Academic literature on the topic 'Achievement motivation questionnaire'
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Journal articles on the topic "Achievement motivation questionnaire"
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High, Radka. "MOTIVATIONAL STRUCTURE OF YOUNG CHEMISTS." Journal of Education Culture and Society 10, no. 2 (September 2, 2019): 255–69. http://dx.doi.org/10.15503/jecs20192.255.269.
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Aim: the goal of this study is to investigate the motivational structure of participants of Chemistry Olympiad summer camps. The participants are young students who achieved the best results in chemistry olympiads. Chemistry is one of the least popular subjects among czech students and therefore is important to understand what motivates extraordinary, or gifted students, to learn.
Methods: participants (N=38) completed a combination of qualitative and/or quantitative questionnaires. The primary questionnaire, known as the Motivational Induction Method (MIM), is a quality-quantitative questionnaire that uses the principle of open-ended questions. This method can provided a deep understanding of participants´ plans, desires and wishes but also fears, inhibitions or problems. Other questionnaires used were: the Learning Motivation questionnaire and the Achievement Motivation questionnaire which measure the sources of motivation and proportion of achievement needs, respectively.
Result: the MIM questionnaire, providing qualitative-quantitative analysis, showed that participants´motivation was mainly focused on self (identity) and contact with others (social motivation). The Learning Motivation questionnaires revealed that the two most important motivational sources for learning chemistry were: one, the acquisition of a good profession in the future (instrumental motivation); and two, cognitive movitavation, or simply the positive feeling one experiences from learning something new. The Achievement Motivational questionnaires revealed that participants´ need to avoid failure was lower in comparison to general pupils.
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Setiawan, Agus. "Hubungan Kausal Penalaran Matematis terhadap Prestasi Belajar Matematika pada Materi Bangun Ruang Sisi Datar ditinjau dari Motivasi Belajar Matematika Siswa." Al-Jabar : Jurnal Pendidikan Matematika 7, no. 1 (June 10, 2016): 91–100. http://dx.doi.org/10.24042/ajpm.v7i1.133.
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This research is a comparative causal research with factorial design 3 3. The population of this study is all students of class VIII SMP Negeri 1 Simpang Pematang. Sampling was done by cluster random sampling. The sample of this research is students of class VIII B and VIII D. Instruments used to collect data is a test of learning achievement, mathematical reasoning test and student motivation questionnaire. Prior to use for data retrieval, achievement test instruments, reasoning tests and motivational questionnaires were first tested in mathematics. Hypothesis test using two way Anava test with unequal cell. The conclusions of this study are: (1) Students with high mathematical reasoning ability have better learning achievement than students with moderate mathematical reasoning ability, students have better learning achievement than students with low mathematical reasoning, and students with ability High mathematical reasoning has better learning achievement than students with low mathematical reasoning ability, (2) Students with high learning motivation have better learning achievement than students with moderate learning motivation, students with high learning motivation have better learning achievement than Students with low learning motivation, and students with learning motivation are having better learning achievement than students with low learning motivation, (3) There is no interaction between mathematical reasoning ability and motivation of learning mathematics to learning achievement Ar math.
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Fahmi, Muhammad, Wibowo, and Dedi Purwana. "The Effect of Coach Leadership, Team Cooperation, and Achievement Motivation on The Performance of The Depok City Athlete." IJHCM (International Journal of Human Capital Management) 3, no. 1 (July 17, 2019): 27–38. http://dx.doi.org/10.21009/ijhcm.03.01.03.
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ABSTRACT: The objective of this research was to examine and analyze the effect of coach leadership, teamwork, and achievement motivation on the performance of Depok city’ athletes, It was a quantitative research with associative approach, conducted at Depok National Sports Committee (KONI). The data were collected through questionnaire involving 203 samples of respondent of athletes and coach among Depok National Sports Committee. Data collection techniques carried out in this study were using questionnaire instruments. The questionnaire used consisted of questionnaires, variables of coach leadership, teamwork, achievement motivation and athlete's performance. The type of questionnaire is a closed questionnaire where the questionnaire distributed to respondents has provided the answer in the form of five answer choices, so the respondent just has to choose one of the five answers provided. The measurement scale of the coach leadership questionnaire, teamwork, achievement motivation and athlete's performance used a Likert scale. The primary data collected then through the estimated error normality test, linearity test and significance test. Then analyzed and tested the hypothesis using path analysis. Data analysis techniques in this study include: (1) descriptive data analysis, (2) requirements test, (3) inferential data analysis.
The data analysis and interpretation indicates that: (1) Coach’ leadership has no direct effect on athletes’ performance. (2) Coach’ leadership has no direct effect on achievement motivation. (3) Coach’ leadership has direct effect on teamwork. (4) Teamwork has direct effect on achievement motivation. (5) Teamwork has direct effect on athletes’ performance. (6) Achievement motivation has direct effect on athletes’ performance. (7) Coach’ leadership has no indirect effect on athletes’ performance through achievement motivation. (8) Coach’ leadership has an indirect effect on athletes’ performance through teamwork. (9) Coach’ leadership has an indirect effect on athletes’ performance through teamwork and achievement motivation
Keywords: coach leadership, teamwork, achievement motivation, athletes’ performance
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Sarmento, Hugo, and Adilson Marques. "Achievement goals and self-determination in adult football players – a cluster analysis." Kinesiology 50, no. 1 (2018): 43–51. http://dx.doi.org/10.26582/k.50.1.1.
