated are analyzed, highlighting the importance of adapting motivation to the context, arguing that it may vary depending on the situation, context, and school environment. Definitions and understanding of adaptive and maladaptive motivational models are proposed, along with an analysis of their evolution over time. Research results are presented, indicating that beliefs associated with adaptive motivation, such as academic self-efficacy, lead to improved performance and achievements, while beliefs associated with maladaptive motivation, such as fear of failure, have negative effects on academic performance and achievements.
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Clark, M. H., Steven C. Middleton, Daniel Nguyen, and Lauren K. Zwick. "Mediating relationships between academic motivation, academic integration and academic performance." Learning and Individual Differences 33 (July 2014): 30–38. http://dx.doi.org/10.1016/j.lindif.2014.04.007.
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Ibragimov, G. I., A. A. Kalimullina, and M. G. Ibragimov. "Academic Motivation of Master Students Studying Pedagogical Science: Case of KFU." Vysshee Obrazovanie v Rossii = Higher Education in Russia 32, no. 11 (November 21, 2023): 153–68. http://dx.doi.org/10.31992/0869-3617-2023-32-11-153-168.
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The relevance of the study is due to the contradiction between the objective need for developing the academic motivation of Master students by means of research-oriented education and the insufficient development of the corresponding didactic conditions. The purpose of this paper is to identify the research-based learning potential in the development of Master students academic motivation and reasoning the didactic conditions promoting its effective implementation. In order to achieve it, the following tasks were solved: to reveal the essence of academic motivation and its features among Master’s students studying “Pedagogical science”; to promote theoretically and experimentally the didactic conditions for the effective implementation of the motivational potential of research-oriented learning. To identify the features of academic motivation, the methodology “Scale of Academic Motivation” was used.Research results: the essence of academic motivation as a set of motives that are the reason for the conscious inclusion of a student in educational activities is revealed; the features of the academic motivation of Master students studying Pedagogical science were revealed (the conscious choice of the program of training by the vast majority of students; different students’ background – previous education, work experience, age, that determines the polymotivation of educational activity with the dominance of internal motivation). It is shown that the motivational potential of researchoriented teaching of students is associated with its main characteristics: the purpose, content, nature of studying and research activities, features of results evaluation. Didactic conditions were experimentally promoted that enhance the motivational potential of research-oriented learning (taking into account the characteristics and levels of development of the corresponding types of students’ motivation; creating real opportunities for free choice of research topics for Master students; using work in pairs as a form of organizing educational and research activities; using a complex of stimulating methods for evaluating the study results). Perspective paths for study of the students’ academic motivation are indicated.
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Lotfi, Fereshteh, Farid Ahmadi, and Mahsa Esmailirad. "Developing an Ethical Scale to Measure Instagram Use Motivation Among College Students: Investigating Demographic Factors." International Journal of Management, Accounting and Economics 11, no. 12 (December 10, 2024): 1622–39. https://doi.org/10.5281/zenodo.14355862.
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This study aimed to measure Instagram use motivations and explore potential differences based on gender, age, marital status, and academic background among Iranian college students. A scale was developed with 6 dimensions and 27 items, and its reliability and validity were confirmed. Statistical methods including t-tests, one-way analysis, and Friedman test were used to analyze the data. Results showed high reliability and significant differences in motivation levels and dimensions across demographic groups. Females exhibited higher motivation levels than males, and individuals above 30 years showed higher motivation. Married individuals demonstrated higher motivation levels than singles. The most prevalent motivation for using Instagram was passing time, while self-expression was the least common motivation. The scale was deemed suitable for measuring motivation levels for using Instagram among Iranian college students. The study's findings highlighted distinct patterns of motivation based on gender, age, marital status, and academic background, providing valuable insights into Instagram use. By identifying and analyzing significant motivational differences across diverse demographic factors, this study not only enriches the understanding of social media usage in a unique cultural setting but also provides a foundation for future research on social media behavior in similar contexts.
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Raisuli, Rahaditya, and Judith Nesamalar Tharumaraj. "Exploring Types of Motivation among Undergraduate Students and Their Relationship with Academic Performance: A Pilot Study." Asia-Pacific Journal of Futures in Education and Society 3, no. 2 (November 18, 2024): 59–74. http://dx.doi.org/10.58946/apjfes-3.2.p5.
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Abstract: Academic achievement and motivation are closely intertwined, playing a pivotal role in priorities and success for both students and educational institutions. This pilot study examined types of academic motivations and their effect on academic performance. A quantitative approach was employed using a survey method with 30 undergraduate students at Taylors’ University, Malaysia. Findings indicate that extrinsic motivations were most prevalent among the undergraduates, while intrinsic motivations had the greatest impact on their academic achievements. Hence, educators should cater towards students’ extrinsic motivations, especially career goals, while cultivating intrinsic motivation to increase student satisfaction and student academic performance, respectively. The empirical results of this study are vital for ensuring the feasibility and sustainability of a future larger-scale study to be conducted.