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To better understand the relationship between aspects of motivation and performance level in adult football players, this study aimed to identify differences in motivation among different motivational profiles created by means of hierarchical cluster analysis. The participants were 304 adult football players (90 professionals, 144 semi-professionals, 70 amateurs, age: 25.4±4.6 years). Participants completed the Task and Ego Orientation in Sports Questionnaire and the Self-Regulation Questionnaire. Based on the constructs of the questionnaires, cluster analyses were performed. Chi-square was used to determine any relationships between the players and clusters. Four different clusters were identified. There was no typical motivational profile for football players of different competition levels. However, the differences in all four clusters represented specific characteristics of football players of different competition levels most represented in each respective cluster. Cluster 1, which was the most adaptive, was not related to any competition level. On the other hand, professional athletes were significantly less represented in the least adaptive motivational profile (Cluster 4). The results highlight the complex relationship between competition and sporting motivation. Identifying the motivational profile characteristics of football players who can reach higher competition levels presents itself as a future research opportunity.
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Jafari, Sakineh, and Ali Asgari. "Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation." Integration of Education 24, no. 1 (March 31, 2020): 62–74. http://dx.doi.org/10.15507/1991-9468.098.024.202001.062-074.
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Introduction. The present study aims to predict students’ academic achievements based on the classroom climate, the mediating role of teacher-student interaction and academic motivation among Semnan University students. Materials and Methods. This study relied on correlation-and-description method of data collection. The sample population consisted of all undergraduate and postgraduate students at the Faculty of Engineering of Semnan University in the academic year of 2017–2018. Using a random stratified method, 200 subjects were selected as the sample (135 undergraduate and 65 master). Questionnaires of Patrick, Kaplan and Ryan’s classroom climate, Hernandez-Lopez’ teacher-student scale, Vallerand’s academic motivation questionnaire and Pace and Kuh’s student academic achievement scale were used. Reliability of the questionnaires was confirmed using Cronbach’s alpha test. Results. There is significant positive relationship between academic achievement and classroom climate, teacher-student interaction and academic motivation. Classroom climate has a direct and meaningful effect on students’ academic achievements. Also, the climate of the classroom by mediating the teacher-student interaction has indirect and significant effects on students’ academic achievements. Classroom climate by mediating educational motivation has an indirect and significant effect on students’ academic achievement. Discussion and Conclusion. The results of this study suggest the importance of openness to the classroom climate, interaction between teacher-student and academic motivation is to increase students’ academic achievements.
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Králíková, Jitka. "Analýza ukazatelů výkonové motivace u studentů sportovního gymnázia." Studia sportiva 11, no. 1 (July 19, 2017): 144–50. http://dx.doi.org/10.5817/sts2017-1-32.
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Achievement motivation is part of every performance, not just in sport. The aim was to find out what the average indicators of achievement motivation of students in sports gymnasium are and compare them with indicators of the general population, between men and women, between the youngest and oldest classes and types of sports played. For the measurement of achievement motivation has been used a standardized questionnaire achievement motivation (D-M-V). The results found that the achievement motivation among students of sports gymnasium is the average, we can find the highest motivation in athletics, achievement motivation of men and women is the same, the youngest classes show a lower level of achievement motivation compared to the oldest classes. Utility of the research is mainly for directing sports gymnasium that can improve teaching less motivated sports. Also for parents deciding between a sport offered by school or by an individual. Trainers and PE (physical education) teachers can make use in their job of the fact that achievement motivation is the same on both sexes, and they can use the same motivational methods.
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Bal, M., and Imants Barušs. "Perceived Parental Attachment and Achievement Motivation." Psychological Reports 109, no. 3 (December 2011): 940–48. http://dx.doi.org/10.2466/09.10.21.pr0.109.6.940-948.
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A significant amount of research in attachment theory has been devoted to factors affecting academic achievement, but less attention has been given to the role of attachment in the relation between academic achievement and achievement motivation. The current preliminary study examined the role of perceived parental attachment in achievement motivation. Self-report data obtained from the Parental Attachment Questionnaire, Achievement Goals Questionnaire, and the Performance Failure Appraisal Inventory were collected from 50 university students with a mean age of 18.8 yr. Correlation and regression analyses indicated that parental facilitation of independence correlated significantly and negatively with fear of failure. Results yielded partial support for the hypothesis that performance-oriented goals are related to a fear of failure, whereas mastery-oriented goals are not. The results also suggest that high parental attachment in the case of high-frequency religious practitioners is related to an increased chance of acquiring a more avoidance-oriented achievement motivation.
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Hidayati, Nurul. "The effect of achievement motivation and expectation toward students’ learning achievement on Islamic education." MUDARRISA: Journal of Islamic Education 9, no. 2 (January 22, 2018): 208. http://dx.doi.org/10.18326/mdr.v9i2.208-227.
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This research aims at figuring out the effect of students’ achivement motivation and expectation towards students’ learning achivementa t PAI subject at VII class in junior high school level in 2014. There were three schools involved in the research: SMP N 1 Salatiga, Salatiga SMP N 6, and SMP Muhammadiyah Salatiga. This is quantitative research with purposive sampling technique. The data collecting technique were questionnaires, test and documents. Questionnaires were to see the relation between students’ achievement motivation and expectation while test was used to gain data for learning achievement on PAI. The instruments for questionnaire were tested using validity and reliability test, normality test, autocorrelation test, F test, and coefficient determinant test. The data analysis used regression techniques. The findings of the research show that independent variables of achievement motivation (X1) and expectations (X2) influence the dependent variable of learning achievement (Y) by Y’ = 48.866 + 0.04 X1 + 0.258 X2 . This implies that 1 value of achievement motivation and 1 value of exectation will result on 49.164 learning achievement in PAI subject.
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Dutta Roy, Devdulal. "Construct validity of writing motivation questionnaire." International Journal of Psychological Research 3, no. 2 (December 30, 2010): 6–11. http://dx.doi.org/10.21500/20112084.806.
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The article reports results of two consecutive studies designed to understand construct validity of writing motivation and to examine its utility in the prediction of academic achievement. In first study, data were collected from 884 students of primary education through writing motivation questionnaire with seven domains (Dutta Roy, 2003). Correspondence analysis reveals two latent traits (intrinsic and extrinsic) of writing motivation. In the second study, writing motivation questionnaire was administered to 200 students and their academic performances in schools were collected. Results reveal inverse relation between latent traits. Composite scores of intrinsic writing motivation were positively and those of extrinsic writing motivation were negatively correlated with academic performance.
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Ruiz-Juan, Francisco. "Validez de constructo interna y externa del AGQ y PTEGQ en español." Anales de Psicología 31, no. 2 (April 25, 2015): 626. http://dx.doi.org/10.6018/analesps.31.2.170041.
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The objective is to analyze the psychometric properties of Achievement Goals Questionnaire (AGQ) and Perceptions of Teachers' Emphasis on Goals Questionnaire (PTEGQ) in Spanish, determining the reliability and construct validity and external validity by understanding that achievement goals and perceived motivational climate in physical education may predict intrinsic motivation and satisfaction in those subjects who exercise at leisure time regularly. Psychometric tests confirm PTEGQ and AGQ have four dimensions that are hypothesized from the original one. It has proved the structural supporting hypothesis that it is based on the principle of compatibility. It has also been demonstrated construct validity and external validity as achievement goals and perceived motivational climate in physical education may predict intrinsic motivation and satisfaction in active subjects. Its reliability has been acceptable
Dissertations / Theses on the topic "Achievement motivation questionnaire"
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Gomes, Cordeiro Pedro Miguel, Figueira Ana Paula Couceiro, da Silva José Tomás, and Lennia Matos. "School Motivation Questionnaire for the Portuguese Population: Structure and Psychometric Studies." Cambridge University Press, 2014. http://hdl.handle.net/10757/314342.
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It is presented the structure and psychometric studies of the “School Motivation Questionnaire”. The SMQ is
a self-report questionnaire with 101 items, organized in sixteen scales that measure the students´ goal orientations,
the perceived classroom goal structures, the perceived teacher’s autonomy support and the use of learning
strategies. Twelve scales are adapted from the “Learning Climate Questionnaire”, “Perceptions of Instrumentality”
and “Cuestionário a Estudiantes”. Four scales and five additional items are created new. The psychometric
studies rely on a convenience sample consisting of 9th and 12th grade students ( = 485) of Portuguese schools.
The factorial and construct validity, verified through several exploratory factorial analyses to the data, presents
a final solution of six factors, labelled Strategies (F1), Teacher Extrinsic Goals (F2), Student Extrinsic Goals,
Externally Regulated (F3) Teacher Intrinsic Goals (F4), Student Extrinsic Goals, Internally Regulated (F5), and
Student Intrinsic Goals (F6). The six-factor solution explains a significant variance of the scale results (53.95%).
Good coefficients of internal consistency are obtained for all factors, never below (.858; F6). In sum there is
strong evidence to support the multi-dimensionality of SMQ, upholding that the data obtained is exploratory
and applies for future validation studies.Se presenta la estructura y los estudios psicométricos del “Cuestionario de Motivación Escolar“. El CME es un cuestionario de auto informe con 101 ítems, organizados en dieciséis escalas que miden las orientaciones de las metas de los estudiantes, la percepción de las estructuras de las metas de clase, las percepciones del apoyo del profesor a la autonomía y el uso de estrategias de aprendizaje. Doce escalas son una adaptación del “Learning Climate Questionnaire”, “Perceptions of Instrumentality” y “Cuestionario a Estudiantes”. Cuatro escalas y cinco frases adicionales se crearon para este estudio. Los estudios psicométricos se basan en una muestra de conveniencia compuesta por estudiantes de los grados 9 y 12 (N = 485) de las escuelas portuguesas. La validez factorial y la construcción ha sido verificada a través de varios análisis factoriales exploratorios de los datos, y presenta una solución definitiva de seis factores, siendo Estrategias (F1), Metas extrínsecas de los docentes (F2), Metas extrínsecas de los estudiantes, reguladas externamente (F3), Metas intrínsecas de los docentes (F4), Metas extrínsecas de los estudiantes ,reguladas internamente (F5), y Metas intrínsecas de los estudiantes (F6). La solución de seis factores explica una variación significativa de los resultados de la escala (53,95%). Se encontraron buenos coeficientes de consistencia interna para todos los factores, nunca por debajo de (.858; F6). En suma, hay una fuerte evidencia para apoyar la multidimensionalidad del CME. Estos resultados son exploratorios y servirán como una base para estudios de validación posteriores.
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Wang, C. K. John. "Ability beliefs, achievement goals and intrinsic motivation in physical education." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/7478.
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This thesis examined the relationships of the conceptions of sport ability, achievement goals, and intrinsic motivation in Physical Education. Studies 1 and 2 investigated the psychometric properties of the Conceptions of the Nature of Athletic Ability Questionnaire (CNAAQ), a measure of sport ability beliefs. Results showed that the revised version of the scale possesses sound psychometric properties in assessing sport ability beliefs among children and youth. In addition, the relationships between ability beliefs, goal orientations, perceived competence, and behavioural indicators (intentions and amotivation) were also examined in the first two studies. An incremental belief predicted task orientation, whereas an entity belief predicted ego orientation. Intentions to be physically active were predicted by goal orientations indirectly through perceived competence, and directly by task orientation. In addition, amotivation was predicted directly and indirectly by ability beliefs and directly by achievement goals. Specifically, entity beliefs directly predicted amotivation, task orientation negatively predicted amotivation. Study 3 examined the interrelationships between ability beliefs, achievement goals, perceived competence, behavioural regulation, and arnotivation using cluster analysis. Five distinct clusters were identified based on these motivational constructs and these profiles were found to be related to perceived physical self-worth and levels of sport participation. Study 4 experimentally manipulated sport ability beliefs and examined their causal influence on achievement goals and motivation patterns when faced with failure. The causal link between ability beliefs and goals was supported. Ability attributions for failure were stronger for entity theorists compared to incremental theorists. However, hypotheses predicting differences on effort attributions, affective reactions, and behavioural markers were not supported. Study 5 examined the effects of goal involvement on enjoyment and intrinsic motivation under positive feedback. The results suggested that task-involved and ego-involved participants did not differ in self-reported enjoyment and free-choice behaviour measure. However, the free-choice behaviour of the ego-involved participants may not be fully intrinsically motivated. In addition, autonomous communication increased the positive effects of task and ego involvement on intrinsic motivation and enjoyment, whereas controlling communication had an undermining effect. Overall, results show that high incremental beliefs and high task orientation facilitate adaptive motivational patterns. Autonomy-supportive contexts also enhanced students' task motivation compared to controlling contexts.