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Jingya, Zhang. "Writing Motivation, Strategy Use, and Proficiency of Chinese Non-English Majors." International Journal of English Literature and Social Sciences 8, no. 4 (2023): 093–99. http://dx.doi.org/10.22161/ijels.84.15.
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This study investigates the interplay of English language motivation, writing strategies, and proficiency among non-English major Chinese university students. A mixed-methods approach reveals a moderate positive correlation between these factors, with both intrinsic and extrinsic motivations and translation strategies standing out as particularly impactful. The study further uncovers distinctive motivational, strategic, and proficiency patterns among different student groups, including sex, school type, academic year, and major divisions. Based on these findings, the Motivation-Strategy-Proficiency-based Writing Enhancement Program (MSP-WEP) is proposed to holistically improve academic writing skills. This research contributes to the understanding of factors affecting English academic writing proficiency in non-English major students and provides a practical program for educators, with a call for future research into the program’s efficacy in diverse learning contexts.
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Martínez-Ariza, Ligia, Lorena Cudris-Torres, Luisa Fernanda Echeverría-King, and Jorge Armando Niño-Vega. "Influence of motivation on academic performance: an analysis of motivational assessment in mathematics learning." Revista de Investigación, Desarrollo e Innovación 12, no. 1 (February 15, 2022): 485–94. http://dx.doi.org/10.19053/20278306.v12.n1.2022.14207.
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The objective of the study consisted of relating motivation with academic performance in mathematics in schoolchildren in northern Colombia, through the use of Pearson's correlation coefficient, applying the motivational assessment of the learning process (EMPA) questionnaire, to establish the levels of extrinsic and intrinsic motivation of the 65 students belonging to the sample. Academic performance was obtained through second source information provided by the academic coordination of the institution understudy, a quantitative and correlational approach was used. The results show a significant negative correlation in the dimensions of intrinsic and extrinsic motivation with academic performance. Given this, new lines of research are proposed, especially accompaniment by parents and guardians, and socioeconomic characteristics and their relationship to academic motivation.
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Liu, Honggang, Lixiang Gao, and Fan Fang. "Exploring and Sustaining Language Teacher Motivation for Being a Visiting Scholar in Higher Education: An Empirical Study in the Chinese Context." Sustainability 12, no. 15 (July 28, 2020): 6040. http://dx.doi.org/10.3390/su12156040.
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Language teacher motivation has been explored through various contexts in recent decades. However, less attention has been paid to teachers’ motivations for furthering their professional development in multilingual academic environments, such as by becoming visiting scholars at top universities at home or abroad. This study adopts a mixed-method approach to investigate language teachers’ motivations for being visiting scholars. First, a questionnaire was conducted on 169 teachers who spoke both English and languages other than English (LOTEs). Following an exploratory factor analysis, six separate motivational sources were identified: internal needs, stress relief, academic positioning, academic contact, academic symbolism, and policy support. For triangulation purposes, further interviews were conducted with three visiting scholars and one supervisor for in-depth qualitative data analysis. Interview findings reveal an imbalance between high demand for visiting scholarship funding and the financial allowances granted by governments and universities. Visiting scholars also experience inadequate academic guidance from their supervisors and few opportunities to participate in supervisors’ projects. Based on the research findings, this study proposes ways to sustain teacher motivation at the macro (policy) level, the meso (tutor system) level, and the micro (individual supervision) level.
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Shirvani, Ebrahim, Zahra Mirsolymani, Hajar Parvin, and Sahebe Mosavi. "Strategies for Enhancing Academic Motivation: Insights from Successful Students." KMAN Counseling and Psychology Nexus 2, no. 1 (2024): 42–48. http://dx.doi.org/10.61838/kman.psychnexus.2.1.7.
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Academic motivation is crucial for successful educational outcomes. This qualitative study explores the strategies employed by successful students to enhance their academic motivation, aiming to identify the mechanisms behind their success and provide actionable insights for educators and learners alike. The study employed a qualitative research design with data collected through semi-structured interviews. A total of 25 academically successful students from various disciplines participated in the study. The interviews were transcribed and analyzed using NVivo software to facilitate thematic analysis, aiming for theoretical saturation. Five main themes were identified as central to enhancing academic motivation: Time Management, Learning Strategies, Motivational Drivers, Support Systems, and Coping Mechanisms. Each theme encompassed multiple categories with specific concepts: Time Management included prioritization, routine building, break management, and procrastination avoidance. Learning Strategies covered active learning, resource utilization, and conceptual understanding. Motivational Drivers were characterized by personal goals, external encouragement, intrinsic motivation, and achievement recognition. Support Systems involved academic support, emotional support, institutional support, and online communities. Coping Mechanisms included stress management, reflection and adaptation, and resilience building. The study concludes that successful academic motivation is influenced by a combination of well-developed time management skills, active and resourceful learning strategies, strong motivational drivers, robust support systems, and effective coping mechanisms. These factors collectively contribute to the academic success of students.