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Smith, Jonathan M. J. "The development, validation and implementation of the individual sport motivational climate questionnaire." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/7074.
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This thesis aimed to develop a measure to investigate the perceived motivational climate in individual sports. In particular, it aimed to address some of the knowledge gaps in the current literature examining motivational climates: by developing a measure whose intended population participate in individual sports; that incorporates the perceived motivational climate created by multiple significant others; and that incorporates the 'impact' or salience of each of these perceptions of the motivational climate. In order to achieve this, the thesis is comprised of four studies.
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Iverach, Michael Robert. "The interaction of achievement goal orientations, self-regulated learning and learning environment in high school science classrooms." Curtin University of Technology.Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17676.
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Despite the substantial amount of education research on “teaching for understanding” and “learning for understanding” processes that has occurred in the fields of achievement goals, constructivist-based pedagogy, motivational beliefs and self-regulated learning there is little research that considers in unison the pillar constructs of these fields. Three studies comprised the present research which was designed to address the proposal that important social- and personal-based constructs associated with achievement goals, constructivist-based pedagogy, motivational beliefs, and self-regulated learning act in an interdisciplinary fashion to influence learning in the high school science classroom. All the large-scale quantitative studies presented a single-level structural equation model that was applicable to the general high school science student, controlling for the variance associated with age, gender, and student type (regular or selective high school student). Results from the two large-scale trait-level correlational studies of Study 1 (n = 655) and Study 2 (n = 617) using the Achievement Goals Questionnaire (Elliot & Church, 1997), Constructivist Learning Environment Survey (Taylor, Fraser, & Fisher, 1997) and the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) as the main quantitative instruments found support for the hypothesis that a perceived emphasis on the constructivist-based pedagogical dimensions of personal relevance and student negotiation in science classrooms promotes the adoption of mastery-approach and intrinsic value. These analyses also showed the importance of self-efficacy in promoting mastery-approach, performance-approach and the use of regulatory strategies, and that test anxiety had positive associations with mastery-avoidance and performance-avoidance goals.Study 3 comprised of two mini-studies that investigated the associations of competence perceptions, achievement goals and self-regulated learning in two science classroom learning contexts: teacher-led discussion (n = 451) and group work (n = 476). Using specifically developed context-level questionnaires, the results of these studies affirmed current theories concerning the interactions of self-efficacy, achievement goals, self-regulated learning (regulatory strategy use) and maladaptive strategy use. Students interviewed in Study 3 mostly reported the adoption of their achievement goals depended upon personal reasons that were commensurate with current achievement goal theory (Elliot, 1999) rather than specific classroom practices. The present research was also significant in that it tested the empirical stature of two frameworks by which social/cognitive research affiliated with learning environments, achievement goals and self-regulated learning may be conducted. Firstly, the results of the construct validity measures generated across Studies 1, 2 and 3 found support for the existence of the hypothesised 2 X 2 achievement goals framework (Elliot, 1999; Elliot & McGregor, 2001; Pintrich, 2000a). Secondly, the research introduced the tenets of a “context” hypothesis and found support for this perspective throughout the context-level studies. Adjunct multilevel multiple regressions were used in all the quantitative studies to examine the impact of subpopulation variables (age, gender, regular or selective high school student) and multiple goal interactions upon response variables, and to assess the variance attributed to the response variables at the class-level. Implications for the research disciplines studied are presented in terms of teaching practice, theory, future research and research methods.
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"A psychometric evaluation of an achievement motivation questionnaire (PMV)." Thesis, 2015. http://hdl.handle.net/10210/13356.
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Kunc, Vít. "Motivace k výkonu v cyklistice." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-339833.
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Title: Achievement motivation in cycling Aims: Main aim of this thesis was find out what motivates cyclists in achieving. I have used questionnaire LMI (Achievement motivation questionnaire) for cyclist on different level. Next step was comparing the results between all cyclists groups and describing main differences in motivation. Methods: For gaining all the data I used a questionnaire method. Questionnaires were spread in written form as well as in electronic form. I cooperated with the directors of amateur competitons in the Czech Republic, Czech Cycling Federation and other cyclistic unions. Respondent's answers were elaborated descriptively and analyticly by standardized statistics methods in software SPSS 17. Results: In the research were compared three cycling groups: Amateurs, Professionals and Hobby cyclists. In four of ten dimensions was confirmed different results in motivational structure. Results interpretation has shown that profesionals tend to trust in their success and dispose by biggest competition and ambition. The only dimension where amateur cyclists achieved significantly higher values opposite to professionals was in internality. Interesting results brought correlation analysis, which showed what most affects these four dimensions. Interesting was the only statistical...
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Kováčová, Klára. "Validizace nástroje pro zjišťování učební motivace Patterns of Adaptive Learning Scales (PALS) v českých podmínkách." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-365213.
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This master's these is considering the relationship between achievement goals and parenting styles. In the theoretic part of the thesis there are described current findings in the area of development individual achievement goals until adolescence from the viewpoint of social cognitive theory and the role of parents in this process. Research is aimed at establishing working model of the PALS questionnaire in Czech Republic and relationship of achievement goals and family parenting styles in students of 7th , 8th and 9th grade of mainly Prague elementary schools. Results show the need to modify PALS questionnaire in the manner that would better reflect the difference between performance- approach and performance-avoidance goals. The statistically significant relationship between achievement goals and parenting styles was not found. KEYWORDS achievement motivation, goal theory, competence, parenting style, PALS questionnaire
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Šípová, Emilie. "Psychologické souvislosti motivace ke změně odsouzených mužů v rámci resocializačního programu "Získej zaměstnání"." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-352039.
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The dissertation thesis is focused on exploring the psychological context of motivation for change in adult convicted men who participated in and completed the motivational resocialization program named "Get a job". In the first part, selected theoretical knowledge is presented. Introductory chapters (Ch. 1-3) deal with the issue of social control, context of motivation for change in the offender as well as the motivational factors in the penitentiary environment. Subsequently, a system of probation and rehabilitation programs in the Czech Republic and risk factors affecting the process of prison rehabilitation are described. The next two chapters (Ch. 4-5) capture the development of view of penitentiary intervention, provide an overview of therapeutic approaches in rehabilitation, and contain a discussion of the possibilities of verifying the effectiveness of rehabilitation programs. The second part focuses on the description of the "Get a job" rehabilitation program. Here, basic information on the implementation of the program (Ch. 6) is presented together with individual topics including the content, tutoring work specifics and examples of specific work done by prisoners (Ch. 7). The third part includes an empirical investigation and presentation of the obtained results. The introductory...
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Van, Rensburg Gisela Hildegard. "The learning styles of nursing students at a distance teaching university." Diss., 1995. http://hdl.handle.net/10500/17752.
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Individuals have unique ways of perceiving and organising information, which are
referred to as learning styles. By becoming informed about individual learning styles the
educator is in a better position to support the learner in the learning process.
A descriptive correlational study was done to investigate the learning styles of nursing
students at Unisa. In this research project a postal questionnaire was used to determine
their learning styles. Research data were gathered on the demographic and academic
profile of Unisa nursing students in order to determine their specific needs. Learning
styles were correlated with various constructs (academic achievement, distance teaching,
home language).
It was concluded that awareness of individual learning styles is important to assure
quality improvement in nursing education. Both learner and educator need to be
knowledgeable of learning styles and therefore a course in learning styles was designed.Health Studies
M.A. (Nursing Science)
Books on the topic "Achievement motivation questionnaire"
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Martin, Jeffrey J. Achievement Motivation Theory. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0017.
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There is a long history of research in sport psychology examining achievement motivation theory (AMT). This chapter traces the development of achievement motivation research in sport and then reviews AMT research in disability sport. Most of the research in sport and disability examines competitive orientation, which is the sport-specific version of achievement motivation. In particular, research based on Gill and colleagues’ work has used the Sport Orientation Questionnaire (SOQ), which enables researchers to assess competitiveness, goal orientation, and win orientation. Much of the research in disability sport has had modest goals of examining the three dimensions of the SOQ to determine if they differ in regard to able-bodied versus disability groups, acquired versus congenital disabilities, more versus less experienced athletes, and gender differences. Often researchers have found no or minimal differences and no practical ramifications. Researchers are urged to examine contemporary research questions that have grown out of work in this area, such as avoidant goals and the achievement motivation climate.
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Martin, Jeffrey J. Achievement Goal Theory. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0018.
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Similar to achievement motivation theory (AMT), achievement goal theory (AGT) has a long history in sport psychology research. This chapter discusses the origins of AGT, followed by a review of AGT research in disability sport. AGT is based in how athletes define success, and most of the work in this area has been done with the Task and Ego Orientation in Sport Questionnaire (TEOSQ). Lots of disability sport research has involved researchers asking athletes to complete the TEOSQ and then differences in groups (e.g., disabled athletes versus able-bodied athletes) have been examined. In contrast to AMT research, climate scales paralleling the orientation scales have been developed, allowing researchers to investigate if task climates promote well-being. Most of the findings regarding both task and ego orientations and climates support what is known in able-bodied sport: both task orientations and climates are adaptive and positively linked to other positive psychological constructs and negatively linked to negative constructs. Researchers in disability sport should consider research on avoidant goals and states of goal involvement that result from both orientations and climates.
Book chapters on the topic "Achievement motivation questionnaire"
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Raccanello, Daniela, Margherita Brondino, Margherita Pasini, and Bianca De Bernardi. "The Assessment of Motivation in Technology Based Learning Environments: The Italian Version of the Achievement Goal Questionnaire-Revised." In Advances in Intelligent Systems and Computing, 37–44. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07698-0_5.
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Garcia, Teresa, and Paul R. Pintrich. "Assessing Students’ Motivation and Learning Strategies in the Classroom Context: The Motivated Strategies for Learning Questionnaire." In Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge, 319–39. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-011-0657-3_12.
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Lisá, Elena. "DISPOSITIONAL TRAITS AS PREDICTORS OF SELF-EFFICACY." In Advances in Psychology and Psychological Trends, 32–44. inScience Press, 2020. http://dx.doi.org/10.36315/2021pad04.
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Introduction: We started from Bandura's theory of self-efficacy, the onion model of achievement motivation according to Schuler & Prochaska, and the 5-factor personality theory by Costa & McCrae. The study aimed to analyze the predictive power of achievement motivation and personality traits on general self-efficacyand domain-specific career decision self-efficacy. We expected the more significant relationship of stable personality characteristics with general self-efficacy than with specific-domain career decision self-efficacy. Methods: 690adult participants (university students and working adults) completed a career decision self-efficacy questionnaire,and 268of them a general self-efficacy scale. All participants also fulfilled an achievement motivation questionnaire and afive-factor personality theory questionnaire. Results: All five personality traits, combined with four dimensions of achievement motivation (dominance, confidence in success, self-control, and competitiveness) explain 61% of general self-efficacy variability. Extraversion, agreeableness, andconscientiousness with six achievement motivation dimensions (dominance, engagement, confidence in success, fearlessness, competitiveness, and goal setting) explain 42.5% of career decision self-efficacy variability. Discussion: Stable traits and achievement motivation dimensions had more significant predictive power on general self-efficacy than on domain-specific career decision self-efficacy. For further research, there is a suggestion about a theoretically and empirically integrated model of dispositional and social-cognitive approaches.
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Altinpulluk, Hakan. "Determining the Trends of Motivation Research in Distance Education." In Motivation, Volition, and Engagement in Online Distance Learning, 77–99. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7681-6.ch004.
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The aim of this study is to analyze 26 articles that include “motivation” in their titles and “distance education” as a topic in the Web of Science database in SSCI and ESCI indexed educational sciences journals between 2010 and 2020, and thus to determine the current situation and trends of motivation research in distance education. According to some findings, the most articles on motivation in distance education were published in 2018. Achievement was the most examined variable associated with motivation. As a theory, self-determination theory is the most widely used theory. The country with the highest number of articles is the USA, the most used research method is a quantitative method, and the most used data collection tool is a questionnaire. Lastly, some suggestions are offered to shed light on future research.
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Padilla, Concepcion, and Pilar Andres. "Personality Traits, Achievement Motivation, and Self-Regulation in Physically Active and Sedentary Young Adults." In Sport Psychology in Sports, Exercise and Physical Activity [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99738.
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Previous research has established a link between exercise and executive functions. However, how personality, motivation, and self-regulation can influence this association have been little investigated. Studies investigating in these aspects have shown that physically active individuals are more extrovert, conscientious and open to new experiences than sedentary individuals. Those who are sedentary tend to show more neuroticism and less self-regulation. In this chapter, the literature exploring these aspects is reviewed. In addition, a study to examine the impact of these factors in physically active and sedentary young adults is presented. The Big Five Inventory, the Intrinsic Motivation Inventory, the Achievement Motivation scales, and the Adult Temperament Questionnaire were administered to evaluate personality, motivation, and self-regulation. The results revealed that active participants significantly differed from sedentary participants in terms of personality showing higher emotional stability, extraversion, and openness to experiences, in addition to greater inhibitory control (self-regulation). Associations between better control of emotions and impulses and cognitive control were also explored, finding a significant correlation between them. Some guidance is included to help health providers to design physical activity programs to promote cardiovascular exercise in populations with high levels of inactivity.
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Hwang, Ren-Hung, Hsin-Tung Lin, Jerry Chih-Yuan Sun, and Jang-Jiin Wu. "Improving Learning Achievement in Science Education for Elementary School Students via Blended Learning." In Research Anthology on Developing Effective Online Learning Courses, 1494–514. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch074.
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Blended learning—which combines online learning with traditional face-to-face classroom instruction—is currently held in high regard. In elementary schools, science and technology education aims to help children use technology tools and to learn how disciplines such as math and science are relevant to engineering. In this study, the authors examined what type of learning profile contributes to higher achievement in science and technology in a blended learning environment. The participants consisted of 106 elementary school students (grades three to six) from two different schools. The authors adapted the Online Technologies Self-Efficacy Scale (OTSES) and the Motivated Strategies for Learning Questionnaire (MSLQ) to measure students' computer skills and learning motivation, respectively, and to understand how the blended learning environment affected their learning achievement. The results were as follows: 1) Computer skills significantly improved for all students except sixth-graders. 2) The blended learning environment had no significant effect on learning motivation. 3) In grades four and five, students in the experimental group improved more in learning achievement than students in the control group, as reflected by their higher MSLQ and OTSES scores.
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Özdemir, Emrah, and Selami Aydin. "Blogging Effect on English as a Foreign Language Writing Motivation." In Language Learning and Literacy, 248–68. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch013.
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Not many studies have been present on the effects of blogging, particularly with respect to English as a Foreign Language (EFL) writing motivation. Those studies did not focus on the effect of the use of blogs on Turkish EFL learners' writing motivation. Thus, this study aims to examine how the use of blogs affects EFL writing motivation among EFL learners in a Turkish EFL learning context. A questionnaire interrogating demographic information, a pre-test and a post-tests measuring writing achievement were administered to a group of participants including 48 language learners. According to results, blogging on its own does not increase motivation; however, the process-based writing instruction mainly has positive influences on EFL learners' motivation in both traditional pen-paper and blog environments. Thus, EFL teachers need to know that the use of blogs does not increase motivation among Turkish EFL learners. To increase their motivation level, it is also recommended that teachers should use a writing environment where their students are encouraged to write in the target language.
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Aydin, Selami, and Emrah Özdemir. "Using Blogs to Motivate English as a Foreign Language Writers." In Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning, 257–78. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1282-1.ch012.
Full textAbstract:
Not many studies have been present on the effects of blogging, particularly with respect to English as a Foreign Language (EFL) writing motivation. Those studies did not focus on the effect of the use of blogs on Turkish EFL learners' writing motivation. Thus, this chapter examines how the use of blogs affects EFL writing motivation among EFL learners in a Turkish EFL learning context. A questionnaire interrogating demographic information, a pre-test and a post-test measuring writing achievement were administered to a group of participants including 48 language learners. According to results, blogging on its own does not increase motivation; however, the process-based writing instruction mainly has positive influences on EFL learners' motivation in both traditional pen-paper and blog environments. Thus, EFL teachers need to know that the use of blogs does not increase motivation among Turkish EFL learners. To increase their motivation level, it is also recommended that teachers should use a writing environment where their students are encouraged to write in the target language.
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Sorayyaei Azar, Ali, and Siti Aisyah Binti Mohd Sahar. "Factors Affecting Malaysian Undergraduate Students' Motivation in Improving English Proficiency in Academic Environments." In Higher Education Challenges in South-East Asia, 35–73. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4489-1.ch003.
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Motivation plays an important role in the achievement of one's goals, whether as a student or as a worker. It is also an integral component in executing tasks. It is essential in pushing and encouraging people to carry out their daily activities. This research will focus on the different aspects of motivation. In Malaysia, English proficiency is an essential tool to gaining employment. It is for this reason that students are trained to have adequate English communication skills. Here, motivation will play a key role in driving them to become fluent English speakers. Although there are multiple types of motivation, this research will mainly focus on two forms: extrinsic motivation and intrinsic motivation. As explained by Kong, intrinsic and extrinsic motivations are two inseparable phenomena that complement each other when it comes to language learning. First extrinsic motivation, which refers to behaviour that is driven by external factors such as colleagues, friends, and family will be a powerful tool in a student's attempt to master the English language. The encouragement provided by a student's loved ones will certainly lift his/ her spirits if he/she falters in his/her efforts. Extrinsic motivation is also present in another form: rewards. Students who mainly rely on this method of extrinsic motivation will require a reward after accomplishing a goal/task, like taking a break or eating a snack. Vice versa to the students with intrinsic motivation, these individuals motivate themselves from within through internalised structures. This type of students is anxious to know and study on their own to achieve what they want. They generally do not need other people or other external motivators as long as they have their own inner drive. Furthermore, their inner selves are eager to accomplish their goals and fulfil their wishes. This study is conducted to investigate the factors that affect Malaysian undergraduate students' motivation to learn English in academic environments. It seems that the English fluency, particularly for those who have not built a concrete basic foundation in English, can be considered as one of the major issues in Malaysian education for the last few decades. To improve their grasp of the English language, students need motivation to keep them moving forward. There are various types of factors that affect the students' motivation. This study attempted quantitative research design using an online survey method. There were 306 respondents of Malaysian undergraduate students from four faculties (management, medical, hospitality, and engineering fields) at one of the private universities in Malaysia. The questionnaire was distributed using Google Form. Then, the results were analysed through SPSS software. The results revealed that the Malaysian undergraduate students were indeed affected by their intrinsic and extrinsic motivation. The students were intrinsically motivated by their own selves and extrinsically motivated by their parents, lecturers, friends, and academic environment to improve their proficiency in the English language. As such, the pedagogical implications are discussed.
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Barbashova, Iryna. "MASS PEDAGOGICAL EXPERIENCE OF SENSORY DEVELOPMENT OF PRIMARY SCHOOL STUDENTS." In Integration of traditional and innovation processes of development of modern science. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-021-6-4.
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A condition for the effectiveness of sensory development of primary school students is a critical study of the pedagogical experience of its organization. The importance of solving this problem is caused by the fact that school practice lays the foundation of pedagogical science and must take into account both modern scientific achievements and requirements of regulatory state documents. The purpose of the study is to highlight the mass pedagogical experience of sensory development of primary school students. To achieve this goal, written and oral interviews with teachers (questionnaires, interviews, talks) and observation of professional activities were used. It has been revealed that teachers are aware of the meaning of sensory development and distinguish its leading areas – the forming of vision, hearing and touch of schoolchildren; identify students’ typical difficulties in distinguishing mixed colors, complex shapes of objects, sonorous, hissing and whistling consonants, as well as in reproducing the nuances of coloring of objects, the relationship between size and spatial arrangement, inclined and rounded elements of letters, sequence of sounds in an audible word. At the same time, teachers are poorly oriented in the program material of perceptual development, admit insufficient awareness of the laws of sensory processes, and want to know more about the latest techniques and technologies of their forming. Observation of the real educational process allowed to establish a wide range of didactic influences used by educators in order to form different types of students’ perception. Teachers organize studies of colored objects, correcting children's verbal designations of colors and their shades; suggest exercises for superimposing objects of different shapes and sizes (arranging by size, placing figures in given proportions, etc.); form students' ideas about speech sounds (observation of the work of speech organs, modeling the properties of sounds with conditional chips, analysis of the phonetic structure of words, etc.); provide perception of musical works, demonstrate sounds of musical instruments and singing voices, use symbols to record the gradations of sounds in pitch, duration and volume, encourage students to reproduce the properties of musical sounds in singing and rhythmic movements; create conditions for touching objects made of different materials. However, teachers do not pay enough attention to distinguishing and naming color nuances, three-dimensional geometric shapes, symbols of voicedness and voicelessness of consonants, comparison of musical sounds by timbre qualities, and verbal characteristics of tactile sensory impressions. The conducted research proves that the mass pedagogical experience ensures the implementation of program requirements for improving the sensory sphere of primary school students, but shows a lack of teachers’ awareness of children's sensory processes and unstable motivation to solve problems of developing students’ perception. The prospect for further scientific research is to study the program, educational and methodological resources of forming the processes of perception in primary school students.
Conference papers on the topic "Achievement motivation questionnaire"
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Bondarenko, I. N., T. G. Fomina, and V. I. Morosanova. "The role of conscious self-regulation, language competence and non-cognitive properties in the success of the russian language in secondary school." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.70.84.
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Article considers the problem of psychological predictors of the academic success in learning Russian language in secondary school. An empirical study was conducted on a sample of students from 7–9 grades (N = 286). The students were examined using a set of diagnostic methods, including Morosanova’s Self-Regulation Profile of Learning Activity Questionnaire, method of diagnostics of the learning motivation and emotional attitude to learning (A. M. Prikhozhan), «Big Five — the children’s version», two tasks assessing language competences in the areas of punctuation, spelling, morphology, syntax, semantics, vocabulary, and style (E. D. Bozhovich), and indicators of academic achievement in Russian language. An empirical model of psychological predictors of academic performance in the Russian language was constructed using the structural equation modeling method. The results demonstrate the significant impact of conscious self-regulation to academic achievement in learning Russian language. Conscientiousness itself makes a small contribution to the total year grade, but when students have high self-regulation and low anxiety, it leads to a significant increase in their academic performance. The same positive reinforcing effect is observed in achievement motivation. Language competences such as knowledge of language norms, rules and a sense of language demonstrate an independent influence on the total year grade in Russian, regardless of non-cognitive factors. The obtained results contribute to scientific ideas about the role of self-regulation and non-cognitive predictors of providing various indicators of academic achievements in the success of learning in native language at school. The data can also be used to design psychological and pedagogical interventions aimed at the development of both language competencies of students and conscious selfregulation of their learning activity.
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Hariyanti, Uun, and Wu-Yuin Hwang. "Design and Implementation of Ubiquitous Fraction App for Fraction Learning in Authentic Contexts." In International Conference on Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/24246700.2020.6201.
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: An amount of research had identified some difficulties that were faced by students when they learned fractions, which is known as one of the essential parts of mathematics. On the other hand, designing mathematics learning in authentic contexts could beneficial to students, such as increase their motivation and collaboration. Thus, we develop a Ubiquitous App, namely Ubiquitous Fraction (U-Fraction), to facilitate fraction learning in authentic contexts by providing useful features. This study was designed to investigate the relationship among three categories of learning variables, including quantity of learning, quality of learning, and learning achievement, and to identify sequences of interactions when students use U-Fraction in authentic contexts. There were 27 five-grade students participated in this study. The data were analyzed using parametric and nonparametric tests, including pair t-test, correlation, lag sequential, and descriptive analysis. In summary, four important findings are highlighted in this study. First, the pair t-test result showed that there was a significant difference in students’ acquisition of fraction knowledge before and after the learning process. Second, the importance of correlation analysis results indicated that students’ learning achievement would depend more on their quality of learning rather than their quantity of tasks that had been solved by them. Third, results from sequential analysis indicated that students intended to do the next steps after they finished the previous step in fraction learning with authentic contexts. Fourth, a questionnaire, which is Sustainable and Scalable Authentic Learning (SSAL), results indicated that most students agree that learning with U-Fraction in authentic contexts could have a positive impact on the ability to collaborate with others. Finally, these results indicate that authentic learning supported by the Ubiquitous App can increase not only students’ achievements and engagements but also influence their positive attitude toward learning activities. Keywords: authentic contexts; ubiquitous fraction; authentic learning; peer sharing; peer assessment
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Ljubin-Golub, Tajana. "THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact037.
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"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."
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Sampaio, Daniel, and Pedro Almeida. "Students’ motivation, concentration and learning skills using Augmented Reality." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8249.
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The use of new technology in the process of teaching learning, as is the case of devices with the use of Augmented Reality, captures student and teacher's attention, creating the expectation that its use can provide the participants with new ways of interacting, new possibilities for collaboration and potentially an increase in motivation in learning. This research promoted the use of Augmented Reality using four prototypes created by the teacher during the teaching-learning process and had as main objectives: to evaluate the impact on motivation and learning competencies; identify, explore and evaluate different strategies for the integration of Augmented Reality devices and resources and define a set of guidelines for the integration of augmented reality systems. With the results of the questionnaires completed online by the students, it was concluded that they had a great interest in the possibility of interacting with the programmatic contents, the use of the prototypes added a greater motivation to solve the tasks proposed by the teacher and during the use of the prototypes the students have shown high levels of concentration for their achievement.
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Panferov, V. N., S. A. Bezgodova, and A. V. Miklyaeva. "Dynamics of students’ attitude to distance learning (results of longitudinal study)." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.204.217.
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The article describes the dynamics of students’ attitude to distance learning in the situation of forced transition to distance learning in connection with the COVID-19 pandemic. Students’ attitude to the content, organizational and motivational aspects of distance learning was studied using a questionnaire with online service Google form. The study was organized by the longitudinal method. Measurements of students’ attitude were carried out in the early days of distance learning and at the end of the first month. Research questions concerned 1) assessing changes in the organization of educational process, its efficiency and students’ self-motivation in the first days after the transition to distance learning; 2) changes in attitude to distance learning at the end of the first month: 3) contribution of objective factors (curriculum, financial conditions of study, place of stay during the period of distance learning, experience in the use of online educational platforms, current academic achievements) to the dynamics of the students’ attitude. The participants of the study were 94 students of the 1st-4th year. The results revealed a steady trend to lower evaluations by students the quality of assimilating knowledge, abilities and skills as well as to decrease of learning motivation and quality of interaction with teachers on the subjective background of increasing educational load. The general tendency to worsening assessments of distance learning can be mitigated by such factors as pre-formed competencies in the use of distance educational technologies, external (financial) incentives to learn and the ability to change the usual way of life due to changes in the usual place of residence.
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Bezgodova, S. A., and A. V. Miklyaeva. "Self-assessment of competence in online search for educational information by pupils with different educational motivations." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.392.404.
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The article presents the results of a study aimed at analyzing the relationship between the qualitative characteristics of online search for additional information which is necessary for completing educational tasks, and the educational motivation of secondary school pupils. The qualitative characteristics of online search for additional educational information included pupils’ subjective assessments of the frequency of using educational online search and competence in the relevant aspect of educational activities. The aim of the study is significantly revealed by the following research questions: 1) What is the dynamics of self-assessing frequency and competence in the field of online search for additional information throughout secondary school? 2) What motivates secondary school pupils to use online search for additional educational information? 3) What contribution does online search for additional educational information make to the academic achievements of secondary school pupils? Five hundred and eighty-two pupils of 5th -9th grades of secondary schools in Saint Petersburg were involved in the study. Empirical data were collected using questionnaire (for assess the quality characteristics of online search for additional educational information) and test (to assess educational motivation). According to empirical results, self-assessment indicators of frequency and competence in online search for additional information show consistent growth throughout secondary school and reach the highest level in the 9th and 7th grades, respectively. Productive use of online search for additional educational information is supported primarily by cognitive motivation; while for pupils with a predominance of other educational motives characteristic overestimate their competence in the online search for additional educational information that does not match their actual academic achievements. Based on the obtained results, the authors formulate a proposal to develop and implement elements of teaching pupil’s productive strategies of online search for additional educational information in the educational process of secondary school.